Abstract
In this paper, we consider collaborative power systems education through the FEEDER consortium. To increase students' access to power engineering educational content, the consortium of seven universities was formed. A framework is presented to characterize different collaborative education activities among the universities. Three of these approaches of collaborative educational activities are presented and discussed. These include 1) cross-institutional blended courses (“MS-MD”); 2) cross-institutional distance courses (“SS-MD”); and 3) single-site special experiential courses and concentrated on-site programs available to students across consortium institutions (“MS-SD”). This paper presents the advantages and disadvantages of each approach.
Document Type
Article
Publication Date
2-6-2017
Digital Object Identifier (DOI)
https://doi.org/10.1109/ACCESS.2017.2664419
Funding Information
This work was supported by the U.S. Department of Energy under Grant DE-EE0006340 and Grant DE-EE0007327.
Repository Citation
Holloway, Lawrence E.; Qu, Zhihua; Mohr-Schroeder, Margaret J.; Balda, Juan Carlos; Benigni, Andrea; Colliver, Donald G.; Dolloff, Paul A.; Dougal, Roger A.; Faruque, M. Omar; Fei, Zongming; Liao, Yuan; McCann, Roy A.; Nelms, R. Mark; Singh, Vijay P.; Vosoughi, Azadeh; and Zhou, Qun, "A Multi-Institutional Approach to Delivering Shared Curricula for Developing a Next-Generation Energy Workforce" (2017). Electrical and Computer Engineering Faculty Publications. 27.
https://uknowledge.uky.edu/ece_facpub/27
Notes/Citation Information
Published in IEEE Access, v. 5, p. 1416 - 1427.
© 2017 IEEE.
The copyright holder has granted the permission for posting the article here.