scholarly journals Undergraduate Research And Teaching Opportunities From A Transient Network Analyzer

2020 ◽  
Author(s):  
Ronald Nelson ◽  
David Flegel ◽  
Brian Johnson ◽  
Herbert Hess
Keyword(s):  
Undergraduate Research ◽  
Network Analyzer ◽  
Research And Teaching ◽  
Transient Network

Experiences on using a workstation cluster to implement a real-time digital transient network analyzer

1996 ◽  
Vol 36 (3) ◽  
pp. 175-180
Author(s):  
L. Barretta ◽  
P. Cremonesi ◽  
E. Panzeri ◽  
N. Scarabottolo
Keyword(s):  
Real Time ◽  
Network Analyzer ◽  
Workstation Cluster ◽  
Transient Network

Simulation of Static-Var System (SVS) Performance on a Transient Network Analyzer

1982 ◽  
Vol PER-2 (9) ◽  
pp. 56-57
Author(s):  
M. F. McGranaghan ◽  
J. G. Koepfinger ◽  
R. G. Rocamora
Keyword(s):  
Network Analyzer ◽  
Transient Network

Multiprocessor UHV Line Relay Testing with Transient Network Analyzer

1986 ◽  
Vol PER-6 (7) ◽  
pp. 74-75
Author(s):  
Alain St-Jacques ◽  
Richard MacDonald ◽  
Jean Lemay
Keyword(s):  
Network Analyzer ◽  
Transient Network

Incorporating Research into Undergraduate Design Courses: A Patent-Centered Approach

2009 ◽  
Vol 37 (2) ◽  
pp. 98-110 ◽  
Author(s):  
Dirk Schaefer ◽  
Jitesh H. Panchal
Keyword(s):  
Deep Learning ◽  
Diesel Engine ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Research ◽  
Educational Setting ◽  
Teaching Activities ◽  
Research And Teaching ◽  
Educational Framework

It is well known and widely accepted that the integration of research and teaching in a problem-based educational setting helps to foster deep learning among students. In this paper, we describe how a patent on a rotary diesel engine, which had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around this patent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students' performance was assessed using so-called assessment rubrics, based on Bloom's taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher-level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.

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