new courses and curricula for the smart grid pete sauer university of illinois at urbana-champaign...
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![Page 1: New Courses and Curricula for the Smart Grid Pete Sauer University of Illinois at Urbana-Champaign NSF workshop, July 26-27, 2014 Arlington, VA, USA](https://reader035.vdocument.in/reader035/viewer/2022072006/56649d015503460f949d4b9b/html5/thumbnails/1.jpg)
New Courses and Curricula for the Smart Grid
Pete SauerUniversity of Illinois at Urbana-Champaign
NSF workshop, July 26-27, 2014Arlington, VA, USA
![Page 2: New Courses and Curricula for the Smart Grid Pete Sauer University of Illinois at Urbana-Champaign NSF workshop, July 26-27, 2014 Arlington, VA, USA](https://reader035.vdocument.in/reader035/viewer/2022072006/56649d015503460f949d4b9b/html5/thumbnails/2.jpg)
What should we teach?
• Industry people tell me constantly that they want their new engineers to know the fundamentals and the soft communication skills
• The Smart Grid utilizes new technologies that we have not always emphasized in our fundamental courses.
• There seems to be a growing need to change our definition of fundamentals
• The need for soft communication skills includes exposure to new policy and economic issues
![Page 3: New Courses and Curricula for the Smart Grid Pete Sauer University of Illinois at Urbana-Champaign NSF workshop, July 26-27, 2014 Arlington, VA, USA](https://reader035.vdocument.in/reader035/viewer/2022072006/56649d015503460f949d4b9b/html5/thumbnails/3.jpg)
What should they learn (GTH)?
• How to be a productive power engineer capable of solving contemporary engineering problems
• How to remain abreast with new developments in engineering and energy policy, including continuing engineering education and professionalism
• Have a feeling for what is important (and what is not so important)
• How to communicate
• How to find answers to questions when the individual is unsure of the correct approach – i.e., availability of professional resources
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Instilling enthusiasm (GTH)
• RENEWABLES appeal to the students who have an interest in the public good. They also like electric vehicles and the need to reduce oil consumption. Sustainability is on their minds – global change.
• COMPUTER SOFTWARE appeals to students who are adept at software products. Experience with full software tools (not ‘student’ or abbreviated versions) and real system data enhances student interest.
• LABORATORY PROJECTS and senior (capstone) design experiences illustrate the theory, and the students who like to work with their hands are attracted to these projects.
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Components of Smart Grid engineering (GTH)
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Bloom’s taxonomy (GTH)
TECHNICIANS
BACHELORS LEVEL
MASTERS LEVEL
DOCTORAL LEVEL
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Undergrad fundamentals
• First course in basics of electric power circuits, energy conversion, and power networks (Junior level)
• First course in basics of communication, signal processing, and computer networks (Junior level)
• At least two more advanced courses in either of the above topics (senior level)
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Grad fundamentals
• First course in basics of computer methods and modeling of large-scale power networks
• First course in basics of computer methods and modeling of communication and computer networks
• At least two more advanced courses in either of the above topics
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“New” Topics• Renewable integration, distributed energy resources• A more serious need for storage• Electric vehicles• More reliability and risk analysis• Policy, economics and customer participation• More sensing, communication, computing and
control• Wide area visibility, monitoring, (control?) - PMUs
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New Grad courses
• Combined coverage of power basics and communication basics
• Experience has indicated that power students are bored with the power part, and the communication/computer students are bored with their part
• Others have experienced too much material for one course
• Difficult to get significant depth with both types of students
• Maybe they should be modules?
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The next new textbook?• Will it require fundamentals, or will it provide
fundamentals?• Will it be for narrow big-wire people, or narrow
small-wire people?• Will it be teachable by narrow big-wire people, or
narrow small-wire people?• Will we have to become unnarrow?• What will it include?• Maybe it should be modules?
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IEEE Resources• E-learning
– http://ieee-elearning.org/– Smart Grid: From Concept to Reality– Smart Grid 101: NIST Smart Grid Conceptual model– Smart Grid 101: The “Smarter” Grid – What is it?– Many more
• IEEE/PES Webinars