Abstract
In this paper, we make the case for an increased focus on teaching an understanding of societal context and the integral role it plays in energy infrastructure design. Power system design education is inadequate in terms of holistic understanding of the non-technical aspects of a client-society in the development of energy infrastructure solutions. These are reflected in many failed designs, primarily designed by student engineers as part of capstone projects, senior design projects, or extra-curricular work through humanitarian-oriented programs administered by NGOs. We are developing coursework that introduces students to the complexities involved in the practice of engineering in rural communities at the international level.
Highlights
I N THE field of power engineering, achieving maximal electrification for all aspects of human infrastructure has been a goal for some time
All the material learned in the course is used towards a final project, in which students are expected to present on various aspects of the case study system, and how they propose rehabilitation to ensure it runs sustainably, and the justifications behind their design strategy
We have presented our thoughts on the need for incorporating a shift in the teaching of power system engineering education–and engineering design education in general–that attempts to encourage student engineers to realize that the engineering design relies as much on the contextual aspects of societal identity as the technical aspects of site
Summary
I N THE field of power engineering, achieving maximal electrification for all aspects of human infrastructure has been a goal for some time now. In recognition of this need for electrification and the associated benefits that may be realized, many non-profit organizations are focused on humanitarian applications of electrical engineering, and many encourage–are geared towards–participation of engineering students [7].
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