Designing effective Laboratory courses in electrical engineering: Challenge-based Model that reflects engineering process

In electrical engineering programs, physical Laboratory courses should enable students to apply theory to design, to synthesize and analyze circuits and systems, and gain practical hands-on skills and knowledge required for their future career. However, students often have difficulty applying electrical theory to problem solving tasks, such as those encountered in lab experiments; therefore, an alternative approach to lab instruction is desirable. A study at Vanderbilt University explored the potential of organizing electrical engineering labs around challenges. A learning model called Software Technology for Assessment and Reflection (STAR) Legacy was adopted in designing the lab learning process. The model combines problem-solving challenges and instructional resources with Web-based technology. This paper describes the structure of the innovative challenge-based lab design, and presents student and instructor evaluations of this design.