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In the fall of 1969 a systematic reorganization of the EE laboratory program was begun at Purdue University. The reorganization was approached using an educational system model which recognized the needs for: clear statements of instructional objectives, mechanisms for information transfer, opportunities to practice, and apply new skills, the personal dimension of education and evaluation procedures. A second educational model, essentially orthogonal to the one above, based on Bloom's taxonomy of educational objectives was used to plan the degree to which various skills and activities should be stressed in each course. The educational methodologies used in developing the program and the end product of this effort are described.