scholarly journals Teaching and Research Initiatives in Power Engineering Technology

2015 ◽  
Author(s):  
Yongpeng Zhang
Keyword(s):  
Power Engineering ◽  
Engineering Technology ◽  
Teaching And Research ◽  
Research Initiatives

Graduate Teaching and Research in Power Engineering at the University of Saskatchewan

1978 ◽  
Vol 21 (3) ◽  
pp. 177-180 ◽  
Author(s):  
Ronald J. Fleming ◽  
Roy Billinton ◽  
Mohindar S. Sachdev
Keyword(s):  
Power Engineering ◽  
Teaching And Research ◽  
Graduate Teaching ◽  
The University

scholarly journals Power Engineering Technology: A New Program Targeted At The Nuclear Power Industry

2020 ◽  
Author(s):  
Jay Porter ◽  
Jorge Alvarado ◽  
Joseph Morgan ◽  
John Poston ◽  
Kenneth Peddicord ◽  
...  
Keyword(s):  
Nuclear Power ◽  
Power Industry ◽  
Nuclear Power Industry ◽  
Power Engineering ◽  
Engineering Technology

scholarly journals A Comparison Of Delivery Formats To Encourage Student-Centered Learning In A Power Engineering Technology Course

2017 ◽  
Vol 8 (2) ◽  
pp. 141-156
Author(s):  
Mathew J. Turner ◽  
Rustin D. Webster
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Power Engineering ◽  
Engineering Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Structure ◽  
Inverted Classroom ◽  
Content Coverage ◽  
Technology Course

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students’ perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure,

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