Center for Renewable Energy Advanced Technological Education

Transcription

1 Center for Renewable Energy Advanced Technological Education Kenneth A. Walz, Ph.D. Madison Area Technical College Innovations Conference San Francisco, CA March 14, 2017

2 CREATE Principal lnvestigators Kathy Alfano Roger Ebbage Joel Shoemaker Ken Walz

3 Let s Examine Some Global Trends in Renewable Energy

4 We live at a historic time Source: US EIA

5 global wind energy growth global solar PV energy growth cumulative installed capacity (GW) Source: GWEC Estimated 6.8 GW of wind added in the US in cumulative installed capacity (GW) Estimated 13.9 GW of solar PV added in the US in 2016 Source: IEA global biofuels growth green electricity purchasing growth annual production (billions of gallons) Estimated 16.9 B gal of biofuel added in the US in 2016 Source: US EIA Source: NREL 0.0

6 Record low cost clean electricity!

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8 Trends in RE Education 2002: Few RE education programs Very few online education resources Non-profit advocates and pioneers 2017: LOTS of RE education programs Growing number of online classes Many schools and colleges engaged Many new RE instructors Teacher Prep? Best Practices? Prof Dev?

9 RE Train the Trainer Academies NSF Award # s and Stipends provided -Graduate credit available -Emphasize hands-on experience -Industry Experts from SEI & NAFTC -Summer academies meet teacher schedules

10 Train the Trainer Participants (thru 2016) 284 teachers total, 70, Biofuels, 150 Photovoltaics 2MS, 63HS, 194 two-year, 25 two/four-year

11 PV Train the Trainer Curriculum at a Glance Install grid connected and battery based PV systems Battery Wiring and Maintenance Install and operate PV monitoring equipment Inspect and Troubleshoot PV systems Emphasis on safe workplace practices Teacher Show and Tell Sharing Session

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14 Biofuels Train the Trainer Curriculum at a Glance Produce 50 gal of biodiesel using a small pilot reactor Perform ASTM QA/QC tests on various fuel samples Measure engine horsepower, torque, and emissions running on petroleum and biofuels Guest lectures from Office of Energy Independence and Small Scale Biofuels Producer Program Tour of Badger State Ethanol Refinery Emphasis on Safe Workplace Practices Teacher Show and Tell Sharing Sessions

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17 Participants self ratings of their knowledge before and after academies PV Academy Biofuels Academy Percent Percent Nothing A Lot Nothing A Lot

18 Participants Pre- and Post- Test Scores Biofuel Academy PV Academy Max Possible Raw Score Mean Pre Test Raw Score Mean Post Test Raw Score Effect Size Minimum 0 0 Effect Size Maximum Median Effect Size Test Alpha Reliability Mean Pre Test Percent 67.10% 69.20% Mean Post Test Percent 84.90% 86.80% Paired T- Statistic Degrees of Freedom Probability p<0.001 p<0.007

19 RE Academy Impacts 80% of teachers created new lab activities From 50% to 79% of teachers: - Created new courses - Improved existing curriculum and/or lab activities - Added more hands-on learning to the curriculum - Acquired new equipment, supplies, and materials From 30 to 49% reported they had - Improved safety procedures and protocols - Scaled up their program

20 Train the Trainer Impacts Over 35,000 students taught by academy participants as of ,000 students received direct instruction using the content and/or pedagogy learned in the academies.

21 Percent of Train the Trainer Participants reporting changes in their students

22 Train the Trainer Testimonials Excellent opportunity. I hope other instructors from my school can come next year Excellent Hands-On! Great access to equipment! Great Instructional Facilities State of the Art! Great diversity of participants school levels, disciplines, and geography. This was the most fun and informative training opportunities that I have ever attended J Now I can safely expand what we are doing at my school with renewable energy I am looking forward to teaching my students about careers in renewable energy

23 Our observations? - Strong need for access to equipment, tools, and hands on instruction - Access to industry experts and employers also highly desired - Instructors need both content and pedagogy - Participant teams have more success - Value to integration of HS and CC instructors - For many, $ support is key to participation - For some, academic credit is important

24 Addressing Our Audience - Quantifying Faculty Interest and Needs - Survey conducted in 2015 by Madison College - Part of our past project evaluation and assessment of impact

25 Madison College RE Faculty Survey (2015) Results showed strong interest and significant needs by educators. However, did not distinguish differences, or establish priorities. This data motivated our pursuit of funding for the CREATE Center.

26 The goal of the CREATE Center is to support two-year college renewable energy programs. NSF Award # Five key objectives: 1) Providing support for renewable energy faculty 2) Establishing industry and academic partnerships. 3) Promoting technician careers 4) Addressing technician knowledge, skills, and competencies 5) Distributing exemplary instructional materials

27 Follow-up Survey to Prioritize Faculty Needs Conducted in Oct 2016

28 Does your school offer courses in any of the following? Mark all that apply # % Photovoltaics (Solar electric) Renewable Energy (general/survey) Energy management/conservation/efficiency (general/survey) Energy management (auditing, weatherization) Sustainability (general/survey) Basic Energy Science (general/survey) Wind Solar Thermal Liquid Biofuels (e.g. ethanol and biodiesel) Biomass/Biogas Hydropower 9 11 Geothermal 6 7

29 Would you be willing to participate in professional development opportunities using the following delivery methods? Mark all that apply # % participating in 3-5 day summer professional development workshops receiving a CREATE newsletter and communications regarding renewable energy opportunities participating in online webinars on renewable energy topics/technologies accessing or contributing to an online showcase of renewable energy instructional materials participating in an online community of Renewable energy faculty participating in forums to gain international perspective on renewable energy participating in 1-2 day workshops before or after a conference Summer professional development workshops stand out as the strongest preference, Followed by digital communications such as newsletter and webinars.

30 Remaining survey questions asked participants to rank their priorities as 1 st, 2 nd, 3 rd, 4 th, or 5 th. Rankings were assigned weights 1 st =5, 2 nd =4, 3 rd =3, 4 th =2, and 5 th =1 After weighting responses, the totals were organized from the highest to lowest CREATE used the results to inform our priorities

31 Weighted priority for professional development in Energy topics/technologies Weighted score Photovoltaics 168 Energy Storage (i.e. Batteries) 133 Energy Management and Building Design 102 Solar Thermal 94 Wind 87 Special Topics 81 Biomass/Biogas 40 Energy Policy 40 Energy/Water Nexus 37 Liquid Bio Fuels (e.g. ethanol & biodiesel) 37 Hydropower 32 International Perspective On Renewable Energy (Study Abroad & Global Literacy) 31 Geothermal 30 - Preference for PV and Energy Management validated our rationale in the proposal. - Energy Storage was a surprise, and will push us to address this going forward.

32 Priority for Solar PV Score Model Hands-on Student Activities 123 Lab Manuals/Lab Experiments 97 Problem/Project Based Learning Activities 96 Textbooks 84 Video Clips or Narrated Slide Presentations to Support Online or Hybrid Instruction 61 Model Course Syllabi 42 Test Banks, Sample Exams, & Sample Quizzes 40 Homework Problems and Exercises 34 Model Facilities and/or Instructional Laboratory Design Specifications and Plans 32 Priority for Energy Management Score Model Hands-on Student Activities 121 Lab Manuals/Lab Experiments 107 Problem/Project Based Learning Activities 86 Model Course Syllabi 67 Textbooks 67 Video Clips or Narrated Slide Presentations to Support Online or Hybrid Instruction 43 Test Banks, Sample Exams, & Sample Quizzes 34 Model Facilities and/or Instructional Laboratory Design Specifications and Plans 33 Homework Problems and Exercises 20 Priority for Introduction/Survey of RE Score Model Hands-on Student Activities 166 Lab Manuals/Lab Experiments 148 Problem/Project Based Learning Activities 139 Video Clips or Narrated Slide Presentations to Support Online or Hybrid Instruction 103 Textbooks 86 Model Course Syllabi 77 Test Banks, Sample Exams, & Sample Quizzes 55 Model Facilities and/or Instructional Laboratory Design Specifications and Plans 34 Homework Problems and Exercises 31 - VERY STRONG preference for hands-on activities, labs, and projects. - Moderate need for texts/videos/syllabi. - Other materials are much lower priority.

33 Weighted priority for professional development in pedagogical/instructional topics Weighted score Integrating industry standards and certifications with renewable energy program and curriculum design 163 Analyzing your job market to create a program tailored to your workforce needs 144 Improving industry partnerships 135 Creating renewable energy articulation agreements and career pathways between high schools, community colleges and univesities 132 Understanding funding resources available from NSF 81 Developing internship programs 80 Recruiting a more diverse and gender balanced student population 79 Developing a competitive proposal for an NSF program 63

34 How is CREATE using these results? Deploying new CREATE professional development summer workshops Targeting of CREATE Webinar Series Development of the CREATE Website and online resources

35 CREATE 2017 Professional Development Workshops

36 June 26-30, 2017 Eugene, OR 5-Day Intensive Train the Trainer

37 Summer Energy Educator Series (SEES) Intent: To provide faculty with the opportunity to learn about energy efficiency and interact with commercial buildings. Time: 5 days / Date: June 26-30, 2017 Expenses Covered: Lodging / Food / Local Transport Hands on practice labs Curriculum overview

38 Energy Efficiency Seminar Content YEAR 1 FALL WINTER SPRING NRG101 Intro to Energy NRG 102 Blue Print Reading NRG103 Sustainability in the built Environment NRG111 Residential Energy Analysis NRG154 Alternative Energy Tech NRG160 Intro. to Water Resources NRG121 Air Conditioning - HVAC1 NRG131 Lighting Fundamentals NRG124 Energy Efficient Methods YEAR 2 FALL WINTER SPRING 2YR Core Energy Management NRG122 Commercial Air Conditioning HVAC2 NRG132 Lighting Applications NRG141 Energy Investment Analysis NRG112 Commercial Energy Use Analysis NRG123 Control Systems NRG113 Building Simulations NRG 142 Energy Accounting HVAC (Pumps, Fans, Motors) Lighting Building Shell Building Science Fundamentals Datalogging Data collection / Auditing Benchmarking Investment Analysis (Portfolio Manager) BAS Building Controls Building Simulations/ Modeling Sustainability

39 Activity Examples Building Shell / Residential Energy: Hands on Blower Door Setup

40 Activity Examples HVAC & Mechanical Systems: Opening Doors / Air flow through system

41 Activity Examples Collecting Data: Using Data loggers / Setup & Retrieval

42 Green Buildings & Local Community Tours

43 Energy Efficiency Training Outcomes Use information to build a new class Inspiration for using real buildings as a living lab New tools to use in teaching students Share classroom curriculum / activities / experiences Network with other energy educators Provide context for integration of energy efficiency and renewable energy in low energy footprint buildings

44 Madison WI, July 25-27, 2017 Seattle, WA Aug 8-10, 2017

45 STEM Educator Solar Institute Emphasis on HS STEM Teachers, Hands-on Activities, & Student Pathways to Community College

46 Solar institute instructors Cris Folk, Madison College Joel Shoemaker, Madison College Ken Walz, Madison College Scott Liddicoat, Green Bay High School

47 Solar Institute Agenda Three days Install a full-size, working PV system Bench scale solar activities Solar pathfinder Generating an IV curve PV Watts Small, battery based system Review PV curriculum available for HS Discuss implementation in classroom

48 WI Solar Institute Participants

49 Solar Institute Outcomes The 28 teachers from 2015 and 2016 teach approximately 3,690 HS students and 720 MS students each year. 100% would recommend training to colleague I liked the training and it gave us a chance to see and learn more about post-high school options to share with our students.

50 Madison College Madison, WI July 2017 Future Solar Institutes Shoreline CC Seattle, WA Aug 2017 Colorado & Maine 2018

51 Establishing a Renewable Energy Community of Practice Website Mail List Newsletter Blog Webinar Series

52 Please Visit Our Webpage

53 And Sign up for the CREATE list!

54 Thank you for your attention! Questions? For more information see: