Curriculum improvements in power engineering

O’Neill-Carrillo, Efraín; Irizarry-Rivera, A.A.; Vélez-Reyes, Miguel

doi:10.1109/fie.2001.963931

Cited by 7 publications

(6 citation statements)

References 10 publications

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“…[34] This effect contributes positively to both retention of information and student satisfaction of the learning experience. [20] Part of the effectiveness in the education process of a laboratory is the ability of the laboratory to address the individuality of laboratory participants to introduce their own insights and experiences to increase the learning experience of the whole, [36] including the laboratory instructor, through the cooperative learning. The laboratory instructors are considered "as organizers and facilitators of learning opportunities", dispersing and absorbing knowledge in a reciprocal manner with students.…”

Section: The Laboratory Contribution To Engineering Educationmentioning

confidence: 99%

The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum

Ferris¹

2000

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Over the last the last three decades, there has been a significant and documented decrease of power engineering curriculum within U.S. electrical engineering programs. Development of lifelong learners capable of critical and independent thinking is required to replace the large number of upcoming retirees from the industry and to prepare for the engineering challenges new technologies, laws and regulations are bringing to the electrical power system. In response to these challenges, Portland State University redesigned its BSEE and MSECE power engineering programs in order to create a launching pad for successful power engineering careers. A course series on power system protection is part of the requisite curriculum for both programs. Due to the complex and applied nature of this subject, the course features a laboratory component. This thesis addresses the pedagogical and engineering problems associated with developing power systems protection laboratory curriculum. Laboratory equipment and curriculum design were guided by outcomes defined by ABET EC2000 and specific outcomes defined for the laboratory that we adopted from research commissioned by ABET. Hands-on experience with industry equipment and software enhances classroombased course curriculum, expanding student understanding of the complexities of the subject of power system protection. Intergroup and intragroup communication is required in the laboratory, as are weekly written reports synthesizing subject material and experimental results. The outcomes of the laboratory are evaluated through a combination of grading rubrics and student participation in individual laboratory ii assignment surveys. The laboratory is comprised of three stations consisting of electromechanical (EM) relays and digital relay equipment. The practical experience with industry standard relays types happens in concert with a software-based simulation program. There are three phases of development; Phase I includes the design of the physical laboratory and the procural, or design and fabrication, of necessary equipment. Phase II involves the teaching term of the laboratory and the active assessment. Phase III involves the design and specification of a model-scale laboratory, to be built in future terms, which will provide students with the ability to test power system protection equipment in a physically simulated environment. This model-scale system will also provide a platform for future expansions of the power system protection laboratory in terms of distance protection, generation control, phasor measurement units, and system control schemes. iii This work is dedicated to my students. It was done for you and could not have been done without you. Thank you. ~That which I begin with enthusiasm, may I end with awareness~ iv Acknowledgments First and foremost I thank my parents for raising me so carefully and with such loving support, always encouraging my continuous pursuit of higher education. You both are undoubtedly a huge part of the reason I find academia so incredibly extr...

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Section: The Laboratory Contribution To Engineering Educationmentioning

confidence: 99%

The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum

Ferris¹

2000

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“…As a fact, this area has been an important part of the Power Engineering Curriculum at UPRM for a lot of years. Both graduate and undergraduate research work in power electronics have been performed at UPRM since the 1980s [2]. Additionally, the growth in the undergraduate research works at UPRM had been motivated by the faculty members of the Department of Electrical and Computer Engineering department [3] and the Center for Power Electronics Systems (CPES) [2].…”

Section: Introductionmentioning

confidence: 99%

“…Both graduate and undergraduate research work in power electronics have been performed at UPRM since the 1980s [2]. Additionally, the growth in the undergraduate research works at UPRM had been motivated by the faculty members of the Department of Electrical and Computer Engineering department [3] and the Center for Power Electronics Systems (CPES) [2]. Also, it is important to know that part of the mission of the ECE Department is the creation of abilities in the undergraduate students such as applying knowledge of mathematics, science and engineering, designing a system, component or process, formulating and solving engineering problems.…”

Section: Introductionmentioning

confidence: 99%

The Z-source converter as an introduction to power electronics and undergraduate research

Rivera

Rodríguez

2007

2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passp

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This paper presents the undergraduate research experience for electrical engineering students without previous knowledge of the area of power electronics. The paper is divided in two parts: the undergraduate research experience and the analysis of the Z-Source. In the first part of the paper, the dynamic model that describes the operation of the Z-Source under resonance is analyzed. The Z-Source topology is very simple to describe: two-port networks that consist of capacitors C a and C b and a splitinductor L a and L b connected in X shape. In the paper, the Z-Source is injected with different type of waveforms including square waveforms (produced by inverters or multilevel), harmonic injection, and random noise injected to the fundamental (sine) waveform.The second part of the paper present the undergraduate research experience analyzing the Z-Source under resonant conditions. Several goals were obtained: 1) the undergraduate student was exposed to new circuit topologies in the area of power electronics, 2) interest about the new technologies developed in the field of power electronics, and 3) to familiarize the undergraduate student with typical software used in the industry such as Saber, Simulink, P-Spice, etc.It is important to point that most of the work related to the Z-Source topology had been done in the past by graduate students as their dissertation work. But due the fact of the Z-Source simple configuration, an interesting approach had been done as an introductory topology to undergraduates without previous knowledge of power electronics.

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“…The future of the faculty as well as the power engineer has been debated in numerous publication [92], [94], [95], [98], [99]. Other curriculum related topics have been covered in [87], [89], [90], [96]. The future for the teaching of electric power systems is undoubtedly a challenge [97].…”

Section: B Power Engineering Curriculum Developmentmentioning

confidence: 99%

The future of power electronics/power engineering education: challenges and opportunities

Agelidis¹

2005

IEEE Workshop Power Electronics Education, 2005.

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Abstract-This paper discusses some factors affecting the education sector in the power electronics/power engineering area along with the renewed challenges and opportunities in the light of so many recent R&D developments at system level. It provides an overview of university-based curriculum initiatives and modern methods of instruction encouraging life long learning culture based on problem and project-based learning. The design studio approach currently used at Murdoch University, Perth, Western Australia is outlined. This approach is mapped to the modern attributes of engineering graduates along with Bloom's taxonomic levels of the cognitive domain. It is recognized that the aim should be to achieve learning in the highest possible level of the cognitive domain and the project-based approach is identified as the way forward. Finally, the assessment of students by an industrial panel is also presented as a complementary way to interact with the industry and involve their feedback directly with the educational process. I. INTRODUCTIONAdvances in semiconductor technology over the last two decades have made possible the application of high power electronics for utilities and the penetration of such technologies is ever increasing. On the other hand, the wide interest at government/political level for renewable energy systems (Kyoto) along with severe blackouts in many countries have pointed out the lack of investment associated with the power systems, a situation that has existed for decades. The problem of ageing infrastructure and the likelihood of further, perhaps inevitable, blackouts has also resulted in renewed interest in power engineering education.In the last few years, many universities worldwide have invested in renewing power engineering programs in trying to address these challenges. Market and job opportunities in this field have also increased. However, this does not necessarily mean that such opportunities will automatically translate into increasing numbers of students taking the power electronics/engineering streams needed to maintain the financial viability of these programs and the challenges ahead for educators/researchers are as many as ever.Power electronics technologies are enabling tools and will continue to make significant contributions to the way energy conversion is realized and ultimately controlled. Undoubtedly, these technologies will keep on moving forward creating unprecedented progress in all areas of industrial and human activities. Education and training remains an important industry by itself and traditionally universities play a leading role. In many countries undergraduate electrical and electronic engineering curricula continue to evolve as new digital technologies mature. Information technology and the use of computers make their contribution to the way teaching and learning is approached.On the other hand, traditional power engineering areas remained in the undergraduate curriculum as new disciplines such as software and computer engineering, telecommunications, bioengi...

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Curriculum improvements in power engineering

Cited by 7 publications

References 10 publications

The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum

The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum

The Z-source converter as an introduction to power electronics and undergraduate research

The future of power electronics/power engineering education: challenges and opportunities

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