Circuits and electronics laboratory courses have traditionally been offered in a face-to-face format in a physical lab setting with instruments such as power supplies, function generators, digital multimeters, and oscilloscopes, among others. However, this COVID-19 pandemic has forced universities all over the world to adopt newer strategies in implementation of traditional face-to-face laboratories. This sudden change in the format of traditional face-to-face laboratories means that there is a pressing need for thoughtful planning of laboratory education to minimize the negative effects of this pandemic. While significant literature exists detailing both the advantages and the disadvantages of non-traditional electrical engineering laboratory courses implemented through either standalone or some combination of simulations, remote control of laboratory equipment, and/or distant labs implemented through at-home lab-kits; I did not find any relevant literature on improvisation of face-to-face laboratory courses for efficient instruction during a pandemic. This paper describes the implementation of one such improvised face-to-face laboratory course offered during the COVID-19 pandemic. The paper also studies the experience of students enrolled in this improvised face-to-face laboratory course. The feedback is collected from the students in the form of surveys. The surveys address questions on ease of procuring the lab-kit, working alone on a bench vs. working in a group, anxiety of being in a laboratory space during the COVID-19 pandemic, and working on lab reports in a virtual team, among others. The survey results show that the students' confidence grew per week as they worked alone in this improvised face-to-face laboratory setting during the pandemic. However, the survey results also show that the students struggled to effectively collaborate with their lab group members in the writing of their lab reports. Therefore, the paper also offers some solutions that may aid students in effective collaboration with their group members in the writing of their lab reports. The structure of this improvised face-to-face laboratory setting and suggested solutions to improve collaboration among students may help other educators with a more robust planning and implementation of their improvised face-to-face laboratory courses during this COVID-19 pandemic and beyond.