electric power engineering education resources 2001–02 ieee power engineering society committee...

IEEE TRANSACTIONS ON POWER SYSTEMS, VOL. 19, NO. 4, NOVEMBER 2004 1703

Electric Power Engineering Education Resources2001–02 IEEE Power Engineering Society

Committee ReportAbstract—This report is based on a survey of power engineering

education resources in the U.S. and Canada similar to 12 earliersuch efforts. This survey is conducted to determine the electricpower engineering education resources available in AccreditationBoard of Engineering and Technology (ABET) accredited engi-neering programs in the U.S. and Canada for the 2001–02 aca-demic year. The report is limited to colleges and universities thatreplied to a questionnaire on a voluntary basis. For the 115 col-leges and universities (107 U.S., 8 Canadian) that submitted dataon their power programs, the report contains a list of faculty activeduring the 2001–02 academic year with academic participation andprofessional experience, each school’s research area and fundinglevels, Ph.D. and MS student enrollment by type of support and bydomestic versus international, and each school’s power course of-ferings with enrollments and other data.

Index Terms—Courses, enrollments, faculty, graduate students,power engineering education, research, survey.

I. INTRODUCTION

A task force1 of the Power Engineering Education Com-mittee (PEEC) was appointed to provide a summary

report on the power engineering education resources of U.S.and Canadian universities and colleges., consistent with 12previous such efforts [1]–[12]. This report includes data on fac-ulty, research activities and funding, graduate enrollment, andcourse enrollments, supplied by the universities and colleges,plus derived totals, averages, and trends. The task force has notattempted to rank or categorize programs in terms of qualitynor does it encourage the use of the data herein to do so.

All U.S. and Canadian universities with an ABET accred-ited curriculum in electrical engineering received a requestfrom the task force to complete the survey. The survey wasconducted between March 1 and July 1 of 2003 via the in-ternet site www.powerlearn.org/survey/. There were 115 col-leges and universities that responded (107 U.S., 8 Canadian).The task force has summarized and comprehensively and con-cisely reported the information as submitted by the respondinguniversities.

The data supplied by the respondents form the basis for fourmain types of information presented in this report: (1) the com-position of the electric power faculty, (2) power program re-search activities and funding, (3) breakdown of graduate en-rollments and (4) undergraduate and graduate courses offered

Manuscript received February 9, 2004; revised March 6, 2004. Paper no.TPWRS-00055-2004.

Digital Object Identifier 10.1109/TPWRS.2004.838578

1Task Force Members: Jim McCalley (Chair), Leonard Bohmann, Karen Miu,Noel Schulz.

and their enrollments. This data is provided in raw and sum-marized forms via 7 tables. In addition, we have also included 7figures showing the variation through time, since the first surveyin 1969, of certain attributes of interest to the community. Allof these figures show a gap between 1994 and 2001. The reasonfor this is that, although this survey was regularly conductedbetween 1969 and 1994 (every 2 years with the exception of1983–1984), the paper covering 1993–1994 [12] provides thelast set of survey results published, until this paper.

II. ELECTRIC POWER ENGINEERING SCHOOLS AND FACULTY

The roster of faculty active in Electric Power EngineeringEducation in each university in the year 2001–02 is shown inTable I, along with the name, telephone number and e-mail ad-dress of the power program contact person. For each facultymember listed, the table provides the rank, highest degree ob-tained, professional engineering (PE) license status, IEEE mem-bership level, years of experience prior to 2001 in academics, thepower industry, and nonpower industry, and the activity level for2001–02, by percentage, in power-related teaching, power-re-lated research, and nonpower-related activities.

Tables II and III summarize the data contained in Table I.Table II provides total number and percentage of faculty by rank,by degree, that have PE licenses, and that are IEEE members.Table III provides average faculty experience in years and av-erage percentage activity. Fig. 1 uses data from Table I and pre-vious surveys to show variation through time in the differentfaculty ranks from 1970 to 2002. The percentage of faculty atthe assistant professor level has declined from about 20% inthe early- to mid-1990s to about 15% in 2001–2002, with totalnumber of faculty remaining relatively constant.

III. RESEARCH ACTIVITIES AND FUNDING

Table IV indicates the research activities and funding levelsat each school for 2001–02. The respondents were asked toidentify their research activities in terms of the IEEE PowerEngineering Society Subcommittee names. Table IV also pro-vides funding levels broken down by sources (internal, govern-ment, manufacturing, utility, other industry, and foreign) andby whether it was equipment or nonequipment related. Fig. 2uses data from Table IV and previous surveys to show variationthrough time in total institution average funding and govern-ment average funding. Although total average funding increasedfrom $375k to $650k per institution since 1993–1994, this in-crease has been entirely due to increased government funding($110k to $490k per institution) while industry funding has de-creased ($265k to $160k per institution).

0885-8950/04$20.00 © 2004 IEEE

1704 IEEE TRANSACTIONS ON POWER SYSTEMS, VOL. 19, NO. 4, NOVEMBER 2004

TABLE IFACULTY ENGAGED IN ELECTRICAL POWER ENGINEERING TEACHING IN 2001–2002

ELECTRIC POWER ENGINEERING EDUCATION RESOURCES 2001–02 IEEE POWER ENGINEERING SOCIETY COMMITTEE REPORT 1705


TABLE IISUMMARY OF FACULTY RANKS, DEGREES, PROFESSIONAL REGISTRATION, & IEEE MEMBERSHIP

TABLE IIIAVERAGE YEARS FACULTY EXPERIENCE AND AVERAGE PERCENTAGE ACTIVITY

Fig. 1. Percentages of full, associate, and assistant professors per academic year.

IV. GRADUATE ENROLLMENTS

Table V identifies graduate student enrollment at each institu-tion in terms of degree program (Masters or PhD), source of fi-nancial support (teaching or international vs. domestic, and part-time vs. full-time. Tables VI(a) and VI(b) summarize the data inTable V. Figs. 3, 4, and 5 use data from Table V and previoussurveys to show variation through time in the average numberof graduate students per institution that are part-time vs. full-time, Masters vs. PhD, and domestic vs. international, respec-tively. Fig. 3 shows that the average number of full-time studentshas grown since 1994 from 12 per institution to 15, and averagenumber of part-time students has grown from 2 to 4 per institu-tion. Fig. 4 shows that the average number of Masters students

has increased since 1994 from 10 to almost 14 and that theaverage number of PhD students has increased from 4 to al-most 7. Fig. 5 shows that the ratio of average number of inter-national students per institution to average number of domesticgraduate students per institution has grown from 8:7 in 1994 to12:9, indicating the percentage of international students com-prising the power engineering graduate student population hasrisen from 53% to 57%.

V. UNDERGRADUATE AND GRADUATE COURSE WORK

Table VII identifies electric power engineering courseoffering of each responding university. Table VII also contains


TABLE IVPOWER PROGRAM RESEARCH ACTIVITIES AND FUNDING 2001–02


Fig. 2. Institution average funding from government and all sources.

the title of the course, the number of credit hours, the enrollment(if it was provided) and a code identifying the level of the courseand whether the course is required or elective. Figs. 6 and 7 usedata from Table VII and previous surverys to show variationthrough time of percentages of institutions with required powercourses in the EE undergraduate curriculum and also averagenumber of students in undergraduate elective power classes withhighest enrollment. Fig. 6 indicates that the percentage of insti-tutions requiring a power course in the EE undergraduate cur-riculum has decreased from an research assistantship, scholar-

ship, or self support), all-time high of about 80% in 1994 toabout 65%. Fig. 7 indicates that the average number of studentsin undergraduate elective power classes with highest enrollmentis 30, about the same as in 1994.

VI. CONCLUSION

This task force report provides information on education re-sources in the United States and Canada in the 2001–02 aca-demic year. All U.S. and Canadian colleges and universities with


TABLE VPOWER PROGRAM GRADUATE ENROLLMENT 2001–02


TABLE VI(a)TOTAL REPORTED ELECTRIC POWER ENGINEERING ENROLLMENT BY FINANCIAL SUPPORT

The survey did not force respondents to reconcile graduate student numbers reported by financial support with graduate studentnumbers reported by international/domestic. Therefore, the sum of students for any of the four categories (M-PT, M-FT, D-PT,D-FT) in Table 6a may differ slightly from the totals indicated in TABLE VI(b).

TABLE VI(b)TOTAL REPORTED ELECTRIC POWER ENGINEERING ENROLLMENT: DOMESTIC, INTERNATIONAL, TOTALS

ABET accredited curricula in electrical engineering were ad-vised of the survey and invited to participate. The data presentedin this report are those received from the 115 departments ofelectrical engineering (or electrical and computer engineering)

with power programs and/or related courses responding tothe questionnaire. Neither the IEEE (under whose auspicesthe committee functions) nor the Power Engineering Educa-tion Committee intends any value judgment as to the quality


Fig. 3. Average number of graduate students per institution—part time and full time.

Fig. 4. Average number of graduate students per institution—masters and PhD.

Fig. 5. Average number of graduate students per institution—domestic and international.

of any program included in the data. The committee feelsthat, although data is part of making value judgments, otherfactors not reducible to statistics are vital considerations inevaluating such specialized programs as electric power powerengineering education in the United States and Canada. In an

attempt engineering. It is the committee’s intention that thedata reproduced here will be useful to persons interested in tomake this information more readily available, the task forcehas placed all of the old surveys on the World Wide Web atwww.powerlearn.org/survey/.


TABLE VIIPOWER COURSE OFFERINGS


Fig. 6. Percentages of schools with required power classes for electrical engineering undergraduates.

Fig. 7. Average number of students in elective power classes with highest enrollment.

REFERENCES

[1] “IEEE power engineering society committee report, electric power en-gineering education resources, 1969–1970,” IEEE Trans. Power App.Syst., vol. PAS-91, pp. 277–283, Jan./Feb. 1972.

[2] “IEEE power engineering society committee report, electric power en-gineering education resources, 1971–1972,” IEEE Trans. Power App.Syst., vol. PAS-93, pp. 529–534, Mar./Apr. 1974.

[3] “IEEE power engineering society committee report, electric power en-gineering education resources, 1973–1974,” IEEE Trans. Power App.Syst., vol. PAS-95, pp. 1194–1201, July/Aug. 1976.

[4] “IEEE power engineering society committee report, electric power en-gineering education resources, 1975–1976,” IEEE Trans. Power App.Syst., vol. PAS-97, pp. 802–809, May/June 1978.

[5] “IEEE power engineering society committee report, electric power en-gineering education resources, 1977–1978,” IEEE Trans. Power App.Syst., vol. PAS-100, pp. 721–728, Feb. 1981.

[6] “IEEE power engineering society committee report, electric power en-gineering education resources, 1979–1980,” IEEE Trans. Power App.Syst., vol. PAS-100, pp. 4456–4463, Nov. 1981.

[7] “IEEE power engineering society committee report, electric power en-gineering education resources, 1981–1982,” IEEE Trans. Power App.Syst., vol. PAS-103, pp. 921–932, May 1984.

[8] “IEEE power engineering society committee report, electric power en-gineering education resources, 1985–1986,” IEEE Trans. Power App.Syst., vol. 3, pp. 1340–1353, Aug. 1988.


[9] “IEEE power engineering society committee report, electric power en-gineering education resources, 1987–1988,” IEEE Trans. Power Syst.,vol. 6, pp. 379–392, Feb. 1991.

[10] “IEEE power engineering society committee report, electric power en-gineering education resources, 1989–1990,” IEEE Trans. Power Syst.,vol. 7, pp. 1611–1622, Nov. 1992.

[11] “IEEE power engineering society committee report, electric power en-gineering education resources, 1991–1992,” IEEE Trans. Power Syst.,vol. 9, pp. 1182–1193, Aug. 1994.

[12] “IEEE power engineering society committee report, electric power en-gineering education resources, 1993–1994,” IEEE Trans. Power Syst.,vol. 11, pp. 1146–1158, Aug. 1996.

electric power engineering education resources 2001–02 ieee power engineering society committee...

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