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At Yale University the constraints imposed by an institutional requirement for breadth and variety in undergraduate education together with requirements for depth and substance in the engineering curricula cofmbine to create somewhat difficult structuring problems in the design of courses. A two term sequence in digital electronics and computer design is described which takes advantage of the unusual ability and motivation of the student population to enable it to accomplish a great deal within these constraints. The course sequence is based on a set of progressively larger and more independently executed laboratory design projects. These projects are structured in such a way as to get students to self-teach to a very great extent and to develop the instincts and abilities of designers. The courses appear to succeed and are relatively easy to support logistically.