Combining more traditional learning of physics with engineering design seminars works well. For several years, I taught a seminar on electricity and magnetism in the Experimental Study Group as an alumni volunteer, coordinated with daytime classroom learning of Maxwell's equations taught by a physics lecturer. The seminar used 1 1/2 hour sessions to do design exercises based on products actually being engineered and sold in my day job. The students were very interested, their evaluations indicated this was a real addition to their learning experience. The fact that someone could actually do real paid work using the theory being taught made an impression. The physics lecturer also found it educational, he had taught the theory for many years but never had to apply it.

The theoretical basis might make more use of on line learning including recorded lectures and discussion of on line problem sets, with faculty live discussion of the problems and ideas in small recitation sized groups. Then the design seminars would allow active participation of the students in the designs, with guidance by engineering professionals either alumni volunteer or faculty.
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Taking this one step farther, the classroom spaces can provide web access and media screens to let the student group interact with the lectures while the faculty circulate to enhance discussions. Then the design seminar can include models and simulations and computer calculations to enhance the designs while the engineer is interacting with the group, maybe using the same space.

An example of the design exercise is attached here.