IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO.

1, FEBRUARY 2005

37

Induction Motor Tests Using MATLAB/Simulink

and Their Integration Into Undergraduate
Electric Machinery Courses
Saffet Ayasun, Member, IEEE, and Chika O. Nwankpa, Member, IEEE

AbstractThis paper describes MATLAB/Simulink implementation of three induction motor tests, namely dc, no-load,
and blocked-rotor tests performed to identify equivalent circuit
parameters. These simulation models are developed to support
and enhance electric machinery education at the undergraduate
level. The proposed tests have been successfully integrated into
electric machinery courses at Drexel University, Philadelphia, PA,
and Nigde University, Nigde, Turkey.
Index TermsEducation, induction
Simulink, software laboratory.

motors,

MATLAB/

I. INTRODUCTION

ITH THE advent of low-cost personal computers and

various easily accessible software packages, computer-aided teaching tools have become an essential part of
both classroom lectures and laboratory experiments in electrical machinery education [1][6]. The computer models and
simulations of induction motors, as teaching tools, support
the classroom teaching by enabling the instructor, through the
computer-generated graphics, to illustrate easily steady-state
operation of the motor under various loading conditions [2][5].
The computational tools as a part of laboratory experiments
enhance laboratory experience by providing students with the
opportunity to verify the results of laboratory experiments and
compare them with those obtained by computer simulations.
Such a comparison opportunity helps students realize the limitations of hardware experiments and, as a counterpoint, appreciate that computer models cannot substitute for actual hardware experiments that might not exactly represent the operation
of induction motors because of some modeling assumptions [1],
[2]. Moreover, an undergraduate electric machinery course that
integrates up-to-date computer hardware and software tools in
both lecture and laboratory sections also meets the expectations
of todays students who want to use computers and simulation
tools in every aspects of a course, and thus, possibly attracts
more students [2], [3].

Manuscript received March 6, 2003; revised November 22, 2003. This

work was supported in part by the U.S. Department of Energy under Contract
ER63384.
S. Ayasun is with the Department of Electric and Electronics Engineering,
Nigde University, College of Engineering, Nigde, 51200, Turkey (e-mail:
saffetayasun@yahoo.com).
C. O. Nwankpa is with the Department of Electrical and Computer
Engineering, Drexel University, Philadelphia, PA 19104 USA (e-mail:
chika@nwankpa.ece.drexel.edu).
Digital Object Identifier 10.1109/TE.2004.832885

Electrical machinery courses at the undergraduate level typically consist of classroom and laboratory sections. The classroom section covers the steady-state operation of the induction motor in which the per-phase equivalent circuit is used
to compute various motor quantities, such as input current and
power, power factor, developed torque, and efficiency. The computations associated with the steady-state operation require the
knowledge of equivalent circuit parameters. These parameters
are obtained by performing three tests, namely dc, no-load, and
blocked-rotor tests on the motor in a typical laboratory experiment [7].
The laboratory section includes these tests and a load experiment that allows students to become familiar with the induction motor operation and to gain invaluable hardware and measurement experiences. The authors experience while teaching
induction motors at Drexel University, Philadelphia, PA, indicates that students generally have difficulty when they come to
the laboratory to carry out these experiments even though the
corresponding theory is extensively covered in the classroom
section with a detailed hand-out describing laboratory facilities
and the procedure of the experiments, given to them at least a
week before the laboratory. Students are not familiar with a laboratory environment that contains large machines and relatively
complex measurement methods and devices as compared with
other laboratories they have been to before. The time constraints
during the laboratory exercise are also a difficult adjustment. In
a usual two-hour laboratory section, students are required to set
up and perform four induction motor experiments, to take the
necessary measurements, and to investigate steady-state performance of the motor under various loading conditions. Because
of the time limitations, students often rush through the experiments in order to finish them on time, which unfortunately prevents them from getting a true feeling of motor operation and
from appreciating what has been accomplished during the laboratory practice.
Therefore, simulation tools must be developed for induction
motor experiments to serve as useful preparatory exercises
before students come to the laboratory. The objective of this
paper is to present simulation models of these induction motor
experiments in an effort to design a computational laboratory.
The dc, no-load, and blocked-rotor simulation models are developed as stand-alone applications using MATLAB/Simulink
[8] and Power System Blockset (PSB) [9]. For the load experiment, students are required to write a computer program using
MATLABs M-file programming for the per-phase equivalent
circuit of the induction motor to compute operating quantities.

0018-9359/05$20.00 2005 IEEE

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IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO. 1, FEBRUARY 2005

Fig. 1. Per-phase equivalent circuit of an induction motor.

Fig. 2. Experimental setup of the dc test.

Such an assignment improves students programming skills

that would be helpful in other classes as well.
The remainder of the paper is organized as follows. Section II
describes the dc, no-load, and blocked-rotor tests. For the sake
of completeness, first the experimental setup for each test is provided with a brief explanation of how these tests are conducted
and how the corresponding measurements are used to compute
the equivalent circuit parameters. Then, for each test, the corresponding Simulink/PSB model is presented and compared with
the actual experimental setup emphasizing the similarities and
discrepancies. Section III compares the equivalent circuit parameters determined using simulation data and data obtained
from experiments. Section IV explains how to integrate these
simulation models into undergraduate electric machine courses
at two different universities, while the last section concludes the
paper.
II. INDUCTION MOTOR TESTS: EXPERIMENTAL SETUPS AND
SIMULINK/PSB MODELS
The steady-state operating characteristics of a three-phase induction motor are often investigated using a per-phase equivaand
replent circuit as shown in Fig. 1. In this circuit,
resent stator resistance and leakage reactance, respectively;
and
denote the rotor resistance and leakage reactance referred to the stator, respectively;
resistance stands for core
represents magnetizing reactance; and denotes the
losses;
slip. The equivalent circuit is used to facilitate the computation of various operating quantities, such as stator current, input
power, losses, induced torque, and efficiency. When power aspects of the operation need to be emphasized, the shunt resisis usually neglected; the core losses can be included
tance
in efficiency calculations along with the friction, windage, and

stray losses. The parameters of the equivalent circuit can be obtained from the dc, no-load, and blocked-rotor tests [7], [10].
In the following, both experimental setup and Simulink/PSB
models of each test are described.
The PSB is a useful software package to develop simulation models for power system applications in the
MATLAB/Simulink environment. With its graphical user
interface and extensive library, it provides power engineers
and researchers with a modern and interactive design tool to
build simulation models rapidly and easily. MATLAB and
Simulink/PSB have been widely used by educators to enhance
teaching of transient and steady-state characteristics of induction machines [2], [3], [11]. Of course, other commercial
software packages, such as Maple and MathCad, are commonly
used in electrical engineering education with their advantages
and disadvantages [12]. The reason that MATLAB with its
toolboxes was selected is that it is the main software package
used in almost all undergraduate courses in the authors institutions as a computation tool to reinforce electrical engineering
education. Therefore, students can easily access to MATLAB,
and they already have the basic programming skills to use the
given Simulink models and to write computer programs when
required before coming to the machinery class.
A. dc Test
The dc test is performed to compute the stator winding resistance . A dc voltage is applied to the stator windings of an induction motor. The resulting current flowing through the stator
windings is a dc current; thus, no voltage is induced in the rotor
circuit, and the motor reactance is zero. The stator resistance is
the only circuit parameter limiting current flow. Fig. 2 shows

AYASUN AND NWANKPA: INDUCTION MOTOR TESTS USING MATLAB/SIMULINK

Fig. 3.

39

Simulink/PSB implementation of the dc test.

Fig. 4. Experimental setup of the no-load test.

the experimental setup of the dc test conducted at the Interconnected Power Systems Laboratory (IPSL) [13] of Drexel University. A 120-V dc power source is applied to the two phases
of a Y-connected induction motor. A group of light bulbs are
installed in the circuit as a resistive load in order to adjust dc
current to the rated value. The current in the stator windings
and voltage across the two phases of the motor
are measured.
Fig. 3 depicts the Simulink/PSB implementation of the dc
test. From the PSB machine library, an induction motor block
is used whose electrical parameters (such as nominal voltage
and equivalent circuit parameters) and mechanical parameters
(such as inertia and number of poles) can be specified in either
International System of Units (S.I.) or in per unit [9]. Similar
to the experimental setup, a 120-V dc source is applied to the
two phases (phases A and B) of the induction motor through a
series resistance, while the phase C is grounded through a re-

sistance branch in order to have a complete electrical connection. The purpose of the series resistance between the dc source
and the induction motor is to limit the current flowing through
the two windings of the motor to its rated value, which is similar to the lighting bulbs used in the hardware setup of Fig. 2.
Voltage and current measurement blocks measure the instantaneous voltage across two phases and the current flowing through
the windings, respectively. Two scopes display the waveforms
of the voltage and current, while two display boxes are used
and curto obtain the steady-state values of the dc voltage,
rent . With these two measurements, the stator resistance can
easily be computed as
(1)
The stator resistance obtained from the dc test is an approximate value of the actual one since the skin effect observed when

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Fig. 5.

IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO. 1, FEBRUARY 2005

Simulink/PSB implementation of the no-load test.

an ac voltage is applied to the stator windings and temperature

effects are not taken into consideration. However, this approximation is reasonable enough for teaching purposes.
B. No-Load Test
The no-load test on an induction motor is conducted to measure the rotational losses of the motor and to determine some of
its equivalent circuit parameters. In this test, a rated, balanced
ac voltage at a rated frequency is applied to the stator while it
is running at no load, and input power, voltage, and phase currents are measured at the no-load condition. Fig. 4 illustrates the
experimental setup of the no-load test conducted at Drexel Universitys IPSL.
Fig. 5 shows the Simulink/PSB realization of the no-load
test, where a three-phase balanced Y-connected ac source whose
per-phase voltage is 120 V/60 Hz is applied to the stator terminal
of the induction motor. The electrical inputs of the induction
motor block are the three electrical connections of the stator (terminals A-B-C), while the electrical outputs (terminals a-b-c) are
the three electrical connections of the rotor, which is short-circuited. The input block (terminal Tm) is the mechanical torque
at the machines shaft. This torque is set to be zero
to simulate the no-load condition. The equivalent circuit parameters obtained from experimental data and the number of
poles are specified using the induction motor-block dialogue
box. Three current measurement blocks are used to measure the
instantaneous current of each phase. The output of each current
measurement block is connected to a root-mean-square (rms)
block, called signal rms, to determine the rms value of each

phase current. This block computes the rms value of the input
signal over a running window of the one cycle of the specified fundamental frequency (60 Hz). Three display boxes read
these rms values. Similarly, a voltage measurement block, an
rms block, and a display box are used to measure the phase A
voltage. The outputs of the voltage measurement block and the
current measurement block of phase A are connected to a power
measurement block, called the active and reactive power measurement, that computes the active power and reactive power.
The output of this block is connected to a scope and to a display
and . The
block to obtain the waveforms and the values of
output terminal of the induction motor block (terminal m-SI)
allows for the measurement of several variables, such as speed
and electrical torque. A machine measurement block is used to
get the mechanical speed. Through the scope and display block,
the waveform and the steady-state value of the rotor speed can
easily be measured in rad per second, or the corresponding data
can be written to MATLABs workspace to make use of other
graphical tools available in MATLAB. Fig. 6 shows the evolution of the mechanical speed during the no-load simulation.
The rotor speed reaches its steady-state value (188.5 rad/s for
the tested motor) quickly, indicating that MATLAB/Simulink is
an appropriate tool to investigate steady-state behavior of induction motors as well.
One can see that there are some differences between the
hardware setup and Simulink/PSB model. For example, the
per-phase-based real and reactive input power is measured in the
simulation model, while in the experiment the total three-phase
real input power is measured. However, this difference is

AYASUN AND NWANKPA: INDUCTION MOTOR TESTS USING MATLAB/SIMULINK

Fig. 6.

41

Evolution of the mechanical speed during the no-load test simulation.

not significant since under the three-phase balanced operation, computations are usually completed using the per-phase
quantities. Similarly, the per-phase voltage is measured in the
simulation, as opposed to the line-to-line voltages measured in
the hardware experiment.
These measurements enable the approximate computation
and the stator
of the sum of the magnetizing reactance
as follows [7]:
leakage reactance
or

(2)

where
is the per-phase voltage
,
is the phase
A measured reactive power, and is the average phase current
. Using measured input power
measured
and the stator resistance obtained from the dc test, rotational
losses of the motor given by the sum of the friction, windage,
and core losses can be found, as follows:
(3)

installed in the circuit in order to perform the blocked-rotor test

at various frequencies and to control input voltage to the stator.
Fig. 7 shows the Simulink/PSB model of the blocked-rotor
test. This model is almost the same as that of the no-load test
shown in Fig. 5. However, there is a slight difference between
the two models. In the blocked-rotor model, the inertia of
the induction motor is set to infinity in order to simulate the
blocked-rotor condition. Several measurements blocks are used
to measure the current, voltage, and active/reactive powers. The
mechanical torque to the rotor is set to an arbitrary nonzero
5 Newton-meter (N.m)], which
value [in this case,
will not affect the blocked-rotor condition since the inertia is
infinite. Because of the infinite inertia, rotor speed remains at
zero during the blocked-rotor simulation. Various test frequencies for blocked-rotor simulation can be easily achieved by
changing the frequencies of the -connected voltage sources
rather than using a synchronous generator coupled with a dc
motor.
The measurement data from the blocked rotor test enables one
to determine approximately the blocked-rotor resistance and reactance at the test frequency

C. Blocked-Rotor Test
The blocked-rotor test on an induction motor is performed
to determine some of its equivalent circuit parameters. In this
test, the rotor of the induction motor is blocked, and a reduced
voltage is applied to the stator terminals so that the rated current
flows through the stator windings. The input power, voltage, and
current are measured. For some design-class induction motors,
this test is conducted under a test frequency, usually less than the
normal operating frequency so as to evaluate the rotor resistance
appropriately [7]. The experimental setup of the blocked-rotor
test is not shown here since it is similar to that of the no-load
test shown in Fig. 4. The only difference is that a synchronous
generator coupled with a dc motor and auto transformer were

(4)
where
is the blocked-rotor resistance, and
blocked-rotor reactance at the test frequency [7].

is the

or
(5)
If the test frequency is different from the rated frequency,
one can compute the total equivalent reactance at the normal

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Fig. 7. Simulink/PSB implementation of the blocked-rotor test.

operating frequency as follows since the reactance is directly

proportional to the frequency:

TABLE I
EQUIVALENT CIRCUIT PARAMETERS OF THE INDUCTION MOTOR TESTED

(6)
When the three tests are completed, equivalent circuit parameters can easily be computed.
1) The stator resistance
is directly computed from the
dc test.
2) The no-load test gives the sum of the magnetizing reacand the stator leakage reactance
.
tance
3) The blocked-rotor test gives that of the stator and rotor
leakage reactances.
One needs to refer to test codes to find out the empirical proportions for stator and leakage reactances given for three-phase
induction motors by class [7], [14]. When the classification of
.
the motor is not known, one assumes that
The magnetization reactance
can now be evaluated using
(2), as follows:
(7)
, a better approximation is reAs for the rotor resistance
quired since it has a more significant effect on the motor performance when compared with the other circuit parameters. Using

the equivalent circuit under blocked-rotor condition, the following expression achieves the desired approximation [10]:
(8)

III. COMPARISON OF EQUIVALENT CIRCUIT PARAMETERS

To illustrate the effectiveness of the proposed simulation models, one compares the equivalent circuit parameters
determined by simulations with those obtained from hardware experiments. The motors used for this purpose are the
three-phase 60-Hz Y-connected, and the 5-Horse Power (HP)
induction motors of 200-V rating 1735 r/min located at Drexel
Universitys IPSL. A set of hardware experiments are first
performed (i.e., dc, no-load, and blocked-rotor tests) on four
induction motors to obtain appropriate equivalent circuit parameters for software simulations. The resulting parameters are
presented in Table I.

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43

TABLE II
SIMULATION RESULTS OF THE INDUCTION MOTOR TESTS FOR MOTOR 1

TABLE III
EQUIVALENT CIRCUIT PARAMETERS DETERMINED BY SIMULATION AND THE CORRESPONDING ERRORS

For each induction motor tested the Simulink/PSB models of

the dc, no-load, and blocked-rotor tests were run. The simulation
data of no-load and blocked-rotor tests for motor 1 is shown in
Table II, where various quantities, such as voltage, current, and
power required to compute equivalent circuit parameters, are
presented. The dc test simulation data for motor 1 is as follows:
12.66 V and
15.74 A. The simulation data for the
other three motors is similar to that of Motor 1 and, thus, is not
given here.
Table III gives the equivalent circuit parameters computed,
using the simulation data and the corresponding errors relative
to those obtained experimentally. The error computations assume that equivalent circuit parameters determined experimentally are accurate. The results indicate that relative errors are
negligible, and the proposed simulation models accurately predict equivalent circuit parameters. The largest error occurs in
the stator and rotor leakage reactances, since one assumes that
two reactances have equal contributions to the blocked-rotor reactance, which might not be the real case.
IV. INTEGRATION OF SIMULATION MODELS INTO
ELECTRIC MACHINERY COURSES
In this section, the authors describe the integration of these
simulation models into electric machinery courses at two
different universities, Drexel University and Nigde University,
Nigde, Turkey. The Electrical and Computer Engineering
(ECE) Department of Drexel University offers a pre-junior-level machine course (ECE-P 352 Electric Motor Control
Principles) that concentrates on the fundamentals of electromechanical energy conversion and related control theory. This
five-hour course required for those who are in the power and
control track has both lecture and laboratory sections that
must be taken in the same quarter. The lecture section (three
hours a week) introduces students to operation principles of
transformers, induction motors, dc motors, and various motor
control techniques, including the power-electronics-based
ones. In the laboratory section (two hours a week), students
are required to perform various experiments for which the
necessary theoretical background is developed in the lecture

section. The experiments conducted during the term at the IPSL

of Drexel University include open-circuit, short-circuit, and
load tests for transformers, speed control experiments for dc
motors, and induction motor tests. The IPSL is a computerized,
small-scale, energy management system that was designed to
provide students with a hands-on learning experience about the
attributes and implications involved in the management and
control of a small electric power system. With its customized
graphic-intensive environment, it provides a set of experiments
on the interaction of various system components in a real-life
power system operating environment [13].
In order to incorporate simulation models of induction motor
tests into the course, the laboratory section is divided into two
main components, each of which is a two-hour section: software
laboratory and hardware laboratory. After being introduced to
the theory and operating characteristics of the induction motors, including per-phase equivalent circuit and torque-speed
curve and speed control methods, students simulate three induction motor tests presented in the previous section and record the
data required to compute per-phase equivalent circuit parameters. A week before the software laboratory, the Simulink/PSB
models of the tests and a detailed hand-out describing how each
model is to be simulated are made available to students. An example of the procedure showing the steps involved in simulating
a no-load condition is given in the Appendix.
An essential part of the software laboratory is an assignment
given to students to develop a computer model for the per-phase
equivalent circuit of the induction motor using the MATLAB
programming language. Using the computer program, students
investigate motor characteristics under varying conditions. Examples of simulations obtained by students computer programs
for the motor 1 are presented in Figs. 810. Fig. 8 shows motor
quantities, such as input current and power, power factor, developed torque and power, and efficiency as a function of rotor
speed, and how these quantities are affected by a 20% drop
in the supply voltage when the frequency is kept constant at
the nominal value. Fig. 9 illustrates the same quantities when
the frequency is reduced by 25% while the supply voltage is
kept unchanged. Fig. 10 shows the torque-speed characteristic
of the motor for different values of rotor resistance. Such studies

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IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO. 1, FEBRUARY 2005

Fig. 8. Effect of a 20% drop in the supply voltage on various motor quantities.

on the motor characteristics over a wide speed range help students better understand various operation modes, such as variable voltage fixed frequency mode (Fig. 8) or fixed voltage variable frequency mode (Fig. 9)material also covered in the lecture section. Furthermore, students gain experience and confidence in induction motor operation, which will be very helpful
for them when they perform hardware experiments in the following week at the IPSL.
In the hardware laboratory, students are asked to set up and
conduct four induction motor experiments: the dc test, the
no-load test, the blocked-rotor test, and the load experiment.
Similar to what is performed in the software laboratory, they
take measurements required to compute motor parameters and
to examine the motor characteristics under varying load. During
the laboratory section, students appear to be more familiar with
induction motors theory and operation because of the experience gained during the software laboratory. A week after they
complete hardware experiments, students are required to submit
a report that must combine results from both simulations and
experiments. The emphasis is that the report should compare
simulation results with experimentally recorded data, mainly
focusing on the differences/similarities. One can assume that
parameters obtained from simulation data would be the same as
those obtained from experimental data since motor parameters
determined from experimental data are used in simulations.
However, as can be seen in Table III, this equivalency is not the
case, and negligible errors are observed. In their reports, stu-

dents are encouraged to provide explanations for these errors.

These errors might be the result of modeling of the induction
motor in Simulink or measurements errors often observed in
the hardware experiments. Nevertheless, proposed simulations
give students insight as to the experimental procedure and the
expected results before they go into the electric machinery
laboratory to perform the physical experiments.
The Department of Electrical and Electronics Engineering at
Nigde University offers two machinery courses. These are EEM
308 Electric Machinery I (five hours a week) and EEM 435
Electric Machinery II (three hours week). The former, which
must be taken by all undergraduate students, mainly focuses
on transformers and induction motors. The latter, designed for
power system majors only, introduces operation principles of
dc motors (25%) and synchronous generators (75%). Similar to
Drexel University, a software laboratory (two hours a week) as
a part of Electric Machinery I has been established, and students simulate induction motor experiments. A laboratory facility, which will enable students to validate simulation results
experimentally, is under construction and will be available for
use in the next academic year.
V. CONCLUSION AND FUTURE WORK
In this paper, the authors presented simulation models of
induction motor tests performed to obtain parameters of the
per-phase equivalent circuit of three-phase induction motors.

AYASUN AND NWANKPA: INDUCTION MOTOR TESTS USING MATLAB/SIMULINK

45

Fig. 9. Effect of a 25% drop in supply voltage frequency on various motor quantities.

MATLAB paired with Simulink/PSB is a good simulation tool

to model induction motor tests and to evaluate steady-state characteristics of the induction motor. Furthermore, a successful
integration of simulation models is described in a software
laboratory in an electric machines course, which complements
classroom lecture and laboratory practice. A logical extension
to the software laboratory would be to include Simulink/PSB
models of experiments of transformers, dc machines, and synchronous machines so that a complete computational laboratory
is available to support electric machinery education.

APPENDIX
PROCEDURE FOR THE NO-LOAD TEST SIMULATION

Fig. 10.

Torque-speed characteristics for different rotor resistance values.

Each Simulink/PSB model is explained in detail and compared

with the corresponding experimental setup. Circuit parameters
obtained from simulation results are compared with those obtained from hardware experiments. The error studies show that

Step 1) Set the rms value of single-phase voltage sources

to 120 V (or their peak amplitudes to 169.7056 V).
Make sure that the phase angles of the voltage
sources are 120 apart from each other and frequency is 60 Hz.
Step 2) Choose one of the induction motors at IPSL and
use its equivalent circuit parameters to specify the
electrical and mechanical parameters of induction
motor block. Note that the inertia is not available
from the hardware tests; use the default value

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IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO. 1, FEBRUARY 2005

Step 3)

Step 4)
Step 5)
Step 6)
Step 7)

0.089 kg.m . The true value of the inertia is not important since the steady-state values of motor quantities need to be read.
Set the frequency attributes of all the signal rms
blocks and the active and reactive power measurement block to 60 Hz.
Make sure that the mechanical torque to the shaft is
exactly zero
.
Specify the stop time of the simulation and integration method.
Run the simulation.
Read the following data from the display boxes:
(rms), (rms), (rms), (rms), , , and
,
and record all the data in a table.
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Saffet Ayasun (S97M02) was born in Tokat, Turkey, on October 27, 1968.
He received the M.S. degree in electric engineering, the M.S. degree in mathematics, and the Ph.D. degree in electrical engineering from Drexel University,
Philadelphia, PA, in 1997, 2001, and 2002, respectively.
He is currently working as an Assistant Professor in the Electrical Engineering Department of Nigde University, Nigde, Turkey. His research interests
include stability of the nonlinear dynamical system, applied mathematics, nonlinear control theory, power systems, and bifurcation theory.

Chika O. Nwankpa (S88M90) was born in Owerri, Nigeria, in 1962. He received the Magistr Diploma in electric power systems from the Leningrad Polytechnical Institute, Russia, in 1986 and the Ph.D. degree in electrical and computer engineering from the Illinois Institute of Technology, Chicago, in 1990.
He is currently a Professor of electrical and computer engineering at Drexel
University, Philadelphia, PA. His research interests are in the areas of power
systems and power electronics.
Dr. Nwankpa received the Presidential Faculty Fellow Award in 1994 and the
NSF Engineering Research Initiation Award in 1991.