Richard Kelnhofer, Ph.D.
Associate Professor | Milwaukee School of Engineering
Milwaukee, WI, UNITED STATES
Dr. Richard Kelnhofer is an expert in the areas of electrical engineering and higher education pedagogy.
Education, Licensure and Certification (3)
Ph.D.: Electrical Engineering, Marquette University 1997
M.S.: Electrical Engineering, Marquette University 1992
B.S.: Electrical Engineering, University of Wisconsin-Milwaukee 1987
Biography
Dr. Rich Kelnhofer is an Associate Professor in the Electrical, Computer and Biomedical Engineering department and has been a faculty member at MSOE since 2008. He is an active member of the Entrepreneurship and Engineering Division of the American Society for Engineering Education (ASEE). He has an interest in entrepreneurship and intrapreneurship, and has attended many KEEN National Conferences. Kelnhofer is an expert in the areas of electrical engineering and higher education pedagogy.
Kelnhofer gained industrial experience providing consulting services in environmental and protected power systems for mission critical facilities for Wi-Com LLC; as vice president of operations and engineering for Norlight Data Centers Inc.; and as director of engineering KDL.
Areas of Expertise (4)
Power Electronics
Data Center Design
Telecommunication Systems
Electrical Engineering
Accomplishments (1)
Falk Engineering Educator Award, MSOE
2013
Affiliations (1)
- ASEE - Member
Selected Publications (1)
Work in Progress: Do It Early and Do It Often – Engineering Math for First-Term EE Students
ASEE Annual Conference & Exposition2018 This paper analyzes a first-year introduction to electrical engineering course at (REDACTED). The purpose of the course is three-fold: to introduce new students to the major through a number of engaging laboratory exercises, to introduce new students to other students in their cohort and to electrical engineering faculty at the university, and to reinforce high-school-level mathematics in the context of engineering problems. This work-in-progress paper will analyze the effectiveness and impact in subsequent courses caused by implementing engineering mathematics into this introductory electrical engineering course. The study will consist of a grade comparison between students who took the introductory course in the three years before the inclusion of engineering math content and those who took the introductory course in the two years after the addition of engineering math content.
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