Much agree, and one of the reasons to try to make hacking and fun practical stuff part of a course is that the knowledge is stickier. You'll remember the Moog f

Much agree, and one of the reasons to try to make hacking and fun practical stuff part of a course is that the knowledge is stickier. You'll remember the Moog filter you built on a breadboard which made weird noises after you calculated the RC values wrong. Maybe not so much the perfect stopband you got a solver to make for you in a DSP simulator. Feynmann was all about that teaching realism. Also it takes about 6 months to a year of tinkering to really get "the pleasure of deeply understanding a topic". Many uni departments scrapped the electronics labs because it's all a bit messy, expensive and time consuming and I think the demand for people who teach it is getting smaller, at least here in UK. Last time I was asked to give an electronics class it was mainly digital switching of loads and hooking up I2C sensors. Still we had fun. That "just get the certificate" mentally of education doesn't leave much room for the play factor.