Autonomous grid-forming (GFM) inverter testbeds with scalable platforms have attracted interest recently. In this study, a self-synchronized universal droop controller (SUDC) was adopted, tested, and scaled in a small network and a test feeder using a real-time simulation tool to operate microgrids without synchronous generators. We presented a novel GFM inverter control adoption to better understand the dynamic behavior of the inverters and their scalability, which can impact the distribution system (DS). This paper provides a steady-state and transient analysis of the GFM power inverter controller via simulation to better understand voltage and frequency stabilization and ensure that the critical electric loads are not affected during a prolonged power outage. The controllers of the GFM inverter are simulated in HYPERSIM to examine voltage and frequency fluctuations. This analysis includes assessing the black start capability for photovoltaic microgrids, both grid-connected and islanded, during transient fault conditions. The high photovoltaic PV penetration levels open exciting opportunities and challenges for the DS. The GFM inverter control demonstrated appropriate response times for synchronization, connection, and disconnection to the grid. The DS has become more resilient and independent of fossil fuels by increasing the penetration of inverter-based distributed energy resources (DERs).

Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students’ engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population