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Power Systems Curriculum And Course Structure In Electrical Engineering Technology Program

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

13

Page Numbers

6.784.1 - 6.784.13

Permanent URL

https://peer.asee.org/9654

Download Count

170

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Paper Authors

author page

Ilya Grinberg

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1433

Power Systems Curriculum and Course Structure in Electrical Engineering Technology Program Ilya Grinberg State University of New York, College at Buffalo

1. Introduction

Recent years have witnessed an extraordinary increase in the fields of microelectronics, computers, telecommunications, and other so-called hi-tech disciplines. Because of this significant shift to new technologies, the shortage of electrical engineers, engineering technologists, and technicians with adequate knowledge of power systems theory and practice has now reached a critical point. Electrical power systems curriculum is facing a challenge of changes to make it more attractive to the potential student population and not to lose the essential components of the discipline.

Power/Machines option of Electrical Engineering Technology program had been offered at Buffalo State College since 1971. During the last six years, curriculum in this option is continuously undergoing a number of programmatic and pedagogical changes necessary to meet student’s increasing demand as well as expectations from the industry hiring our graduates.

Curriculum is structured based on a systems approach1, 2, and 3 and recognizes two different levels: introductory technical courses (e.g. electric circuits) and advanced technical specialty courses (e.g. power systems, electric machines, and power electronics). While the first level courses deal primarily with elements, devices, and circuits, the second level courses deal with their advanced applications, as well as with systems.

This paper discusses curriculum structure, topical outlines, methods of delivery, pedagogical strategies (collaborative learning, individual and team projects, off-site industrial laboratories among others), industry collaboration, including industrial advisory committee, and evaluation and assessment techniques, among others. Samples of student work and their involvement in research and creative activities are presented.

2. Curriculum Objectives and Structure

Power/machines option curriculum is structured based on the objectives of the program. To develop technical vocabulary and lay the foundation for problem-solving methodologies is the objective of introductory circuit analysis courses. The objectives of the advanced courses are to extend proficiency in technical terminology and for the students to be able to recognize simple circuit problems in advanced technical applications. In other words, nine out of ten complex problems are solved by application of Ohm’s Law. “Resist the urge to astound people by labeling

Grinberg, I. (2001, June), Power Systems Curriculum And Course Structure In Electrical Engineering Technology Program Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9654

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