The Re-Design of an Introductory Circuits Course Based Upon Student Demographics

Abstract

This paper presents a comparative study for an introductory circuits theory course at Tennessee State University College of Engineering, Technology, and Computer Science. DC Circuit Analysis is a course required by all engineering majors including civil, architectural, mechanical, and electrical. This course is the gateway to all future engineering courses and an integral part of the student's introduction to engineering problem solving, analysis, and critical thinking. The introductory circuits course was re-designed in Fall 2003 to include collaborative learning teams, in-class activities, partial lecture notes, and a more facilitative student-centered learning environment. In Fall 2004, the course was revised yet again to include cooperative learning teams, team assignments, and concept questions. In this analysis, statistics for the course from Fall 2000 to Spring 2003 will be compared to the revised course to identify any statistical difference. Finally, the results of the comparison will be used to identify any additional course modifications necessary to improve student success