Department of Electrical Engineering

Department of Electrical Engineering

Department of Electrical Engineering – Power System


Course Name

Power System

Course ID


Course credits


Teaching hourly fee



Li Chun-Yao


Sophomore Class-A, Department of Electrical Engineering

Required/Elective course



Type of Service

(Multiple options allowed)

□ Educational counseling  ■ Information technology  □ Creative design

□ Community development  □ Marketing and promotion  ■ Social service  

□ International care  □ Cultural archives  ■ Environmental protection  

□ Others ____________________



(Evaluation on Service Programs)

We hope to advise students through the activity that the real electric engineering knowledge should be practiced in various fields outside the school, and not only in classroom. We expect that the students may practice the intelligence and skills learned by them from the class in their real daily life directly, in order to increase the students’ interest in learning and urge them to provide public welfare services for social welfare or disadvantaged groups. Our students may receive knowledge which cannot be accessed in books and join in the social service through the activity.


Objectives of Plan

In addition to the general classes required by the courses, the other class hours will be spent performing service learning outside the school. The courses will teach the basic knowledge of power system and electric machinery, as well as the skill in measuring electric energy and saving power. Therefore, through the interpretation by the courses and the practicing, the students may exert the effectiveness of what they have learned and develop their profession and correct attitude toward social service.


Cooperative entities

Name of Organization or Community receiving the service: The Carpenter’s House

Service recipient: Community residents; Number of service recipient: 30 persons(Not the number of trainees)


Objectives of Courses

We hope that the students may learn from service and help others with their professional skills. Many students are busy with their course work, while more students are addicted to the cyber world or some more attractive activities. As they are accustomed to such habits, they are often reluctant to help others, even if they only have to spare little time and effort for it.  This should be deemed as a loss caused by the students per se. Given this, if we may establish the students’ service learning concept and urge them to make every endeavor to help any others in need, we may train talents in electric engineering to have well-founded personality for the country. The objectives to be achieved by our students through the activity are briefed as following: The approaches to “measure electric energy” and “save electric energy”: To exert the skills and theories learned by them and develop their profession and correct attitude toward social service. Meanwhile, to verify the relationship between utilization of various energy-consuming equipment and electric bill through the process for measuring electric energy of the various equipment, so as to learn the correct concepts about energy saving. Finally, to learn how to measure electric energy and billing to verify how to save power and avoid wasting money. The general entities or organizations would not uphold so strong concept about power consumption, although they have fulfilled the basic steps for saving power.  Notwithstanding, some details will go unnoticed, unless professional skills are utilized to find out the circumstances that result in wasted power.  Given this, we urge students to verify the details resulting in unnecessary power consumption, so that the students may understand that power saving may be fulfilled only if they get the small details right.


Model and contents of implementation of service programs

( to the contents of courses for 18 weeks on a weekly basis)


Service learning stage




To participate in the following extracurricular activities and post the experience shared by the group members online.

‧      “Service Learning Camp” and “Overseas Volunteer Workshop” organized by the Service Learning Center (to be attended by all group members)

‧      “Audio-Visual Materials Class” organized by the Educational Service Center (to be attended by two members assigned by each group)

Activities before starting the service (to be completed by March 26):

‧      Each group shall “produce the service learning name tag” and “claim the insulating gloves”.  (Please buy the new ones on your own, and claim the reimbursement with the trainer on the ground of the relevant receipt.)

The supervisor shall lead each group leader to claim the “Service Learning T-Shirt” at the Service Learning Center, and send the “Parent’s Consent Form for Service Learning”, “Service Learning Cooperation Agreement” and “Personal Insurance Information” to the trainer via email.



1st activity: Site survey (to be familiar with the environment and personnel)

To complete the homepage (including pictures) by March 15.

2nd activity: Discuss with the organization’s responsible person about the measurement plan.

To complete the homepage (including pictures) by March 25.

3rd activity: Site measurement

To complete the “homepage (including pictures)” and “film recording the activity” by April 20.

4th activity: Discuss with the organization’s responsible person about the energy saving planning.

To complete the homepage (including pictures) and upload the planning by May 1.

5th activity: Check with the organization’s responsible person to make sure the energy saving planning.

To return the feedback, complete the “homepage (including pictures)” and “film recording the activity”, and upload the “questionnaire for home appliance maintenance service” by May 10.



To submit the presentation of service learning results (including DVD) by June 10.

Each group shall submit the sample report for reference.


Celebration/presentation of results

Co-organize the “Final Presentation of Results” (and “Holistic Caring Award” competition)

The supervisor shall lead each group leader to plan it, and teachers’ participation in the discussion is greatly appreciated.

(Please added the lines, if necessary.)


Total service learning hours

Total course hours: 54 hours

Students’ actual service hours: 21 hours

Number of student teams: teams, consisting of a total of 30 persons.

Total number of service recipients:30*6 (number of service recipients*number of frequency).


Descriptions about expected students’ growth in professions

The students will have to search the relevant information online and conduct the site survey for several times. Partners will spare no effort in helping the Carpenter’s House save more power. Through brainstorm and multiple discussions, each group will get its teamwork better and better and move forward toward the common objectives. For the days in which the students are engaged in providing services, the students get along with each other harmoniously and are willing to work with each other to achieve the same objective. The applicant believes that though the outcome is very important, the process will be the most unforgettable memory for all of the students. Qualitative performance objectives may be interpreted in the following manners:

1. Think about the meaning of study in the university: To enable the students to introspect after they develop their own professional ability, in addition to seek employment in the future, what services they may provide to others with the professional knowledge and skills learned in school.

2. Think about the meaning of service: To enable the students to strengthen their emotions for caring others through the introspection about the service, and enable the service recipients to receive support from professional resources.


Anticipated benefits to be gained the service recipient

To be in line with the service learning activities, our power system courses will allow the students to perform the service learning activity after class. We set the purpose of the activity as Rescue of Electric Billing, aiming to enable the students to practice the electric energy management knowledge learned by them from the power system courses in their real life and benefit from social public welfare groups.

The social public welfare groups, which only have limited available budget, have learned a lot of knowledge about energy saving. Notwithstanding, they still have doubts over actual power consumption and such problem about operation of home appliances as whether the plug should be pulled out. Concerning said problems, the students participating in the activity will provide professional answers. Meanwhile, the students participating in the activity will follow our safety rules and also spread the holistic education spirit taught by CYCU to each corner of the society. Each of the students will make every endeavor to solve any questions about electric energy management for the various social welfare organizations.


Rating criteria

(Please include the way to assess service programs.)

35% for interim test, 50% for final exam, 15% for assignments, and additional 10% for service learning.


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