Energy and climate Imperative concepts for tomorrow s engineers

Transcription

1 Energy and climate Imperative concepts for tomorrow s engineers Susan E Powers & Jan DeWaters Institute for a Sustainable Environment Clarkson University June 7, 2016

2 Knowledge Affect Behavior Education Self-Efficacy Content Knowledge Affect attitudes, values, beliefs Behaviors / intentions Energy literacy data: 1 Affective vs. Behavioral: ρ =0.54 Self-efficacy vs. Behavioral: ρ =0.44 Cognitive vs. Affective: ρ =0.38 Cognitive vs. Behavioral: ρ =0.16 Spearman s rank correlations 1 DeWaters & Powers, Energy Policy 39(3) 2011

3 # Students Undergraduate Class Climate Change: Engineering, Science, Policy Four years of data Junior, Seniors Class taught in computer room weekly in-class computer activities ~40 students/y Mix of engineering students Sustainable energy systems engineering minor CE 6% E&M 12% MAE 41% Student Demographics EnvE MAE Females Males EnvE 29% MAE ChE CE E&M EnvE EE 3% ChE 9%

4 Pedagogical Approach Make it Count (ABET!) Content knowledge Problem solving / decision making skills Make it Relevant Materials with a societal context Hurricane Sandy Appreciate climate change and consequences Explore and analyze data themselves rather than being told what to believe. Some snow cover at least 30 days per year

5 Transforming understanding of Climate Literacy into a class Climate Literacy Knowledge / Skills Attitudes (including self efficacy) Behavior Basic climate science Greenhouse effect Greenhouse gases (GHGs) Earth system processes / Climate modeling Anthropogenic influence Importance of C.C. Recognition of man s role Activities that affect climate Estimating GHG emissions Mitigation / adaptation Energy / material source and use alternatives Civil infrastructure changes Policy options and their value Change needed and possible as an engineer as an individual

6 USA

7 Mitigating Climate Change Change Energy Resources Used Renewable Electricity and Fuels Nuclear Fission Fuel Switching Energy Efficiency Change Carbon Cycle CO 2 Capture and Storage Forests & Soils Other Ideas??? Change Human Behavior Energy Conservation Consumption Stuff, Food choices

8 Example GHGs from Electricity Questions: How much GHGs do you generate with electricity use? Does it matter where you live? Explain Why or Why not What can you conclude about New York State? Procedure: Explore fuels used and resulting CO 2 emissions Your home town (or school) East Hampton NY Chicago IL Boston MA Kansas City MO Seattle WA Atlanta GA Los Angeles CA Denver CO Columbus OH Honolulu HI 96801

9 NYUP Where you live matters NYUP 30.4% 5.5% 409 lb CO2/MWh RFC 11.1% 58.7% 1,379 lb CO2/MWh USA 30.3% 37.4% 1,137 lb CO2/MWh (DC 24% coal; 859 lb CO2/MWh)

10 Does it work? Climate Literacy / Critical Thinking Climate literacy questionnaire developed and administered N=82, matched pre/post completed questionnaires Critical thinking rubric applied to semester projects Climate Literacy Questionnaire in 3 subscales Cognitive 21 items 5 option multiple choice Affective 14 items, 5-point Likert-type scale 5 self-efficacy items embedded within affective subscale Behavioral 9 items, 5-point Likert-type scale

11 Percent Correct (knowledge) Likert Scale (1-5) (Affect & Behavior) Overall Results Pre Post ± ± ± ± ± ±0.51 Knowledge Affect Behavior 1 significant increase in knowledge (p<<0.001), affect (p<<0.001), behavior (p=0.002)

12 # Students Gender makes a difference Student Demographics Initially: Females >> Males o affect and behavior scores Females Males 65 MAE ChE CE E&M EnvE Knowledge Affect Behavior Knowledge Affect Behavior Female Male *** *** *** ** 70 End of Class: Post >> Pre o Knowledge o Men - Affect and Behavior Females >> Males o Behavior Knowledge Affect Behavior Knowledge Affect Behavior Female Male

13 Summary Climate and energy systems for mitigation is a grand challenge for engineering students There is a lot to be gained from offering a climate change class specifically to engineers They can change!! Students need to think critically o Data quality o Deeper data interpretation o Systems perspective

14 Thank you!! Susan Powers Director, Institute for a Sustainable Environment Clarkson University Potsdam NY sep@clarkson.edu

15 Summary of Resources NOAA State of the Climate: Very basic science Snow and Ice Access to historical temperatures Access to GCM results Climate Science visualization tools Global CO2 Emissions CO 2 Concentrations Emissions from electricity (by zipcode)

16 Knowledge Affect Behavior Knowledge Affect Behavior Knowledge Affect Behavior Knowledge Affect Behavior Student Group makes a difference Group 2 CEE dominated Group 1 MAE dominated CEE students Initially better affect and behavior Group 2 CEE dominated Group 1 MAE dominated Group 1 MAE dominated Group 2 CEE dominated 47 students 41 students 17% female 49% female CE 6% EnvE 29% E&M 12% MAE 41% EE 3% ChE 9%

17 Semester Projects Address a research question that requires the use of real-world data, critical analysis of the causes and consequences of climate change, or decisions necessary for mitigating or adapting to these changes. Approach: Select a specific research question Develop a plan to address question (data, types of analysis) Complete analysis Document work

18 Coal Consumed (Thousand Short tons) CO2 Emissions (Tons) % Efficiency Reducing CO 2 emissions through Coal Efficiency - 50 by 50 Plan Realistic Efficiency Plan Relevant question for Mechanical Engrgs. Reasonable literature based plan for efficiency Connections mitigation change in emissions Good discussion of implications Years in decade intervals Annual Coal Consumption Year Projected CO 2 Emissions With Solution Without Solution Year

19 STUDENT GAINS ON SELECTED COGNITIVE ITEMS Survey Items Pre-test average Post-test average 1 H 2 O is the most abundant greenhouse gas *** CO 2 is the greenhouse gas we are most concerned about limiting emissions of, to reduce global warming *** Energy in the infrared wavelength is absorbed by the atmosphere and mainly causes temperature increase. The greenhouse effect is caused by naturally occurring gases in the atmosphere *** ** Global climate change is accelerated by the melting of snow and ice covered surfaces. Anthropogenic causes of global climate change (overall score) ** *** Fossil fuel combustion is a cause of climate change *** Livestock production contributes to climate change ***

20 STUDENT GAINS ON SELECTED NON-COGNITIVE ITEMS Survey Items (followed by Likert-type response option) Pre-test Response 3 Post-test Response 3,4 I feel I know (a lot, quite a bit) about global climate change. I am (completely, mostly) convinced that global warming is happening. Global warming is caused (mostly by human activities) *** *** ** Global warming is an (urgent/very serious) threat to: Plants and animals ** People in other countries *** I would (strongly/somewhat favor) increasing taxes on electricity so people use less of it **

21 Beyond Literacy Critical Thinking Competency Rubric Criteria Rubric Attributes Formulates problem/ question or issue Uses data and evidence appropriately, systematically and objectively to address a problem Competency expectations - example for a proficient score (4) Satisfactorily identifies and clarifies problem Describes within the context of the broader issue Recognizes key points or issues among details in relation to given question. Approach to and use of data/evidence is organized Some assumptions stated Examines quality of data and other source of evidence Formulates evidence-based conclusion or problem solution Evaluates solution Appropriately applies evidence-based interpretation of data to solution of the problem States conclusion or problem solution, shows how conclusions or solutions emerge from the evidence or data Demonstrates its relationship to the given question within the context of larger implications Assesses solution in terms of its reliability and its need for further evidence. Assesses implications of solutions to specific questions or problems in context of larger issue Evaluates trade-offs, benefits, detriments of various solutions.

22 Critical Thinking % scoring at least proficient (4/5) % scoring superior (5/5) Problem Formulation Identifies Problem Identifies & clarifies problem Describes problem in context - broader issues Recognizes key points, priorities Uses Data/Evidence Appropriately Uses Data/Evidence Appropriately Use of data/evidence is organized States assumptions Examines sources or data/evidence Formulates Solution / Conclusion Formulates Solution/Conclusion Evidence-based interpretation of data States conclusion/solution, how emerges from the Demonstrates relationship to question with broader Evaluates Solution Evaluates Solution Assesses solution - reliability & need for further Assesses implications in context of larger issue Brings in different perspectives; evaluates trade-offs 0% 20% 40% 60% 80% 100%