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Title: A multi-institutional approach to delivering shared curricula for developing a next-generation energy workforce

In this study, we consider collaborative power systems education through the FEEDER consortium. To increase students' access to power engineering educational content, the consortium of seven universities was formed. A framework is presented to characterize different collaborative education activities among the universities. Three of these approaches of collaborative educational activities are presented and discussed. These include 1) cross-institutional blended courses ("MS-MD''); 2) cross-institutional distance courses ("SS-MD''); and 3) single-site special experiential courses and concentrated on-site programs available to students across consortium institutions ("MS-SD''). As a result, this paper presents the advantages and disadvantages of each approach.
ORCiD logo [1] ;  [2] ;  [1] ;  [3] ;  [4] ;  [1] ;  [5] ;  [4] ;  [6] ;  [1] ;  [1] ;  [3] ;  [7] ;  [1] ;  [2] ;  [2]
  1. Univ. of Kentucky, Lexington, KY (United States)
  2. Univ. of Central Florida, Orlando, FL (United States)
  3. Univ. of Arkansas, Fayetteville, AR (United States)
  4. Univ. of South Carolina, Columbia, SC (United States)
  5. East Kentucky Power Cooperative, Winchester, KY (United States)
  6. Florida State Univ., Tallahassee, FL (United States)
  7. Auburn Univ., Auburn, AL (United States)
Publication Date:
Grant/Contract Number:
EE0006340; EE0007327
Published Article
Journal Name:
IEEE Access
Additional Journal Information:
Journal Volume: 5; Journal ID: ISSN 2169-3536
Research Org:
Univ. of Central Florida, Orlando, FL (United States)
Sponsoring Org:
USDOE Office of Energy Efficiency and Renewable Energy (EERE)
Country of Publication:
United States
99 GENERAL AND MISCELLANEOUS; engineering education; power engineering education; multi-institutional collaboration
OSTI Identifier:
Alternate Identifier(s):
OSTI ID: 1346438; OSTI ID: 1358259