Lab in a box: Redesigning an electrical circuits course by utilizing pedagogies of engagement

A lecture-based theoretical approach is frequently utilized when teaching courses in electrical circuits and the educational learning objectives are often limited solely to content learning. This paper describes how a lecture-based electrical circuits' course was redesigned utilizing pedagogies of engagement to produce an environment that stimulates creativity and allows for the following additional learning objectives to be pursued: (1) improvement of hands-on skills, (2) increase in design abilities, and (3) teaming/collaboration proficiency. Educators are often deterred from pursuing these additional learning objectives in a large classroom or when there is lack of space and equipment. In this study, a "lab in a box" approach is outlined and shown to overcome these deterrents and foster an environment of student engagement. An inexpensive and easy-to-maintain portable kit was developed to enable approximately 300 undergraduate students each year to build and design electrical circuits. While teaching a course titled ENGR 2431-DC Circuits for years in a traditional large lecturebased classroom, the instructor was eager to adopt an alternative pedagogy to increase students' intrinsic motivation and overall engagement in the class. The expected benefits of the project in the near term were to increase student engagement and add three additional learning objectives to the course. After implementing the "lab in a box" project in a large classroom, survey data and observational experiences provided an indication that students are more engaged and in control of their learning.

Duke Scholars

Author Rabih Younes Electrical and Computer Engineering