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This paper describes designing and implementing a scholarship of teaching and learning (SoTL) study in a basic electrical circuits course at LaGuardia Community College. Inspired by my understanding of Shulmans (2005) concept of signature pedagogy and Mazurs (2009) emphasis on student-centered approaches, and aware that our students did not always understand the electrical theory concepts presented in class, I decided to change my pedagogy. We explain our efforts to train our students to thinkdoi:10.19030/tlc.v11i4.8853 fatcat:4i3dt4safzhcznv6gkyab4edqq