1. NSF P&E Education Workshop Report from Breakout Session 3 Joe Chow Joydeep Mitra

2. Overview Group 3 had a lively though amorphous discussion where every member had opportunity to contribute The discussion centered on – Identification of challenges in CPS education – Ideas to overcome some of the challenges – Experiences with some implementations of CPS education – Opinions on key elements and invariants NSF Power & Energy Education Workshop2

3. Identification of challenges Lack of uniform language between multi-disciplinary faculty in CPS space/non-uniform interpretation of “smart grid” What to include in CPS courses and curricula/ what to exclude/depth of content/non-engineering content Most single-semester multi-disciplinary courses on “CPS” and “Energy” tend to be shallow ECE students with engineering concentration tend to be less flexible and agile in capstone courses than computer science counterparts Innovative re-branding/attracting more students NSF Power & Energy Education Workshop3

4. Some proposed approaches 1.Provide broad base of electives, allow students to select their mix depending on individual interests 2.Provide fundamentals and then adopt problem- based learning approach leading to cross- disciplinary solutions/ “managed chaos” approach 3.Project team-based learning environments; “capstone on steroids” approach to entire program/ “maker”-type project-based curricula 4.No dramatic curricular changes; include new material on an as-needed basis NSF Power & Energy Education Workshop4

5. Some other ideas 1.Tutorial for power faculty on special topics 2.Multi-university collaboratives where smaller universities lack resources to cover all areas NSF Power & Energy Education Workshop5

6. Some teaching experiences Several participants described project-based courses they had developed Some described multi-disciplinary courses, e.g., cyber-physical, energy economics… Junior design courses Not one, but many cross-disciplinary courses at graduate level to preserve breadth and depth NSF Power & Energy Education Workshop6

7. Key elements and invariants Many participants believe that the science and engineering fundamentals must not be sacrificed Students have more ingenuity and problem-solving skills than we give them credit for – we should teach them the important skills and let them figure out the complex solutions It is important to expose students to practical, cross- disciplinary, open-type problems early on It is important for educators to broaden their knowledge and to develop more effective evaluation tools NSF Power & Energy Education Workshop7