The article describes the use of realistic problems to support presentation of fiber-optic links to undergraduate electronic engineering students. The basic aim of the approach is for the students to consolidate basic concepts, facts and processes regarding signal transmission through optical fibers as well as obtain aptitude in handling actual engineering issues.

To cover most of the theoretical material presented, problems of three types were selected:
(a) a point-to-point single-wavelength fiber link,
(b) a point-to-point wavelength-division-multiplexing (WDM) link and
(c) a metropolitan fiber network.

The first two types of problems aim at the students addressing issues such as attenuation, chromatic dispersion and polarization-mode dispersion, performing the necessary calculations to certify the feasibility of a fiber-link and choosing the passive and active equipment required for the link’s implementation. The third type, on the other hand, apart from referring to signal degradation mechanisms (that are, anyway, less important due to the shorter distances) it also focuses on the allocation of optical fibers to potential users, an issue that, though often encountered in actual telecommunication environments, it is rarely addressed in the classroom.

The basic rationale for the above approach is that, together with conventional exercises of calculation or lab type, through which students practice essential concepts and facts of the respective engineering topic, students’ dealing with realistic problems can be very useful in bridging the gap between the knowledge acquired in the classroom and the skills required in an actual professional environment. The selection of the three types of problems described above was made on the basis that they are often encountered by telecommunication engineers since in essence, they constitute the initial phases of designing fiber-optic links. For the students to make the most of the described approach, care was taken for their active involvement. Dealing with realistic problems can also make the relevant lectures more attractive and interesting.

The whole procedure was evaluated by means of a short questionnaire, distributed to the students, that should be answered by means of a 5-grade Likert scale. Students’ answers were a strong indication that the above described approach was generally successful.

Keywords: Engineering Education, Electronic Engineering Education, Optical Communications, Fiber-optic links, Realistic problems.