A Project-Based Cooperative Approach to Teaching Sustainable Energy Systems

Autor/inn/en	Verbic, Gregor; Keerthisinghe, Chanaka; Chapman, Archie C.
Titel	A Project-Based Cooperative Approach to Teaching Sustainable Energy Systems
Quelle	In: IEEE Transactions on Education, 60 (2017) 3, S.221-228 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Verbic, Gregor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2016.2639444
Schlagwörter	Sustainability; Teaching Methods; Active Learning; Student Projects; Cooperative Learning; Engineering Education; Interdisciplinary Approach; Student Satisfaction; Student Surveys; Teamwork; Energy Education; Energy Management; Online Surveys; Higher Education; Case Studies; Foreign Countries; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Schulprojekt; Kooperatives Lernen; Ingenieurausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerbefragung; Energiehaushalt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Ausland; Statistische Analyse; Australien
Abstract	Engineering education is undergoing a restructuring driven by the needs of an increasingly multidisciplinary engineering profession. At the same time, power systems are transitioning toward future smart grids that will require power engineers with skills outside of the core power engineering domain. Since including new topics in the existing curriculum while maintaining the existing requirements is difficult, this paper proposes a project-based cooperative learning approach to promote soft skills in an engineering course. This paper then shows how to construct a realistic open-ended multidisciplinary problem whose solution requires a wide range of skills, which is not a trivial task. The design and technoeconomic viability assessment of a small-scale photovoltaic battery system is used as a case study. The effectiveness of the approach and students' satisfaction were assessed over two years. Survey results after the first year revealed that the students did not feel sufficiently prepared for multidisciplinary work. After appropriate adjustments in the second year, the survey results improved noticeably. Statistical analysis reveals that the project teaches skills that are complementary to the core domain skills, which confirms the validity of the approach. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01