The University of Houston Electric Energy Systems Control Program

IEEE TRANSACTIONS ON EDUCATION, VOL. E-21, NO. 3, AUGUST 1978

academic subjects; practically speaking, this means the top25% of the class. The authors believe the middle 50% of anyengineering graduating class has demonstrated its ability toprofit from some form of a post graduate experience. Someof this gap is being filled via short courses and other con-tinuing education projects. However, much remains to bedone.

SUMMARYThe paper has presented several of the features of the energy

program of The University of Texas at Austin. This is aconstantly evolving curriculum developed to reflect current

energy technology and its limits. While this program attemptsto satisfy most of the educational needs of regional industry,it is, and must be, continually reviewed and improved in aneffort to assure its continued relevancy.

REFERENCES

[1] K. E. Knight and H. R. Baca, "A 1975 Determination of KeyProblems Facing Electric Utilities in the U.S.," University ofTexas Report, see Electrical World, pp. 32, November 1, 1975.

[21 H. H. Woodson, "Power Engineering Research-How UniversitiesCan Meet the Challenge," paper C73262-3 presented at 1973 IEEEWinter Power Meeting, New York, N.Y., January 28-February 2,1973.

The University of Houston Electric Energy SystemsControl Program

EDGAR C. TACKER, SENIOR MEMBER, IEEE, KWANG YUN LEE, MEMBER, IEEE, THOMAS D. LINTON, ANDCHARLES W. SANDERS, MEMBER, IEEE

Abstract-This paper presents our response to the national need toeducate more students in the area of power systems engineering. OurElectric Energy Systems Control Program (EESCP) is described, both interms of (1) individual courses, sequences of courses, and subprogramsof concentration, and (2) the development of the Electric Energy Sys-tem Control Laboratory Facility (EESCL). The description is organizedso as to emphasize the close relationships between the particular EESCLequipment purchased and the development of the individual courses.The present status of the EESCP Program development is given as is anassessment of our progress measured against our educational objectives.Discussion is also provided relative to our future plans in further devel-oping our educational program in power systems education.

FORMULATION OF OBJECTIVESV ERY recently this country's educational system has been

presented several significant technical challenges, one ofwhich is in the area of producing power systems engineers(PSE's). This paper presents some of our philosophical view-points relative to this challenge as well as a summary of ourprogress toward contributing to the effort of meeting it.The national educational PSE production capability suffers

a well-recognized shortfall on the supply side of the equation.

Manuscript received January 31, 1978; revised April 18, 1978. Thiswork was supported in part by NSF Grants SER-76-014531531 andSER-77-03799 and in part by the State of Texas under a Title VIGrant.The authors are with the Department of Electrical Engineering and

Systems Engineering Program, University of Houston, Houston, TX77004.

Any study dealing with improving this production system mustfirst recognize that (1) financial resources are severely limited,(2) the system tends to be quite capital-intensive, and (3) thesystem is highly decentralized and virtually non-coordinateable.With these facts in mind it was deemed that the best approach

for us was to emphasize areas of PSE that were especiallysupply-limited. Another strong consideration of course wasthe backgrounds and interests of our faculty' and studentbody.

EESCPProgram Development Chronology: An OverviewFor the reasons just given our efforts have been focused

upon the computer/control aspects of PSE, resulting in theformulation of our Electric Energy Systems Control Pro-gram (EESCP). Developmental plans were formulated in late1974 and proposals were written in 1975 and 1976 that wouldprovide needed financial resources for capital equipment pur-chases and released-time for course development. Fortunatelythese proposals were funded (refer to Appendix I for somedetails) and, subsequently, additional funds were provided bythe University of Houston Electrical Engineering Departmentand the Cullen College of Engineering. This allowed the pro-gram development to accelerate and, most importantly, al-lowed the establishment of the Electric Energy Systems Con-

1Our long standing interests in computer control, especially as itapplies to PSE, provided the initial self-impetus for our efforts. A se-lected representative list of our publications is included in Appendix 1I.

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IEEE TRANSACTIONS ON EDUCATION, VOL. E-21, NO. 3, AUGUSF 1978

Northwest Corner(3rd Floor)Engineering Building(University of Houston)

Fig. 1.

e.0 65. e

EMS EMS SYS CTL EMSol I 2 3| .o 6

Storage g Windows + StorageCabinet Cabinet

EMSi 1 2,3,4: Electromechanical System StationSYS CTL System Control Center

SYS CTL

EMSi

PWR PWR PWR

Console 4

00_ =0 Chairs

Sw_

IF

Mini Color LineCT Pr inter

Disk 0

Terminal Chairs

Eqpt.

KeyCard

Punch Reader

15

Fig. 2. The EESCL Facility.

trol Laboratory (EESCL) Facility in midyear of 1976, first as

an addition to the conventional power laboratory, and, as ofJanuary, 1978, in its new location (refer to Figures 1 and 2).This new location is especially appropriate due to its proxim-ity to the new Electrical Engineering Department ComputerFacility (refer to Figure 1).

Current Status of the EESCP DevelopmentThe EESCP development in one sense easily divides itself into

two distinct activities: (1) development of the EESCL facility,and(2) development of individual courses, sequences of courses,and subprograms of concentration at each degree level. Thisdivision, however, is really an artificial one since many of theEESCP courses have been designed, virtually from their con-

ception, so as to take maximum advantage of the unique ed-ucational opportunities afforded via the existence of the EESCLFacility.While the above binary separation proves artificial relative to

actually developing the EESCP Program, it proves convenientand pedagogically useful in describing the present stage of ourprogram development process. The first subsection then dis-cusses the EESCL Facility, and, as the second subsection pro-

ceeds to describe the course and subprogram developments,the impact on these developments of the availability of theEESCL Facility will become apparent.

1. CURRENT STATUS: EESCL FACILITY DEVELOPMENT

Figure 2 gives the configuration of the EESCL Facility. Thisfacility is most naturally partitioned into two major parts. Oneis the System Control Center (see SYS CTL of Fig. 2) and theother is the aggregate of the four Electromechanical SystemStations (EMS) (see EMSi of Fig. 2 for the configuration ofeach station).

Electromechanical System Station2

Each EMS station allows a student team to perform computer-aided experiments on the electromechanical systems equipment.The amount by which the computer aids in the experimentationvaries widely, according to the level of the course involved. Inparticular this involvement ranges from monitoring and displayto interactive system identification and on-line dynamic simula-tion and control.The microcomputer is to be used both for simulation and

control purposes. One very important use is to simulate boiler-turbine-governor dynamics so that when the microcomputer isappropriately used in conjunction with the electromechanicalsystem components, an effective simulation of an electricpower plant can be achieved3. Further, an interconnectedelectric power system (grid) can be effectively simulated byinterconnecting two or more of the EMS stations3.

Systems Control Center4

The color CRT terminal is used when operating in an inter-connected system configuration (i.e., when two or more' ofthe EMS stations are interconnected). The most important ap-plication being the simulation of an energy control center (suchas Houston Lighting & Power's ECC) for use in courses EE588, EE 518, EE 680, EE 781, EE 730T Computer Control,and EGR 710T Projects in Systems Identification.

Current Status

At present two of the EMS stations are almost fully imple-mented. Orders have been placed for the equipment necessaryto complete the implementation of these two stations and topartially implement the other two stations. The color CRT,minicomputer and disk have been in place since mid-1976, andorders have been placed for purchasing the card reader and lineprinter.Thus far some $75,000 has been expended and/or encum-

bered (not including physical plant modification costs) inbringing the EESCL Facility to its present state.

2Refer to Table 2.3A paper detailing our procedures, models used, etc. is presently in

the preparation stage.4Refer to Table 3.5Note that three is the minimum number of stations required to

simulate a loop structure of interconnection, and that four is theminimum number for a multiloop structure.

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TACKER et al.: HOUSTON ELECTRIC ENERGY SYSTEMS CONTROL PROGRAM

TABLE 1PRIMARY AND CLOSELY RELATED EESCP COURSES

Primary EESCP Courses

(1) Power Systems

EE 463 Electromechanical Energy Conversion

EE 413 Energy Conversion Laboratory

EE 588 Electric Energy Systems

EE 518 Electric Energy Systems Laboratory

EE 680 Power Systems Analysis

EE 780 Power Systems Planning

EE 781 Power Systems Control & Stability

(2) Computer Control & Systems Identification

EE 730T Computer Control

EGR 730T Identification Theory & Techniques

EGR 710T Projects in Systems Identification

Closely Related Courses

(1) Power

EE 577 Power Distribution

EE 677 Electric Power Transmission

EE 683; Electric Machines £ Transformers

684

(2) Systems t Control

EE 475 Control Engineering

EE 633 Control System Design

EGR 631 Estimation & System Identification

EGR 670 Introduction to Systems Modeling t Analysis

EGR 671 Systems Optimization & Computational Methods

EGR 676 Stochastic Modeling, Forecasting & Control

(3) Computers

EE 370 Mini/Microcomputer Programming

EE 441 Mini/Microcomputer Systems

EE 571 The Computer as a Laboratory Instrument

2. CURRENT STATUS: COURSE AND SUBPROGRAMDEVELOPMENT

Our PSE students have several paths of specialization availableto them, as a glance at Table 1 will reveal. In this paper we arefocusing attention upon our EESCP Program, and thus will notinclude course descriptions for the set of closely related courseslisted in Table 1.Before giving brief6 descriptions of the primary EESCP

courses it should be mentioned that 400-level courses are atthe senior level; 500-level courses are open both to seniors andto beginning graduate students on a selective basis, and 600-level courses are graduate level, but can be taken by exception-ally well-qualified seniors. It should also be noted that thecourses described can be separated into two categories:

(1) Established courses modified to utilize the EESCL(2) New courses designed around the EESCL.

A more detailed course description is given for the latter class.Also, the obvious overlap between these two sets of courses isdeliberate and results from structuring the curriculum so that

6Due to space limitations course descriptions will be quite brief.Further information can be obtained by contacting the authors.

TABLE 2EQUIPMENT AVAILABLE AT EACH EMS STATION OF THE EESCL

(REFER TO FIGURE 2)

Electromechanical/Electrical Components

Manufacturer: Lab-Volt Systems Division of Buck Engineering Co.

Farmingdale, New Jersey 07727

Synchronous Motor/Generator

DC Motor/Generator

Wound Rotor Induction Motor

Squirrel Cage Induction Motor

Capacitor-Start Motor

Capacitor-Run Motor

Variable Inertia Wheel

10 and 30 Transformers

30 Rheostat

Capacitor, Resistor, and Inductor Modules

10 and 30 Wattmeter Modules

Phase Angle Meter

AC Amp/Volts Modules

DC Metering Module

Torque Angle Meas. Module

Hand-Held Tachometer

30 Power Supply

El ectrodynamometer

Strobe Light

Synchronizing Switch Module

Two 3-0 Transmission Line Modules

Transducers (voltage, phase angle, watt/var, frequency)

Manufacturer: Rochester Instruments Systems, Inc., 3202 Mercer, Houston

Texas 77027

Converters

2 DATEL ADC-C8B

3 DATEL ADC-D8B

3 DATEL DAC-198B

Power amplifiers for these DAC channels were designed and con-

structed at the University of Houston.

Microcomputer

IMSAI 8080 - with Z-80 CPU, 32K RAM (200 n sec), Cromemco Microdisk System

Output

DEC VT55 LC Graphics Terminal (Two-trace CRT with hard copy)

Misc.

Oscilloscope and other test equipment.

a student can utilize the EESCL from either a "systems" view-point or from a "power" viewpoint.

(a) Power CoursesEE 463-Electromechanical Energy Conversion: This course

introduces basic concepts of electromechanical energy conver-sion devices: single and three phase transformers, synchronousmachines, induction machines, dc machines, and fractionalhorsepower machines. Emphasis is on the external character-istics and equivalent circuits using the relationships amongvoltage, current, power, torque and speed. Solid-state motorcontrol is also covered. This course is a senior elective, andhas had an average enrollment of 20 students.

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TABLE 3EQUIPMENT AVAILABLE AT THE SYS CTL OF THE EESCL

(REFER TO FIGURE 2)

Minicomputer

HP 2116 with 16K memory (To be replaced by a new minicomnputer in

early 1979).

Disk

HP 7900A Cartridge Disc Subsystem (4.9 M Bytes, 30 m.s. access time)

Color CRT

Intecolor 8001 with RAM refresh memory, 8080 CPU, 19" CRT/keyboard

Line Printer

Printronix Model 300 (300 1pm)

Card Reader

True Data Model 800 (800 cpm)

EE 413-Energy Conversion Laboratory: This new course

proceeds in parallel with the lecture sequence given in EE 463.The Lab-Volt equipment was designed for individual studentuse, and a number of basic experiments are described in detailin the laboratory manuals provided with the equipment. Pre-vious to the initiation of this course, five experiments were

performed in course 463. Starting in Fall of 1978 five newlydeveloped experiments will be incorporated into Course 413.EE 588-Electric Energy Systems: This course introduces

the organization and fundamental characteristics of electricpower systems, and describes the various modes of analysis,control, and operation of power systems. The concepts ofcomputer-monitoring and control for electric power systemsare presented. In the past, the course projects have been ofthe strictly digital simulation variety. However, we have juststarted a new laboratory/project course EE 518 (describednext) that will strongly utilize the EESCL equipment so thatthe power system simulation in the laboratory will be signifi-cantly improved.EE 51 8-Electric Energy Systems Laboratory: This course

involves projects utilizing the apparatus and instruments famil-iar from EE 413, plus transducers (watt, var, volt, phase angle,and frequency), A/D and D/A converters, microcomputers,and a minicomputer. The projects involve various aspects ofpower systems dynamics and control. Most of the experimentswill be involved with a physical simulation of a two-area inter-connected power system with a two-level hierarchical systemcontrol center. Each of the two "power plants" will have"local control" performed via a microcomputer. The "centralcontrol" will be performed by the minicomputer, and this con-troller will "coordinate" these local power plant controllers;In this course, the students will be required to devise anddevelop significant new system studies of such a nature as toenhance their understanding of how large-scale interconnectedpower systems operate.EE 680-Power Systems Analysis: This is the first power

course in the graduate program and has had an average enroll-ment of fifteen students. The course is to provide a solidfoundation for analyzing the power system networks, andto present the basic principles in controlling system load-flow. In the past only numerical problems were given to

students. Because of the recent acquisition of the EESCLequipment, students are now exposed to physical power sys-tems which enables them to confirm many theoretical powersystems concepts via individual project experimentation.EE 780-Power Systems Planning: This course focuses at-

tention on the overall process called power system planningand the mathematical details of various analytical tools. Sincethis is a new course, being taught this Spring 1978 term for thefirst time, the EESCL equipment has not yet been incorporatedinto this course. It is planned to use the current EESCL equip-ment, together with the new EE minicomputer for power sys-tem planning studies when the course is offered again in theSpring 1979 semester.EE 781-Power Systems Control and Stability: This course

provides mathematical models and control techniques requiredin power system operation. In the past, strictly digital simula-tion projects were assigned to students. The available EESCLfacility has been developed with this course particularly inmind. The mathematical models are coded in the microcom-puters for local power plants, and the central control algo-rithms are programmed in the minicomputer. Most of the proj-ects will be involved with a physical simulation of a two-areainterconnected power system with a two-level hierarchical sys-tem control center.

(b) Computer Control & Systems Identification CoursesEE 730T-Computer Control: This course acquaints the

student with both practical and theoretical aspects of monitor-ing the controlling physical systems with a digital computer.The equipment in the EESCL plays the role of the physicalsystem and the computer system will be a hierarchical structureincluding the minicomputer and two or more microcomputers.The students will obtain valuable hands-on experience in tryingout various control strategies and algorithms. They will alsodevelop interfaces as required for their individual projects.The course is being taught for the second time in the Spring

1978 semester. More than 20 students are enrolled.The EESCL provides the physical system for real-time con-

trol experiments in this course. The experiments range incomplexity from field excitation control for a synchronousgenerator to the real-time simulation and control of a powersystem consisting of several (up to four) interconnected areas.In the latter experiment the IMSAI 8080's will be used tosimulate the boiler-turbine-governor dynamics while the Lab-Volt generators will (physically) simulate the power systemgenerators. In all cases the transducer outputs (voltage magni-tude and phase, real and reactive power, and frequency) areused as feedback variables for the closed loop controllers. Alsoconventional controllers such as tuned PID controllers will beexperimentally compared to controllers designed on the basisof an idealized system mathematical model.EGR 730T-Identification Theory and Techniques: This

course includes theories and techniques of system identifica-tion suitable for implementation on typical process controlcomputers. Emphasis is on techniques which can be used withthe system on-line. The course covers the following topics:

(a) Canonical model structures for discrete-time and sampled-data systems.

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TACKER et al.: HOUSTON ELECTRIC ENERGY SYSTEMS CONTROL PROGRAM

(b) Parameter estimation methods, including least squaresand maximum likelihood.

(c) Generation and use of pseudo-random binary sequencesand other inputs for system identification.(d) Elements of closed-loop system identification.This course was first offered during the Spring 1977 semester

and attracted ten students. It will be offered again in the1978-79 academic year.EGR 71 OT-Projects in System Identification: The primary

objective of this course is to employ computer simulations andactual hardware to allow the student to gain first-hand experi-ence with some of the practical considerations which must beaddressed during the design and implementation of systemidentification procedures. The course work is developed ontwo major projects corresponding to: (1) development and testof the students identification algorithm on a fairly detailedsystem simulation and, after successful completion of thisphase; (2) application of the algorithm to a physical unit ofelectromechanical hardware in the EESCL Facility.During the first project the student obtains estimates of the

response times of the system and develops an identificationalgorithm from structural and range-of-parameter-value in-formation supplied by the instructor. This algorithm is thenused to obtain parameter estimates from data supplied byCSMP type digital simulation with unknown parameter valuesprovided by the instructor. Using this computer simulationthe effects of signal/noise ratio, observation time, samplingrate, length of pseudo-random sequence, etc. can be readilyinvestigated.

In the second project the student implements his identifica-tion algorithm on the EESCL minicomputer and is required todevelop and identify models of the DC and synchronous ma-chines of the EMS7 while they are operational in a specifiedconfiguration. After a model for these devices has been iden-tified the response of these models to test inputs (e.g. step,sinusoidal) is compared with that of the actual device todetermine the validity of the identified model.

3. TiE EESCP PROGRAM: ASSESSMENT & FUTUREDEVELOPMENT PLANS

The basic objective of the EESCP was, in brief, how doesone utilize a very scarce resource, the duration of the student'syears in the university so that our graduates have the opportu-nity of obtaining at least a rudimentary understanding of cur-rent state of the art practice in electric power systems/controlengineering. It is our opinion that this can only be done ifthe student is offered coursework designed specifically for thispurpose. There must be a balanced treatment between presen-tation of the theoretical concepts and having the student learnhow the concepts manifest themselves in the laboratory. Inthis regard, we feel that it is absolutely essential that the lab-oratory equipment be specifically designed for student use; itshould be easy-to-use, safe, comprehensive enough to includemost of the important aspects of actual power systems studies.The current EESCL equipment satisf'ies the first two criteria,but obviously, this equipment (which is centered around frac-

7Please refer to Figure 2.

tional horsepower machines) does not have all the aspects thatshould be considered in power in a power systems laboratory,and this important task is presently being addressed in ourplanning process.The next logical development phase after the current EESCL

development is completed involves acquiring equipment thatincludes tap-changing transformers, circuit breakers, relays,various types of loads normally encountered in a full-scalepower system and additional instrumentation. This newequipment, together with that of the current EESCL facility,the machine dynamics laboratory (which includes larger ma-chines) and the protective relaying laboratory will be essentialfor future course development. These courses will be con-cerned with protective devices and relaying, industrial andcommercial distribution, load modeling and load management.

APPENDIX I-GRANTS FOR ESTABLISHING THE

EESCL FACILITY

Grant Name: Electric Energy Systems Laboratory DevelopmentGranting Agency: State of Texas-Title VIDuration: 1976-1977Principal Investigator: Edgar C. TackerFinancial Summary: $8,000 Granting Agency

$8,000 U. H. MatchingEquipment ($16,000)

Course Development Includes: EE 463/413, 588/518

Grant Name: Electric Energy Systems: Simulation & ComputerControl (SER-76-014531531)

Granting Agency: NSF (Instructional Scientific EquipmentProgram)

Duration: 1976-1978Principal Investigator: Edgar C. TackerFinancial Summary: $10,800 Granting Agency



Grant Name: Projects in Electric Energy Systems/ControlEngineering (SER-77-03799)

Granting Agency: NSF (Local Course Improvement Program)Duration: 1977-1979Principal Investigator & Program Manager: Edgar C. TackerCo-Principal Investigator: Kwang Y. LeeAssociate Investigators: Thomas D. Linton & Charles W.

SandersFinancial Summary: $23, 800 Granting Agency



APPENDIX II-REFERENCES

E. C. Tacker, C. C. Lee, T. W. Reddoch, 0. T. Tan, P. M. Julich, "Opti-mal Control of Interconnected Electric Energy Systems-A New Ap-proach,"Proceedings of the IEEE, Vol. 60, No. 10, Oct., 1972.

E. C. Tacker, T. W. Reddoch, 0. T. Tan, T. D. Linton, "Automatic Gen-eration Control of Electric Energy Systems-A Simulation Study,"IEEE Transactions on Systems, Man and Cybernetics, Vol. SMC-3,No. 4, July, 1973.

201


E. C. Tacker, C. W. Sanders, T. D. Linton, "Some Results in Decen-tralized Filtering and Control," International Federation ofAuto-matic Control Symposium on Large-Scale System Theory andApplications, Udine, Italy, 1976.

E. C. Tacker, T. D. Linton, C. W. Sanders, T. C. Wang, "DecentralizedOptimal Controllers for Multiarea Power Systems," Eight BiennialPower Industry Computer Applications (PICA) Conference, Toronto,Canada, May, 1977.

O. T. Tan, E. C. Tacker, D. R. Fischer, "Automatic Generation ControlSystems Containing Governor Dead Band," 1974 IEEE Power Engi-neering Society Winter Meeting, New York, N.Y., Jan. 1974.

E. C. Tacker, T. D. Linton, "Design of Computer Control SystemsUsing Modern Control and Estimation Theory," Proc. Purdue 1971Symposium on Applications on Computers, Lafayette, Indiana,April, 1971.

T. D. Linton, D. R. Fischer, E. C. Tacker, and C. W. Sanders, "Decen-tralized Control of an Interconnected Electric Energy System Subjectto Information Flow Constraints," 19 73 IEEE Conf on Decision andControl, San Diego, Calif., Dec. 1973.

C. W. Sanders, E. C. Tacker, T. D. Linton, "An Application of Decen-tralized State Estimation to an Electric Power System," Proc. 6thAnnual Southeastern Symposium on System Theory, Baton Rouge,La., Feb., 1974.

E. C. Tacker, "Models and Controllers for Interconnected ElectricPower Systems," 1974 Midwest Power Symposium, Rolla, Mo.,Oct. 1974.

E. C. Tacker, "Automatic Generation Control of Multiarea Power Sys-tems: A Systems Engineering Viewpoint," Control ofPower SystemsConf and Exposition, College Station, Texas, March, 1977.

K. Y. Lee, S. A. Hossain, "Use of a Predictive Controller in AutomaticVoltage Control of a Synchronous Generator," Control ofPowerSystems Conf and Exposition, Oklahoma City, Okla., March, 1978.

K. Y. Lee, D. P. Dave, and C. W. Taylor, "Automatic Generation Con-trol Analysis with Aggregate Governor Dead Band Effects," 1978IEEE Power Engineering Society-Summer Meeting, Los Angeles,Calif., July, 1978. Also see K. Y. Lee, "Automatic Generation Con-trol Development Reports I and II," Bonneville Power Administration(Contract No. 14-03-726N), 1977.

The Real-World of Education: A Presentation toEPAC by TTU

JAMES T. LANCASTER, MEMBER, IEEE, OTTIS T. ESTES, SENIOR MEMBER, IEEE,AND WARREN 0. ESSLER, SENIOR MEMBER, IEEE

Abstract-A university exists for the purpose of service. A discussionof this service is given from the point of view of the electric powercurriculum of an electrical engineering department within a state-supported university. The comments apply to any such departmentwithin almost any state-supported university.The discussion begins with a definition of education, followed by a

breakdown of the clientele served. A detailed discussion of the restric-tions placed upon an institution by students, parents, industry, theprofession, the people of the state through the legislature, the uni-versity administration, the educational structure, and competition fromother universities is given.This subject was originally presented to an advisory committee com-

posed of industrial representatives. Quotes from committee membersare given, thereby allowing some insight into the concerns of the in-dustrial representatives.

INTRODUCTIONTHE Electric Power Advisory Committee (EPAC) at

Tennessee Technological University (TTU) is composedof leaders of the electric power industry. Its purpose is tohelp guide and direct the electric power curriculum in orderto better prepare the students in this area for the real world inwhich they will serve after graduation. The formation andhistory of this committee is discussed in a previous paper [1].The work of the committee has centered around a series ofday long meetings, the format of which has emphasized the

Manuscript received February 9, 1978; revised April 18, 1978.The authors are with the Department of Electrical Engineering, Ten-

nessee Technological University, Cookeville, TN 38501.

exchange of ideas. Background knowledge of the electricpower program at TTU was developed during the first meeting,while the second meeting was devoted to a detailed review ofthe framework within which the University operates. Thispaper is devoted to the presentation and subsequent discus-sion involving this framework of service.

THE EDUCATIONAL DILEMMAAn educated person has been defined as one who can con-

verse intelligently on any subject which may arise in politesociety. That is a wonderful definition, but unfortunatelyone that is unattainable today. The totality of human knowl-edge is so great that no one can be expected to converse onevery subject which might arise. Rather, specialization is thenorm, with extreme specialization in one area required inorder to simply stay abreast of the development in that onearea. This is especially true of technical fields in which therate of change is nothing short of phenomenal. So the fieldof technical education is in the somewhat tricky position oftrying to educate a student both as a whole person and, at thesame time, as a narrow specialist. This somewhat intricateobjective should be borne in mind during the following dis-cussion.

CLIENTELE SERVED

As a state supported institution, the clientele served by TTUfall primarily into two groups, each of which places their ownsets of restrictions upon the program.

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The University of Houston Electric Energy Systems Control Program