Fall 2024 Cohort - Tech4 Teaching & Learning MiniGrant - Culminating Portfolio

ENGR 17: Introductory Circuit Analysis

Foundational, Applied, Accessible

Course Description

ENGR 17: Introductory Circuit Analysis is a lower-division foundational course in the Electrical and Computer Engineering curriculum at California State University, Sacramento. The course introduces students to core circuit-analysis topics, including Ohm’s Law, Kirchhoff’s laws, node and loop analysis, equivalent circuits, power and energy, first-order circuits, and phasor analysis.

The redesigned course is delivered as a fully online asynchronous course through Canvas. Students engage with video lectures, homework, quizzes, discussions, exams, readings, worked examples, and tools such as Falstad Circuit Simulator and MATLAB. Although the course does not include a separate lab, applied examples and simulation-based activities help students connect circuit theory to engineering practice.

Through the TECH4 redesign, I focused on improving course organization, alignment, accessibility, grading transparency, and student support. The goal was to make the course easier to navigate, more clearly aligned with learning outcomes, and more supportive for student success.

Reflection on Tech4 Teaching & Learning MiniGrant Deliverables:

I completed a Quality Matters self-review and QM-managed review of ENGR 17: Introductory Circuit Analysis using the QM Higher Education Rubric, 7th Edition. The review helped me evaluate the course in terms of alignment, accessibility, learner support, assessment, instructional materials, technology, and online interaction.

The review identified several strengths, including a clear course overview, measurable course and module learning outcomes, and general alignment among objectives, activities, and assessments. It also identified areas for improvement, such as communication and netiquette guidelines, institutional policy links, technology requirements, grading-policy consistency, academic-integrity guidance, instructor self-introduction, and source attribution for instructional materials.

Based on the review, I revised the syllabus and Canvas pages, clarified expectations, improved grading and late-work policies, added communication and netiquette guidance, strengthened academic-integrity language, and worked to align CLOs, MLOs, assignments, quizzes, homework, discussions, and exams. Overall, the QM review helped me make ENGR 17 more transparent, accessible, aligned, and student-centered.

Analyzed the DFW Rates and Developed a Plan

As part of the TECH4 Teaching & Learning MiniGrant, I reviewed DFW concerns for ENGR 17, a foundational course for Electrical and Computer Engineering students. Because the course is mathematically intensive, fully online asynchronous, and conceptually cumulative, students may struggle with both prerequisite knowledge and new circuit-analysis concepts.

To address these concerns, I improved Canvas module organization, clarified module learning outcomes, aligned activities with course objectives, and strengthened homework, quizzes, discussions, and practice opportunities. I also added clearer instructions, more transparent grading criteria, applied examples, simulation-based activities, and discussion prompts for identifying muddy points. These changes are intended to help students monitor their progress, stay engaged, and seek support earlier in the semester.

Created a Course Map to Demonstrate Alignment

Learning Objectives, Learning Activities chart_Course Map

I created a course map for ENGR 17 to show the alignment among course learning objectives, module learning outcomes, instructional materials, learning activities, and assessments. The map helped me review whether each module supported the course outcomes and whether students had appropriate opportunities to practice and demonstrate their learning.

Using the course map, I identified areas where the wording of objectives needed to be more consistent across the syllabus, Canvas pages, and module overview pages. I also used it to strengthen the connection between videos, readings, simulations, homework, quizzes, discussions, and exams. This helped make the course structure clearer, more aligned, and more transparent for students.

Professional Development Selected to Strengthen Skills and Knowledge

Quality Matters Training and TECH4 Teaching & Learning MiniGrant

For my professional development, I participated in the TECH4 Teaching & Learning MiniGrant program and completed Quality Matters-related course review activities. This helped me better understand online course alignment, accessibility, student engagement, clear communication, and transparent assessment design.

I applied what I learned to ENGR 17 by revising the syllabus, improving the course map, clarifying module learning outcomes, strengthening grading and assignment instructions, adding communication and netiquette expectations, and improving Canvas organization and accessibility. These changes helped make the course more student-centered, easier to navigate, and better aligned with QM standards.

Course Redesign Process and Experience

For my course redesign, I focused on improving ENGR 17: Introductory Circuit Analysis as a fully online asynchronous course. I began by reviewing the course using the Quality Matters Rubric, 7th Edition, then used the feedback to identify areas that needed clearer alignment, stronger student support, improved accessibility, and more consistent communication.

The redesign process included revising the syllabus, updating Canvas module organization, clarifying course and module learning outcomes, improving the course map, strengthening grading and late-work policies, adding communication and netiquette expectations, and improving technology requirement information. I also reviewed instructional materials and assessments to make sure students could clearly see how each activity supported the course learning objectives.

The QM review process was very helpful because it gave me a structured way to evaluate the course from the student perspective. It helped me see that a strong online engineering course needs more than technical content; it also needs clear navigation, transparent expectations, accessible materials, aligned assessments, and regular support for students. Overall, this redesign made ENGR 17 more organized, student-centered, and aligned with QM standards.

Evidence of Online Course Re-Design

*ENGR 17* Re-Design
*Improved Course Alignment and Module Organization*	*Clearer Student Support, Communication, and Accessibility*
I redesigned the Canvas course structure so students can more clearly follow the weekly learning path. Each module now connects course learning objectives, module learning outcomes, instructional materials, homework, quizzes, discussions, and exams. This change helps students understand what they are expected to learn, how they will practice it, and how their learning will be assessed. Suggested image to include: screenshot of a Canvas module overview page, course map, or module learning outcomes page. Caption: This image shows the redesigned module structure and learning outcomes used to align course content, activities, and assessments in ENGR 17	I revised student-facing course information to make expectations clearer and improve support in the online asynchronous environment. This included updates to the syllabus, grading and late-work policies, technology requirements, communication and netiquette expectations, academic-integrity language, and accessibility information. These changes help students know how to participate, communicate, submit work, use required tools, and get help when needed. Suggested image to include: screenshot of the syllabus page, communication/netiquette page, technology requirements page, or accessibility score. Caption: This image shows updated student-support information added to improve clarity, communication, accessibility, and transparency in ENGR 17.

Changes in Course Syllabus and Schedules:

Syllabus

I revised the ENGR 17 syllabus and course schedule to make the course expectations clearer for students in the fully online asynchronous format. Updates included a clearer course description, course learning objectives, grading breakdown, assignment expectations, late-work policies, technology requirements, communication guidelines, academic-integrity expectations, and student-support resources.

I also updated the schedule and module structure so students can better understand what topics, homework, quizzes, discussions, and exams are due throughout the semester. These changes support clearer navigation, improved alignment, and better student planning.

**Faculty Biography**
Your Name	About me:
	I am an Assistant Professor in the Department of Electrical and Electronic Engineering at California State University, Sacramento. I earned my Ph.D. in Biomedical Engineering from the University of Akron, and my M.Sc. in Biomedical Engineering and B.Sc. in Electrical Engineering from the University of Tehran. My teaching areas include introductory circuit analysis, logic design, signals and systems, applied digital signal processing, advanced digital signal processing, and computational methods. My research interests include biomedical engineering, wearable sensing systems, signal processing, medical-device design, and engineering education. I am also active in professional service through IEEE, IEEE EMBS, and SWE. I am committed to creating clear, accessible, and student-centered learning experiences that help students connect engineering theory to real-world applications.

**Program Sponsors**
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.