@article{baran_carpenter_borbye_lubkeman_ligett_covington_2014, title={A New Professional Science Master Program for Electric Power Systems Engineering}, volume={29}, ISSN={0885-8950 1558-0679}, url={http://dx.doi.org/10.1109/tpwrs.2014.2316290}, DOI={10.1109/tpwrs.2014.2316290}, abstractNote={This paper proposes to adopt the emerging Professional Science Master (PSM) program as a model for enriching power engineering education. PSM programs provide comprehensive training in an academic and technical specialty along with the appropriate professional skills needed for a professional career. The paper outlines the new PSM program-MS in Electric Power Systems Engineering. The program encompasses engineering, management, and other professional skills needed for a successful career in the power engineering industry, and includes both in-depth core power engineering topics as wells as new cross-disciplinary technical topics relevant to the clean-energy Smart Grid.}, number={4}, journal={IEEE Transactions on Power Systems}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Baran, Mesut E. and Carpenter, Pam Page and Borbye, Lisbeth and Lubkeman, David L. and Ligett, Michael and Covington, David H.}, year={2014}, month={Jul}, pages={1903–1910} }
 @unpublished{covington_2003, title={North Light}, number={Spring}, journal={KirkJournal}, author={Covington, D.}, year={2003}, pages={28–29} }
 @article{mehlenbacher_miller_covington_larsen_2000, title={Active and interactive learning online: A comparison of Web-based and conventional writing classes}, volume={43}, ISSN={["1558-1500"]}, DOI={10.1109/47.843644}, abstractNote={This study examines how students enrolled in two Web-based sections of a technical writing class performed compared to students enrolled in a conventional version of the class. Although no significant difference in student performance was found between the two learning conditions, our data reveal intriguing relationships between students' prior knowledge, attitudes, and learning styles and our Web-based writing environment. One finding that we focus on is that reflective, global learners performed significantly better online than active, sequential learners, whereas there was no difference between them in the conventional class. Our study highlights the complexity of effective teaching and the difficulty of making comparisons between the online and the classroom environments. In particular, we maintain that the transfer of active learning strategies to the Web is not straightforward and that interactivity as a goal of instructional Web site design requires significant elaboration.}, number={2}, journal={IEEE TRANSACTIONS ON PROFESSIONAL COMMUNICATION}, author={Mehlenbacher, B and Miller, CR and Covington, D and Larsen, JS}, year={2000}, month={Jun}, pages={166–184} }