This paper details lessons learned from the implementation of a new approach to first-year Electronic and Electrical Engineering undergraduate laboratory teaching at the University of Sheffield (UoS), UK. Having moved from traditional small group laboratory teaching to much larger group teaching, a number of issues have been identified. With the construction of a new faculty-wide engineering building came a new undergraduate practical teaching paradigm. In this paper, the rationale behind the new model is introduced. Details of the laboratory teaching materials and exercises are also given. An analysis is presented of the experience gained during the first academic year’s delivery. Finally, suggested improvements are discussed
