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A Renewable Energy Specialization in an Electronics Engineering Technology Curriculum

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Renewable Energy Topics

Tagged Division

Engineering Technology

Page Count


Page Numbers

24.98.1 - 24.98.10

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Paper Authors


William B. Phillips Ph.D. DeVry University

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Dr. William B. Phillips is an Associate Dean for the College of Engineering and Information Sciences (CoEIS) at Devry University (DVU). As an Associate Dean, Dr. Phillips is responsible for program development, curriculum and instruction, assessment and accreditation matters. He also teaches renewable energy, biomedical engineering technology, electronics, and science courses part-time for the University. Prior to his administrative appointment in the College of EIS, Dr. Phillips was a faculty member and Chair for DVU’s Biomedical Engineering Technology Program where he mentored senior projects, and taught biomedical, electronics, and basic science courses. In addition, he developed curriculum and courses in these subject matters. Before joining DVU, Dr. Phillips was a Faculty Associate at Arizona State University (ASU) for the Bioengineering Department, where he taught and assisted in the development of biomedical engineering courses and mentored student capstone projects. He holds a PhD and Master’s degree in Bioengineering from Arizona State University and a Bachelor’s degree in Electrical Engineering from the University of Illinois. Before entering into a career of higher learning and education, Dr. Phillips worked in the semiconductor industry for nearly a decade holding positions in production improvement and fabrication process research and development.

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William S. Sullivan DeVry University, Long Beach


Robert Aron PhD DeVry University

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Robert D. Aron, Ph.D., is Dean of New Program Development for DeVry University where he leads the development of new degree programs and new majors across disciplines. Bob has 30 years of diverse experience in curriculum development, training, and organization development. At Motorola University he provided leadership in global, corporate-wide training initiatives in areas such as technology, leadership, project management, and software engineering. He has done extensive consulting with companies such as Reliance Industries (India), focusing on corporate university development and learning platforms. He has provided leadership in developing the software industry in Egypt, the transfer of management technology to Russia as part of the Nuclear Cities Initiative, supported post-tsunami psychological trauma amelioration initiatives in Japan, and architected entire degree programs for schools in India, Indonesia, South Africa, and for Angola University.

Dr. Aron graduated with B.A. in Asian Studies from the University of Iowa, a year of which was at the International Christian University in Tokyo. He received his M.A. in International Relations from the University of Chicago, MBA from the Illinois Institute of Technology, and M.A. in Education and Ph.D. in Instructional Design and Organization Development from The Ohio State University. He was J. Harris Ward Fellow while at the University of Chicago. Dr. Aron has edited and contributed to a number of science textbooks.

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Abour H. Cherif DeVry University

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Dr. Abour H. Cherif ( is the national associate dean of curriculum for math and science, and clinical laboratory sciences at DeVry University Home Office, Downers Grove, IL. He is past president (2008–2009) of the American Association of University Administration (AAUA). He holds a B.S. from Tripoli University, an MS.T. from Portland State University, and a Ph.D. From Simon Fraser University, Canada. Dr. Cherif ‘s professional work includes curriculum design, development and reform, instructional and assessment design, evaluation techniques, faculty, and academic leadership. He has published more than fifteen science lab kits, a number of student laboratory manuals, coauthored and coedited a number of science textbooks, and published many articles in professional journals and newspapers. He has received a number of teaching, curriculum development, instructional strategies, and leadership awards. Dr. Cherif serves on the executive and or advisory boards of a number of organizations, including the International Institute of Human Factor Development (IIHFD) and the AAUA.

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Susana Fortun Ph.D. DeVry University, Chicago

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A Renewable Energy Specialization in an Electronics Engineering Technology CurriculumCorporations facing the challenge of developing energy-efficient, sustainable, andenvironmentally friendly products and power sources are seeking engineers and technologistswith expanded skill sets. In order to address this need, a renewable energy specialization withinan existing curriculum in Electronics Engineering Technology (EET) was developed at ourinstitution. The goals of this specialization are to give students a contemporary option of study,increase program persistence and completion, provide campus-based and online delivery options,and better prepare students for careers in power and renewable energy industries.The renewable energy specialization was implemented in 2011 and is offered within our campus-based EET curriculum delivery, accredited by the Engineering Technology AccreditationCommission (ETAC) of ABET, and its online equivalent, which has not sought ETAC of ABETaccreditation. The curriculum builds on the fundamentals of biology, chemistry, physics,electronics, environmental science, and mathematics required as prerequisites to advance thestudent into focused coursework in environmental economics, conservation principles,sustainability, environmental sociology, power transmission and generation, alternative energy,power electronics, and renewable energy management. This paper presents the formal structureof the overall curriculum, the sequence of courses within the renewable energy specialization, ageneral outline of the content within each course, and a mapping of the course objectives tostudent outcomes. The experience gained in developing online and campus-based curricula inpower and energy coursework is also discussed. Student reflections on the education capturedfrom surveys and interviews are provided, as well as the results of student outcome assessmentof graduates and future plans for continuous improvement.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015