Electric Power Engineering Education Research Articles

Enhancing Electrical Power Engineering Education in North Sumatra: Evaluating the Effectiveness and Practicality of Consortium Collaborations Between Academia and Industry

Simulation technology tools are becoming important learning tools in higher education, facilitating the development of practical and cognitive skills in a safe and widely accessible environment. Simulation technology is applied in practicing and developing practical learning skills in a safe environment, without real risks. Computers as media and are used to improve learning outcomes and facilitate students in innovative learning. The importance of using simulation media in learning electricity engineering because inviting students to learn and interact with simulations can improve critical thinking skills, problem solving, and decision making. The simulation media was developed using the ADDIE model to achieve learning effectiveness targets by observing the parameters of alignment between simulation content and learning outcomes, interactivity that allows students to be actively involved in the learning process, the quality of feedback provided by simulations to help students understand in improving learning outcomes in the field of electricity engineering. The results of testing 21 respondents showed an increase in student involvement and motivation in the pretest results of 65.5 and post-test 83.38 in the experimental class, indicating that there was an increase in learning outcomes from media users. Practicality test 80% in the practical category shows the implication of using the media provides convenience.

ОПЫТ РЕАЛИЗАЦИИ РОССИЙСКО-КИТАЙСКОЙ СОВМЕСТНОЙ ПРОГРАММЫ ПОДГОТОВКИ СТУДЕНТОВ ИЗ КИТАЙСКОЙ НАРОДНОЙ РЕСПУБЛИКИ ПО НАПРАВЛЕНИЮ «ЭЛЕКТРОЭНЕРГЕТИКА И ЭЛЕКТРОТЕХНИКА»

The paper deals with the Chinese-international education cooperation. The brief overview of structure and current state of international education programs are given. On the example of the Far Eastern State Transport University, the experience of implementing a joint Russian-Chinese educational program for students involved in electric power and electrical engineering education programs is considered. Examples of successful scientific work of Chinese students during their studies in Russia are given.

A simplified virtual power system lab for distance learning and ABET accredited education systems

COVID-19 pandemic has had an adverse impact on higher education worldwide. In particular, the situation can be more crucial for electrical power engineering education due to the importance of the direct relationship between the students and their instructor embodied in the campus’ classroom interaction and the requisite face-to-face learning. Apparently, e-learning instructional design has provided a fairly accepted solution through online lectures and exams for power engineering courses. Nevertheless, the difficulty persists in moving the experiment equipment of the laboratories to the homes of the students since most experiments were likely to be carried out on the University campus’ dedicated power system panels. An urgent and reduced cost solution is therefore needed. This paper introduces a shortcut design method as a compensatory solution at no extra cost, which during this challenging period is suitable for teaching power system labs and also suitable for full online education programs. The work presented in the paper goes beyond that to discuss the relevance to ABET student outcomes. Two experiments are presented in the PowerWorld Simulator environment with systematic steps to facilitate the expansion of the rest of the laboratory experiments. The method is based on the simulation of a textbook example and the verification of results from another textbook followed by a discussion of the relevant students' outcomes of ABET. The paper may be used as an educational guide for instructors in the following academic year in institutions that embrace distance learning programs.

Electric Power Engineering Education: Cultivating the Talent in the United Kingdom and Italy to Build the Low-Carbon Economy of the Future

Changes in the power-related industrial and manufaturing landscape of Europe, the restructuring of utilities, and the drive toward a low-carbon economy require the education of engineers with a broader understanding of technology, social behavior, and economics. These men and women need enhanced knowledge and capabilities in leadership, human communication skills, data analysis, business management, and economics, in addition to the classical electrical engineering skills of mathematics, circuit analysis, power systems, energy conversion, data communications, and signal processing, although these still remain the pillars of their education.

Trends in Electric Power Engineering Education: An Analysis of Future Challenges

University power engineering education has undergone considerable changes over the last ten years. Student interest has risen, and more faculty and staff are being employed to meet the increased enrollment. Research funding has grown as well, and curricula have evolved to meet the educational needs of the next generation of power engineers.

Electrical Power Engineering Education Down Under: Australia and New Zealand Are Adding Energy to Their University Curricula

On 4 August 1888, Reefton became the first town in New Zealand to have its own public electricity supply powered by hydrogeneration. In Australia, the first supply of electricity to the public at large was in two small country towns in New South Wales. Tamworth, with a population of 3,000, switched on arc and incandescent street lighting on 9 November 1888. In April 1889, the smaller town of Young switched on its incandescent street lighting and shortly thereafter went on to connect shops, offices, and homes within reach of its lines. However, the history of electricity supply in Australia traces back earlier, with Brisbane as one of the first cities in Australia to use electricity commercially, in 1882. Thus, electricity utilization down under coincided with the history of its emergence among the countries of the Northern Hemisphere.

Design and development of a smart grid laboratory for an energy and power engineering technology program

This paper presents the design and development of a laboratory facility to accompany a three-course power systems sequence in the Energy and Power Engineering Technology program at Purdue University. This hardware-based system is modeled after the US electric grid and emulates a complete power network: generation, transmission and distribution, end-use, and control. The approach taken is to divide the lab hardware in two: a simplified three-phase, three-bus system for power transfer from a synchronous generator and infinite bus to a variable load, and a multi-bus single phase system with prime movers and associated generators, transformers, contactors, transmission lines, constant impedance loads, induction motor loads, power factor correction capacitors, DC generation, AC/DC conversion, energy storage, high voltage DC transmission, and supervisory control and data acquisition. The bifurcation of the lab hardware by phase enables the hands on teaching of both three-phase power basics and more advanced content in context of the power grid, supporting a systems-based approach to electric power engineering education.

Power Quality as an Educational Opportunity

This letter describes electric power quality as an important component of electric power engineering education. Because power quality engineering relies on signal processing concepts as well as applied power engineering, students in both undergraduate and graduate educational programs find the topics cross-disciplinary, practical, and motivational.

Electric Power Engineering Education Resources 2005–2006 IEEE Power Engineering Society Committee Report. The Power Engineering Education Committee (PEEC) Task Force on Educational Resources

This report is based on a survey of power engineering education resources in the U.S. and Canada similar to 12 earlier such efforts. This survey is conducted to determine the electric power engineering education resources available in Accreditation Board of Engineering and Technology (ABET)-accredited engineering programs in the U.S. and Canada for the 2005-2006 academic year. The report is limited to colleges and universities that replied to a questionnaire on a voluntary basis. For the 125 colleges and universities (115 U.S., 10 Canadian) that submitted data on their power programs, the report contains a list of faculty active during the 2005-2006 academic year with academic participation and professional experience, each school's research area and funding levels, Ph.D. and M.S. student enrollment by type of support and by domestic versus international, and each school's power course offerings with enrollments and other data.

The Impact of the Bologna Agreement on Electric Power Engineering Education in Latvia

The fast transmission to a market form of economics in Latvia caused many complex problems, not least for electric power engineering education. As a result, there was a perceived need for reorganisation of the structure of the educational process, forms of teaching and the contents of courses. This reorganisation, and the transformation of courses and degree programmes, was applied across all educational levels to avoid too narrow a specialisation. The task was carried out with the active participation of some universities from within the European Community and with the participation of electric utilities in financing practically oriented projects. An especially successful aspect of this cooperation was participation in local research activity, which led to the development of new devices for monitoring and control of processes in electric power systems, as well as participation in a large European research project.

Electric Power Engineering Education Resources 2001–02 IEEE Power Engineering Society Committee Report

This report is based on a survey of power engineering education resources in the U.S. and Canada similar to 12 earlier such efforts. This survey is conducted to determine the electric power engineering education resources available in Accreditation Board of Engineering and Technology (ABET) accredited engi- neering programs in the U.S. and Canada for the 2001-02 aca- demic year. The report is limited to colleges and universities that replied to a questionnaire on a voluntary basis. For the 115 col- leges and universities (107 U.S., 8 Canadian) that submitted data on their power programs, the report contains a list of faculty active during the 2001-02 academic year with academic participation and professional experience, each school's research area and funding levels, Ph.D. and MS student enrollment by type of support and by domestic versus international, and each school's power course of- ferings with enrollments and other data.

The State of Electric Power Engineering Education

This paper provides a summary of the state of electric power engineering education through descriptions of professional society activities, Internet resources, and results of a worldwide survey conducted in March 2003.

Electric power engineering education in Korea: status report

This report is the result of a survey conducted in 1996 to see the status of electric power engineering in Korea. This report is limited to 37 responded electrical and related engineering departments of four-year colleges and universities in Korea. This report contains electric power engineering faculty, graduate students, graduate and undergraduate courses, and average course enrolments. Also included is the comparison of graduate students and faculty of power engineering in Korea, the US and Canada.

Electric power engineering education resources 1993-94: IEEE Power Engineering Society Committee report

This subcommittee report is based on the thirteenth biennial survey of power engineering education resources in the US and Canada, eleven of which have bees previously published. This survey is conducted to determine the electric power engineering education resources available in ABET (Accreditation Board for Engineering and Technology) accredited engineering programs in the US and Canada for the 1993-94 academic year. The report is limited to colleges and universities that reply to a questionnaire on a voluntary basis. For the 91 colleges and universities (82 US, 9 Canadian) that submitted data on their power programs, the report contains a list of faculty active during the 1993-94 academic year, their level of academic participation and professional experience. Statistics are also presented on student enrollments at the graduate level, degrees granted and research funding. A tabulation of graduate and undergraduate electrical engineering power courses and their enrolment offered by each responding university is presented.

Electric power engineering education and training in Romania

The paper outlines the general training scheme for electrical engineering in Romania and details the curriculum for electrical power engineers in Bucharest Politehnica University. Future changes aimed at aligning training in Romania with that given to students in other countries are discussed. >

Electric power engineering education resources 1991-92

Electric power engineering education resources 1991-92

Electric Power Engineering Education in Greece — A Brief Description and A Comparative Assessment

Electric power engineering education in Greece — a brief description and a comparative assessment The paper presents the main features of power engineering education in Greece and provides a qualitative comparison with the educational programs of other universities.

Electric power engineering education resources 1989-90-IEEE Power Engineering Society Committee report

Electric power engineering education resources 1989-90-IEEE Power Engineering Society Committee report

Electric power engineering education resources 1987-8

Electric power engineering education resources 1987-8

Electric power engineering education resources 1985-86

Electric power engineering education resources 1985-86