Project-based Learning Approach in Teaching Power and Energy Engineering Courses

Abstract Emerging trends in STEM education have continued to call for quality education that is fostering the ability of engineering and sciences graduates to meet the challenges of the 21st century industry and encourage their participation in sustainable development issues. This paper presents a novel approach of instruction for the power and energy engineering courses, emphasizing project and problem solving, and design methods that are complementing traditional instruction and teaching methods. Course and laboratory materials' development are discussed, together with course project selection and management. This analysis was done to discuss the effectiveness of project-based instruction for power and energy engineering programs, with emphasizing on courses of renewable energy systems and power electronics, in particular. Advantages and issues of a curriculum for electrical power and energy engineering based on project-based learning (PBL) methodology is discussed. We are employed in our courses study units, based on a combination of lectures, tutorials, mini course projects, and problem-based learning techniques. Real-world industry-relevant projects are defined and introduced in the areas of power electronics, renewable energy, and distributed generation. These projects are used as stimuli for student learning and to increase student interests in power and energy engineering fields. Portfolio assessment are planned to be used to assess students learning outcome. Lessons learned form the first delivery of these courses are discussed in this paper. From our informal student evaluations this course format has been successful with positive feedback from students