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This paper describes a three-year study to introduce nine learner-centered instructional techniques into a two-course electrical engineering graduate course sequence in integrated circuits (ICs) targeted to real-world problems in industry, defense, and security. The study measures the student learning in this two-course sequence with the use of a pre-test/post-test teaching methodology and is carried out through a collaboration of Air Force Research Laboratory Sensors Directorate and Air Force Institute of Technology (AFIT), a government institution. The participants in the study were Air Force officers at AFIT. Results presented in this paper demonstrate the effectiveness of a pre-test/post-test teaching methodology even when data is restricted to samples of small size. Results show that a statistically significant improvement was observed in the first course of the two-course sequence when the Diagnostic and Post-Diagnostic evaluation results were compared. Analysis of the final exam results for one course for Year 2 and Year 3 shows that there is statistically significant improvement in performance. This change is attributed to the improved teaching methodology presented in this paper. The views expressed in this document are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the U.S. Government. An Electrical Engineering Graduate Course Sequence in Integrated Circuits Targeted to Real-World Problems in Industry, Defense, and Security