This paper describes exploitation of Mazur's Peer Instruction ideas in the context of engineering education, specifically introductory subjects in linear circuit analysis and design. Mazur's approach to teaching introductory undergraduate physics emphasizes: (1) use of the textbook as the primary method of introducing new material, and (2) understanding of concepts in addition to the ability to find numeric answers to problems. Retained from the peer-instruction approach are the use of reading quizzes and concept tests; added are active learning team-based problem-solving and design exercises.
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