WHY, WHAT AND HOW OF TEACHING POWER ELECTRONICS

Muhammad H. Rashid, Ph.D.,

Fellow IEE (UK), Fellow IEEE (USA)
Professor and Director
Department of Electrical and Computer Engineering
University of West Florida
11000 University Parkway
Pensacola
Florida 325 14-5754, USA
e-mail : mrnsh [Link]

ABSTRACT constantly seek to expand their horizons - in

whatever their field -will have the best chances of
Engineering employers are demanding that getting ahead, working on their own, and switching
engineering graduates must have certain skills. careers whenever they choose.
Each engineering curriculum must provide certain
skills and abilities, and fulfill its educational We, as human beings, are born with certain
program objectives within the mission and goals of limitations. Our memory is limited and we forget
the institution. Each engineering program must also things very easily. If we leam and know certain
demonstrate that the graduates have achicved things, our memory of those things decays almost
certain outcomes. exponentially unless the things are repeated. Thus,
it does not matter what we teach, students will
1. INTRODUCTION either forget or the materials will become obsolete,
even be before they graduate. Therefore, we should
With the rapid advancements in technology and teach things in such a way to develop student’s
changes in the operations of business, the job
certain abilities.
fimctions of engineers are also changing. lndustries
are demanding that engineering graduates must For example, we can rate the student’s knowledge
have certain skills. The engineering programs in of the subject materials as zero at the start of the.
USA are undergoing through rigorous changes in class. On the day of final, students should have the
response to meeting needs of the new century.
highest knowledge of the subject materials and we
These changes are mandated by accreditation can rate the student’s knowledge as logic 1 at the
agency (Engineering Accreditation Commission of
start of the exam. But, after one or two years, that
the Accreditation Board for Engineering and
knowledge would decay almost to logic 0, the same
Technology, EACIABET) and the accreditation of
logic value as the start. The logic knowledge pattern
an engineering program will be judged with respect
can be described as
to defined program outcomes. Each program must 0 1 0
have an assessment process for continuous
On the other hand, a student who never attended a
improvement with documented results. Any well class, the Logic states of the knowledge can be
thought course required for an engineering degree
described as
should be able to contribute towards fulfilling the
0 0 0
educational program objectives, which arc Then what are the differences between a student
mandated by the ABET criteria 2000 [I]. Teaching who started with 0 knowledge, gained the highest
of power electronics should be adjusted to these knowledge (logic 1) and then forgot the knowledge
needs. (logic 0), and another student who started with 0
knowledge, did not gain any howledge (logic 0)
2. CONSTRAINTS
and no knowledge to forget (logic O)?
Technology reinvents itself every six to 12 months,
and waits on no one. Those who keep up and

Authorized licensed use limited to: UNIVERSIDADE FEDERAL DE MINAS GERAIS. Downloaded on October 7, 2009 at 23:01 from IEEE Xplore. Restrictions apply.
 3. HUMAN AND INTELLIGENT CAPITAL Profound understanding of importance of
teamwork.
The human capital is well-educated, smart people,
regardless of academic discipline. Engineers,
The engineering education must adapt to the
scientists and mathematicians are necessary, but
changing world and to the new forms of
they not sufficient. Human capital is renewable
engineering. It must also accept new quality
through continuous learning and this ability must be
educational standards that are acceptable by
an integral part of a sustained economy for
industries around the world so that engineers can
continual the use of the human capital.
practice in the knowledge economy and are
transferable to anywhere in the global market place
The Intelligent capital, which is the product of
with minimum amount of difficulties.
research, produces intellectual property, knowledge
and ideas. It is infinitely divisible. It is expandable
5. ABET PROGRAM OBJECTIVES
and renewable though innovation and research.
Each engineering program for which an institution
The Southern Governor’s Association Advisory seeks accreditation or re-accreditation [3] must have
Committee on Research, Development and in place:
Technology in USA has made the following policy Detailed published educational objectives that
statement [2] “Our national economies are changing. are consistent with the mission of the institution
We live in a new, knowledge-based economy, an and these criteria.
economy where human capital - brainpower drives A process based on the needs of thc program’s
economic activity. Education and investment in a various constituencies in which the objectives
highly skilled workforce that can respond to the are determined and periodically evaluated
demands of the New Economy are more important.” A curriculum and processes that ensure the
achievement of these objectives
A system of ongoing evaluation that
4. ENGINEEMNG ATTRIBUTES demonstrates achievement of these objectives
The Knowledge economy will have an impact on and uses the results to improve the effectiveness
engineering and creates challenges and of the program
opportunities. It creates a global market place that
will require averaging knowledge around the world The process for determining the program objectives,
through standardized quality engineering education outcomes, implementing the curriculum, and
and sharing of knowledge, It has created global assessment and feedback form continuous
opportunity and challenges for engineering improvements is shown in Figure I .
education and for advancing quality of life

-
worldwide participation by all nationslsocieties.
Some of the desired attributes of an engineer [3] in
the global marketplace in the new knowledge
economy are as follows:
Good understanding of engineering
fundamentals and desigdmanufacturing
processes.
Multidisciplinary, systems perspective.
Basic understanding of context engineering is
practiced in.
Good communication skills, Figure 1: Two Loops of EC-2000
High ethical standards.
Ability to think criticallyicreatively, 6. ABET PROGRAM OUTCOMES
independentlylcooperatively .
Each engineering program must have an assessment
Curiosity and desire to learn for life.
process with documented results. Each program
curriculum must provide certain skills and fulfill the

Authorized licensed use limited to: UNIVERSIDADE FEDERAL DE MINAS GERAIS. Downloaded on October 7, 2009 at 23:01 from IEEE Xplore. Restrictions apply.
 educationa! program objectives within the mission constraints that include most of the following
and goals of the institution. Each program must considerations: economic: environmental;
demonstrate that the graduates have: su stainability ; manufacturability; ethical; health and
(a) an ability to apply knowledge of mathematics, safety; social; and political.
science, and engineering 1J
(b) an ability to design and conduct experiments, as The curriculum must incorporate professional
well as to analyze and interpret data d components in subject areas appropriate to
(c) an ability to design a system, component, or engineering, which must include
process to meet desired needs .J (a) one year of a combination of college level
mathematics and basic sciences (some with
(d) an ability to hnction on multi-disciplinary
experimental experience) appropriate to the
teams d discipline
(e) an ability to identify, formulates, and solve
(b) one and one-half years of engineering topics,
engineering problems d consisting of engineering sciences and engineering
(f) an understanding of professional and ethical design appropriate to the student’s field of study.
responsibility d (c) a general education component that
(g) an ability to communicate effectively -r/ complements the technical contents of the
(h) the broad education necessary to understand the curriculum and is consistent with the program and
impact of engineering sohtions in a global and institution objectives.
societal context. d
(i) a recognition of the need for, and an ability to 9. ENGINEERING DESIGN
engage in life-long learning. 1/ Engineering systems are becoming increasing more
(i)a knowledge of contemporary issues -r/ complex. Thus, it is highly desirable that engineers
(k) an ability to use the techniques, skills, and have skills for the analysis, synthesis and design of
modem engineering tools necessary for engineering such complex systems. A design in general
practice. 1J transforms specifications into practical systems that
satisfy those specifications. It involves many
Power electronics can satisfy most the desirable variables, and is challenging. One can approach
outcomes shown by dmark. The objectives and differently to implement the same specifications,
outcomes of a specific engineering program must be and hence many decisions must be made to achieve
consistent with the ABET criteria within the the specifications
mission and goals of the institution. Table 1 shows
the cognitive level in relation to the student’s In practical designs, most challenging tasks are
learning abilities. attacked first, then the simple tasks are handled,
because if an acceptable solution to the difficult
7. SPECIALTY REQUIREMENTS problems cannot be found, then the product
development fails, and the time and money spent on
The ABET outcomes are not specific to any easier problems are wasted. Thus, the hierarchy of
engineering discipline and all engineering graduates engineering design process is: systems, hnctional
must demonstrate those skills. Also, the graduates block diagrams, implementations, and devices or
must have some knowledge specific to the components. The systems level design is
engineering discipline such as civil, electrical and conceptualized and expressed in terms of general
mechanical engineering, etc. specifications of functional blocks and systems
integration. The design steps begin with the design
8. ABET CURRICULUM descriptions, the functional descriptions, and the
REQUIREMENTS model/simulation descriptions.
Students must be prepared for engineering practice
through the curriculum culminating in a major The design process is not unique and the details will
design experience based on the knowledge and depend upon the type of systems utilized. The
skills acquired in earlier course work and design process may be viewed as to
incorporating engineering standards and realistic 1. Identify needs

Authorized licensed use limited to: UNIVERSIDADE FEDERAL DE MINAS GERAIS. Downloaded on October 7, 2009 at 23:01 from IEEE Xplore. Restrictions apply.
 2. Generate ideas for meeting the needs nor appreciate the importance of general education.
3. Refine the ideas Without human and social skills, an engineer may
4. Analyze with all possible solutions become like a ‘robot’ which is not desirable. Many
5. Decide on the action to be taken professionals including engineers lack social and
6. Develop methods to implement the ideas. human skills to interact with other people of
different social, ethical, political, religious beliefs,
The word ‘design‘ has different meanings to gender issues, sexual-orientations, racial and
different people in different professions. Design cultural backgrounds.
performed by engineers is called engineering design.
If one asks different engineers, one would probably 11. DEFINITIONS
end up with different definitions of design. Then,
Goals: Broad statements of desired learning
what is engineering design? The ABET criteria
outcomes (ABET “educational objectives”)
[ 1,5] defines design in a broader scope as follows
Objectives: Statements of obsenJablestudent’s
actions that will demonstrate attainment of
“Engineering design is the process of devising a
goals and outcomes (ABET “learning
system, component, or proccss to meet desired
objectives”)
needs. It is a decision-making process (often
Outcomes: Statements of knowledge, skills and
iterative), in which the basic sciences and
attitudes students will have that serve as
mathematics, and engineering sciences are applied
evidence of achievement of goals (ABET
to convert resources optimally to meet a stated
EC2000 3a-3k)
objective. Among the fundamental elements of the
design process are the establishment of objectives 12. WHY POWER ELECTRONICS
and criteria, synthesis, analysis, construction,
testing, and evaluation.” After satisfying other ABET requirements of Math,
basic science, engineering science, general
The engineering design component of a cunicuIum education electives and free electives, not many
must include most of the following features: electives are left. A course on power electronics is
development of student creativity, use of open- generaily an elective in electrical undergraduate
ended problems, development and use of design curriculum and it has to be competitive with other
theory and methodology, formulation of design popular courses in communications and computers.
problem statements and specifications, In many state universities especially in USA, the
consideration of alternative solutions, feasibility state funding is linked to the students enrollments
considerations, production processes, concurrent and/or credit hours generated. That is, the faculty
engineering design, and detailed system position is directly related to the student’s
descriptions, Further, it is essential to include a enrollments in a course. Therefore, there must be
variety of realistic constraints, such as economic students must be encouraged or motivated to choose
factors, safety, reliability, aesthetics, ethics and power electronics.
social impact.”
Since power electronics is an interdisciplinary
10. GENERAL EDUCATION subject by nature, good understanding of power
electronics requires a strong background in math,
The general education component: is an integral part
fundamentals of power engineering, control and
of an engineering program and it should be digita1. This makes power electronics a relative
designed to develop and blend the human and social
difficult course. However, power electronics can
skills within the engineering concepts and
contribute to most of the desirable student’s
fundamental principles. The general education
outcome achievements.
should include only non-skill courses on human and
social issues, For cxample courses such as English
language (except literatures), accountancy and 13. WHAT OF POWER ELECTRONICS
project managemcnt are not considered as general
education although they may be useful for the Power Electronics has developed so’much over the
profession. Many curriculum planers neither realize years that it has branched out into different sub-

Authorized licensed use limited to: UNIVERSIDADE FEDERAL DE MINAS GERAIS. Downloaded on October 7, 2009 at 23:01 from IEEE Xplore. Restrictions apply.
 specialties and related applications. As of February Computer Resources: Each student must use
28, 1999, the following website lists 298 books and PSpice and Mathcad software tools to verify the
handbooks on power electronics and applications. design assignments to evaluate the performance of
, v. .smpstech .uoii~.'huol;s~[Link]~
h ~ t p :'\v\\ power electronics circuits in terms of power factor,
harmonic factor, distortion factor and switching
Power electronic circuits generally consist of one or angles for PWM switching.
more of the four types of converters: dc-dc, dc-ac,
ac-dc and ac-ac. Each type of converter uses can 14. HOW TO ASSESS TEACHING
use different types of switching techniques and POWER ELECTRONICS
power switching devices for desired conversion.
Each course with the curriculum should be linked to
Therefore, a basic level power electronics course
the program objectives and outcomes. Also, it must
should include the following topics.
contribute in developing student's ability to as many
Four Types of Power converters
as of the program outcomes as possible. The
General Characteristics of Power teaching of any engineering course should be
Semiconductor Switching Devices organized to develop student's ability to as many as
Switching Techniques for Power of the program outcomes as possible. The chalienge
Converters is to demonstrate the achievements
0 Gate Control Requirements
Within the constraints that 14.1 Instructional Options
1 . Time limit of one semester with 15 weeks There arc a number of options for course delivery
plus one final exam week. as shown in Fig. 2.
2. At least class must be dedicated for a Lectures
mid-term exam. 0 Laboratories
3. The course outcomes must contribute to Demonstrations (live or simulated)
the program objectives and outcomes w Field experiences
which generally requires developing one Technology applications
or more of the following students abilities w Writingispeaking assignments
for satisfying the ABET accreditation Projects (design, presenting a topic)
requirements. w Active learning
Formal cooperative learning
Suggested Topics*:
Effective Course Design
EC 2000

Bloom's -ll_l Carrtc-rp4hc

--.,Goals a s - .
Taxonomy
iObiectives jl goats 8 O b i j t l v e S

; Tests Other
Lectures i experiences
Other
measures
Labs

Figure 2: Effective course design

* For ABET syllabus, h t t w ,u~~t..edu.'misslrid

20
Authorized licensed use limited to: UNIVERSIDADE FEDERAL DE MINAS GERAIS. Downloaded on October 7, 2009 at 23:01 from IEEE Xplore. Restrictions apply.
 14.2 Bloom’s Taxonomy limitations, critique and optimize the converter
components and system (Level: 6)?
The achievement of educational objectives can be
measured by Bloom’s Taxonomy in Cognitive
Domain [4]

Table 1: Achievement of Bloom’s Taxonomy of

Educational Objectives in Cognitive Domain

Cognitive Educational Learning I

Level Objectives Abili
#1 Knowledge
#2 Comprchensi
on Figure 3: ac/dc full-wave converter
paraphrase
#3 Application Caiculate, solve,
15. CONCLUSION
determine
#4 Analysis-- Classify, predict, The New Economy that is based on knowkdge is
model, derive, poised for both challenges and opportunities for
interpret universities around the world. The distance leaning
#5 Synthesis Propose, create, is a reality and plays a major role in breaking the
invent, design, physical boundaries for delivering courses, sharing
improve knowledge and the management of knowledge.
#6 Evaluation Judge, select, Engineering plays a leading role for shaping the
critique, justify, future technology and the engineering know-how.
optimize The engineering graduates must be well prepared in
the changing global competitive knowledge-based
14.3 Application of Bloom’s Taxonomy market.

The achievement of educational objectives can be Rather, we should teach ‘smart” and provide
measured by Bloom’s Taxonomy in Cognitive students with the necessary knowledge and skills to
Domain [4] with an example of a full-wave survive in the New Knowledge based-economy.
converter shown in Fig. 3.
Like all of us in the real world, the engineering
1. Knowledge: Can the students recognize the graduates must have the ability for knowledge
convener topology, identify the component management such
layout and list the purposes of the circuit Ability to access the knowledge,
components (Level I)? Ability to locate the knowledge source.
2. Comprehension: Can the students explain the Ability to acquire and comprehend the
operation of the converter (Level 2)? knowledge.
3. Application: Can the students apply the circuit AbiIity to apply the knowledge in practical use.
in applications, calculate the various currents Ability to expand the knowledge into new
and output voltages and predict the output (Level: knowledge and ideas leading to new innovation.
3)? Ability to share and communicate the
4. Analysis: Can the students identify and classify knowledge.
the performance parameters [Levels: 2, 4]? Can
the students model and predict the performance It appears that the duration of engineering education
of the converter (Level: 4)? should be increased beyond four years to teach the
4. Synthesis: Can the students design a converter vast amount of technical development and materials.
system? How can they improve the converter Why? It does not matter what we teach? Most
performance (Level: 5)? course materials are likely to be obsolete in few
6. Evaluation: Can the students identify the years, even before the students graduate from a

Authorized licensed use limited to: UNIVERSIDADE FEDERAL DE MINAS GERAIS. Downloaded on October 7, 2009 at 23:01 from IEEE Xplore. Restrictions apply.
 degree program. Then, why teach more? Rather, we Electrical Engineering and Chair of the Engineering
Department at Purdue University, Fort Wayne, Indiana. Also,
should teach ‘smart” and provide students with the
he worked as Visiting Assistant Professor of Electrical
necessary knowledge and skills to survive in the Engineering at the University of Connecticut, Associate
New Knowledge based-economy. Professor of Electrical Engineering at Concordia University
(Montreal, Canada), Professor of Electrical Engineering at
The effectiveness of any curriculum depends on the Purdue University Calumet, and Visiting Professor of
Electrical Engineering at King Fahd university of Petroleum
actual delivery of the courses within the curriculum. and Minerals (Saudi Arabia), as a design and development
What are the course materials, what are being engineer with Brush Electrical Machines Ltd. (England, UK), a
taught and how effective the teaching, how much of Research Engineer with Lucas Group Research Centre
these materials are being understood by the shidents, (England, UK), a Lecturer and Head of Control Engineering
who and how do you asses the effectiveness of Department at the Higher Institute of Electronics (Malta).
learning? The key person for implementing an Dr. Rashid has had multidisciplinary, multi-national and
effective process for a quality education is the multicultural experiences throughout his career. He provides
instructor/faculty. The faculty is the ‘hcart ‘of any leadership in quality engineering education. He has made many
curriculum. contributions in power electronics and computer-aided
simulation, both in the classroom and in continuing education,
through his books, technical papers, live lectures, short courses
REFERENCES and IEEE self-study guides. Dr. Rashid is actively involved in
1. “Criteria for Accrediting Engineering teaching, researching, and lecturing in power electronics. He
has published 16 books and more than 130 technical papers.
Programs”, Engineering Accreditation
His books, Power Electronics and Power Eleclronics Using
Commission of the Accreditation Board for SPICE (Simulation Program for Integrated Circuit Emphasis),
Engineering and Technology (EACIABET), Microelecironics, and his self-study guides have made a direct
2004. httn: ,I\~~~~Yw:[Link]~r! impact on educating power electronics and microelectronics all
2. John A. White, “Defining the Knowledge over the world. His books are available in North American and
lntemational Editions. His books have been translated into
Economy,” ABET Annual Meeting, Incline many languages, and he has given numerous lectures and short
Valley, Nevada, November 1,2001. courses on power electronics and SPICE simulation in
3. David 0 Swain, “Global Corporations Australia, Bangladesh, Bangkok, Malaysia, Pakistan, Saudi
Leveraging Knowledge”, ABET Annual Arabia, Singapore, and the U.S.
Meeting, Incline Valley, Nevada, November 1,
Dr. Rashid has panicipated actively in IEEE activities. He
2001. served as Chair of the Industrial Control and Automation
4. R. Felder & R. Brent, “Designing and Committee of the Industry Applications Society ([AS), as
Redesigning Courses to Address EC2000 ”, Chair of IAS Calumet Section, and as Associate Editor for
NCSU, 2001 Transactions on Industrial Electronics. He was a Distinguished
5. Rashid, M.H. 1999, Microelectronics Circuits - Lecturer and Speaker of the IEEE-IAS. He has served as an
IEEEiABET program evaluator for electrical engineering and
Analysis and Design, PWS Publishing, Boston, he is currently an engineering evaluator for the Southern
MA, USA, Chapter 1, Association of Colleges and Schools (SACS, USA). He
6. M. H. Rashid, Power Electronics - Circuits, received the I991 OutsfandingEngineer Award from IEEE
Devices olzd Applications. Englewood Cliff, Region 4. Dr. Rashid was elected Fellow of the IEEE in 2001
‘:for leadership in power electronics education and
New Jersey: Prcntice-Hall, Inc, 3/e, 2003.
contribulions 10 the analysis and design methodologies of
7. M. H. Rashid, Introduction to PSpice Using solid-sratepower converters” He received the 2002 IEEE
OrCAD for Circuits and Electronics. Educational Activity Award (Em)Meritorious Achievement
Englewood Cliff, New Jersey: Prentice-Hall, Award in Continuing Education with the following citation
Inc, 3/3,2003. ‘yor contributions to the design and delivery of continuing
education in power electronics and camputer-aided-
simuluriun”. He is the Series Editors of Power Electronics and
Author’s Short Biography Applicalions, and Nanotechnology and Applications with the
Muhammad H. Rashid received the B.S.E.E. (1967) from the CRC Press. He is also the Editor-in-Chief of the EIectric Power
Bangladesh University of Engineering and Technology, and the und Energy Series with Elsevier Publishing.
[Link]. (1971) and Ph.D. (1975) from the University of
Birmingham, England. Since 1997, Dr. Rashid has served the
University of Florida (UF)as Professor of Electrical and
Computer Engineering and Director of the UFiClniversity of
West Florida Joint Program in Electrical and Computer
Engineering. From 1989 to 1997, he was Professor of

22
Authorized licensed use limited to: UNIVERSIDADE FEDERAL DE MINAS GERAIS. Downloaded on October 7, 2009 at 23:01 from IEEE Xplore. Restrictions apply.