Improving the Instructional Strategies of Traditional Electrical Engineering Course during the Pandemic

Engaging students throughout the semester has been particularly challenging through online and hybrid learning during the times of COVID-19. Each traditional course in the sophomore and junior level in the Electrical Engineering curriculum lays as a foundation or prerequisite for other courses, as the student advances in their Bachelors of Science (BS) degree. Failing to retain the student for the entire semester can cost them a year in their BS degree. Retaining the students in the online/hybrid courses means that the curriculum needs to be presented using more relatable and case-based methods, where students feel the significance of each learning objective and assessment. One solution is the integration of active learning techniques that can take advantage of the flexible timing that is not prevalent in the traditional classroom setting. In this paper, integrating problem-based learning (PBL) as an assessment tool in the EENG 3306 Electronics Circuit Analysis I course is discussed as a strategy to promote student engagement. This course was taught as an online and hybrid course at the University of Texas at Tyler, in both the Tyler and Houston campuses. The analysis results through the data collected in the assessment reflect the increased student engagement and enthusiasm in the curriculum.