Applying learner-centered pedagogy to an engineering circuit-theory class at Smith College

This paper discusses examples of learner-centered activities that have been incorporated into a circuit-theory course at Smith College. The learner-centered activities are organized around the structures of community, knowledge, and assessment. Specific examples include the use and ongoing development of "concept tests", frequent assessment of the students and the course, a peer-editing process facilitated by using class time to edit lab reports, and discussions and readings related to the social context within which electrical engineering concepts reside. This course is part of a program-wide effort to integrate learner-centered pedagogy into the entire engineering science curriculum.