Application of Project-Based Learning (PBL) to the Teaching of Electrical Power Systems Engineering

• Published in: IEEE transactions on education Vol. 55; no. 4; pp. 495 - 501
• Main Authors: Hosseinzadeh, Nasser, Hesamzadeh, Mohammad Reza
• Format: Journal Article
• Language: English
• Published: IEEE 01.11.2012; Institute of Electrical and Electronics Engineers, Inc
• Subjects: Active Learning; Australia; Case Method (Teaching Technique); College Instruction; College Students; Computer Assisted Design; Computer Assisted Instruction; Computer Software; Course Evaluation; Curriculum design; Curriculum Implementation; Education; Educational Technology; electrical engineering; Electronics; Engineering Education; Evaluation Criteria; Followup Studies; Foreign Countries; Instructional Design; Instructional Effectiveness; Laboratories; PBL; Portfolio Assessment; Portfolios; Power engineering; Power system modeling; power system modeling and analysis; Power systems; Power Technology; project-based learning; Student Attitudes; Student Projects; Student Surveys; Utilities; Australia
• ISSN: 0018-9359; 1557-9638; 1557-9638
• DOI: 10.1109/TE.2012.2191588

Project-based learning (PBL), a learning environment in which projects drive learning, has been successfully used in various courses in the educational programs of different disciplines. However, concerns have been raised as to the breadth of the content covered and, in particular, whether PBL can be applied to specialized subjects without compromising the coverage of the required technical content. This paper discusses the advantages and drawbacks of using the PBL methodology in teaching specialized subjects in electrical power engineering, based on the authors' reflections and student feedback. The design and delivery of a PBL-based course in power system modeling and analysis is used as an example. It is asserted that proper usage of PBL makes it possible to deliver both technical content and generic professional skills in a specialized course.