The integration of new elements and the problem of generality level in electrical engineering teaching

Considers how to select and modify the level of generality in the syllabuses of courses in electrical engineering. This is done with respect to the methodology of teaching in general, and teaching measurement in particular: i.e., whether to start from general ideas and go toward details (top-down approach) or to start from details and go toward general ideas (bottom-up approach). A so-called systems approach is presented as an alternative for both the top-down and bottom-up approaches. Its main assumptions are that: the teaching starts with a sketch presentation of the essential, core ideas, reflecting a really distinctive feature of the subject; then, the practical limitations of this simplified description are shown and details (complications) are introduced as needed to get a sufficiently complete, useful image of the subject. As an example of the method presented, a four-course series in electrical measurements is summarized. Experience with undergraduate electrical engineering students in the Electrical Engineering Department of the University of Quebec is briefly discussed