Center for RenewableEnergyAdvancedTechnological Education

Innovations ConferenceSan Francisco, CA

March 14, 2017

Kenneth A. Walz, Ph.D.Madison Area Technical College

CREATE Principal lnvestigatorsKathy Alfano

Roger EbbageJoel Shoemaker Ken Walz

Let’s Examine Some Global Trends in

Renewable Energy

We live at a historic time…

Source: US EIA

17 24 31 39 48 59 7494

121159

198238

283318

370

433

0

100

200

300

400

500

cumulativeinstalledcapa

city(G

W)

globalwindenergygrowth

1.4 1.8 2.2 2.8 3.9 5.3 6.9 9.4 16 2340

61

101

139

179

229

0.0

50.0

100.0

150.0

200.0

250.0

cumulativeinstalledcapa

city(G

W)

globalsolarPVenergygrowth

Estimated13.9GWofsolarPVaddedintheUSin2016

Estimated6.8GWofwindaddedintheUSin2016

5 5 6 7 810 12

16

2124

28 28 2931

34 35

0.0

10.0

20.0

30.0

40.0

annu

alprodu

ction

(billionsofg

allons)

globalbiofuelsgrowth

Estimated16.9BgalofbiofueladdedintheUSin2016

green electricity purchasing growth

Source: US EIA

Source: NREL

Source: GWEC

Source: IEA

Record low cost clean electricity!

Trends in RE Education2002: Few RE education programs

Very few online education resourcesNon-profit advocates and pioneers

2017: LOTS of RE education programsGrowing number of online classesMany schools and colleges engagedMany new RE instructorsTeacher Prep? Best Practices? Prof Dev?

RE Train the Trainer Academies

-Stipends provided-Graduate credit available-Emphasize hands-on experience-Industry Experts from SEI & NAFTC-Summer academies meet teacher schedules

NSF Award #’s 0903293 and 12050152010 -2016

Train the Trainer Participants (thru 2016)

• 284 teachers total, 70♀, 214♂• 134 Biofuels, 150 Photovoltaics• 2MS, 63HS, 194 two-year, 25 two/four-year

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

www.GOODtogoMenu.com

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

Participants self ratings of their knowledge before and after academies

Perc

ent

1 2 3 4 5Nothing A Lot

Perc

ent

1 2 3 4 5Nothing A Lot

PV Academy Biofuels Academy

Participants Pre- and Post-Test Scores

Biofuel Academy PV Academy

Max Possible Raw Score 30 20Mean Pre Test Raw Score 20.13 13.84Mean Post Test Raw Score 25.47 17.36Effect Size Minimum 0 0Effect Size Maximum 2.93 3.35Median Effect Size 0.98 1.44Test Alpha Reliability 0.73 0.69Mean Pre Test Percent 67.10% 69.20%Mean Post Test Percent 84.90% 86.80%Paired T- Statistic 6.411 2.33Degrees of Freedom 14 25Probability p<0.001 p<0.007

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

Train the Trainer Impacts

• Over 35,000 students taught by academy participants as of 2016

• 28,000 students received direct instruction using the content and/or pedagogy learned in the academies.

Percent of Train the Trainer Participants reporting changes in their students

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

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

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

Madison College RE Faculty Survey (2015)

Resultsshowedstronginterestandsignificantneedsbyeducators.However,didnotdistinguishdifferences,orestablishpriorities.ThisdatamotivatedourpursuitoffundingfortheCREATECenter.

The goal of the CREATE Center is to support two-year college renewable energy programs.

NSF Award # 16009342016 - 2020

Fivekeyobjectives:1)Providingsupportforrenewableenergyfaculty2)Establishingindustryandacademicpartnerships.3)Promotingtechniciancareers4)Addressingtechnicianknowledge,skills,andcompetencies5)Distributingexemplaryinstructionalmaterials

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

Does your school offer courses in any of the following? Mark all that apply # %Photovoltaics (Solar electric) 44 54Renewable Energy (general/survey) 38 47Energy management/conservation/efficiency (general/survey) 34 42Energy management (auditing, weatherization) 25 31Sustainability (general/survey) 25 31Basic Energy Science (general/survey) 24 30Wind 24 30Solar Thermal 20 25Liquid Biofuels (e.g. ethanol and biodiesel) 12 15Biomass/Biogas 10 12Hydropower 9 11Geothermal 6 7

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 61 75receiving a CREATE newsletter and communications regarding renewable energy opportunities 48 59participating in online webinars on renewable energy topics/technologies 43 53accessing or contributing to an online showcase of renewable energy instructional materials 39 48participating in an online community of Renewable energy faculty 37 46participating in forums to gain international perspective on renewable energy 31 38participating in 1-2 day workshops before or after a conference 28 35

Summerprofessionaldevelopmentworkshopsstandoutasthestrongestpreference,Followedbydigitalcommunicationssuchasnewsletterandwebinars.

Remainingsurveyquestionsaskedparticipantstoranktheirprioritiesas1st,2nd,3rd,4th,or5th.

Rankingswereassignedweights1st=5,2nd=4,3rd=3,4th=2,and5th=1

Afterweightingresponses,thetotalswereorganizedfromthehighesttolowest

CREATEusedtheresultstoinformourpriorities

Weighted priority for professional development in Energy topics/technologies

Weighted score

Photovoltaics 168Energy Storage (i.e. Batteries) 133Energy Management and Building Design 102Solar Thermal 94Wind 87Special Topics 81Biomass/Biogas 40Energy Policy 40Energy/Water Nexus 37Liquid Bio Fuels (e.g. ethanol & biodiesel) 37Hydropower 32International Perspective On Renewable Energy (Study Abroad & Global Literacy) 31Geothermal 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.

Priority for Solar PV ScoreModel Hands-on Student Activities 123

Lab Manuals/Lab Experiments 97Problem/Project Based Learning Activities 96

Textbooks 84Video Clips or Narrated Slide Presentations to Support Online or Hybrid Instruction 61

Model Course Syllabi 42Test Banks, Sample Exams, & Sample Quizzes 40Homework Problems and Exercises 34Model Facilities and/or Instructional Laboratory Design Specifications and Plans 32

Priority for Energy Management ScoreModel Hands-on Student Activities 121

Lab Manuals/Lab Experiments 107Problem/Project Based Learning Activities 86

Model Course Syllabi 67

Textbooks 67

Video Clips or Narrated Slide Presentations to Support Online or Hybrid Instruction 43Test Banks, Sample Exams, & Sample Quizzes 34

Model Facilities and/or Instructional Laboratory Design Specifications and Plans 33Homework Problems and Exercises 20

Priority for Introduction/Survey of RE ScoreModel Hands-on Student Activities 166

Lab Manuals/Lab Experiments 148Problem/Project Based Learning Activities 139Video Clips or Narrated Slide Presentations to Support Online or Hybrid Instruction 103

Textbooks 86

Model Course Syllabi 77Test Banks, Sample Exams, & Sample Quizzes 55Model Facilities and/or Instructional Laboratory Design Specifications and Plans 34Homework 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.

Weighted priority for professional development in pedagogical/instructional topics

Weighted score

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

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

CREATE 2017 Professional Development Workshops

5-Day Intensive“Train the Trainer”

June 26-30, 2017 Eugene, OR

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

Energy Efficiency Seminar Content

2YR CoreEnergy Management

YEAR 1

FALL

NRG101 Intro to Energy

NRG 102 Blue Print Reading

NRG103 Sustainability in the built Environment

WINTER

NRG111 Residential Energy Analysis

NRG154 Alternative Energy Tech

NRG160 Intro. to Water Resources

SPRING

NRG121 Air Conditioning - HVAC1

NRG131 Lighting Fundamentals

NRG124 Energy Efficient Methods

YEAR 2

FALL

NRG122 Commercial Air Conditioning HVAC2

NRG132 Lighting Applications

NRG141 Energy Investment Analysis

WINTER

NRG112 Commercial Energy Use Analysis

NRG123 Control Systems

SPRING

NRG113 Building Simulations

NRG 142 Energy Accounting

Additional Degree Requirements

WRT121 Basic Writing

BT 114 MS Excel / Spreadsheets

CG203 Human Relations at Work

WRT227 Technical Report Writing

Physics

PH 102 Fundamentals of Physics

PH 103 Fundamentals of Physics

PH 101 Fundamentals of Physics

Health PE credit

MA 095 Intermediate Algebra

6 credits of Electives that are relevant

CO-OP

6 credits Co-Op ed- internship/on job training

2 credits NRG 206 Co-op Ed - Job prep/resume.

• 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

Activity Examples

Building Shell / Residential Energy: Hands on Blower Door Setup

Activity Examples

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

Activity Examples

Collecting Data: Using Data loggers / Setup & Retrieval

Green Buildings & Local Community Tours

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

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

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

Solar institute instructors

• Cris Folk, Madison College• Joel Shoemaker, Madison College• Ken Walz, Madison College• Scott Liddicoat, Green Bay High School

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

WI Solar Institute Participants

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.”

Future Solar Institutes

• Madison CollegeMadison, WIJuly 2017

• Shoreline CCSeattle, WAAug 2017

• Colorado & Maine2018

Establishing a Renewable Energy Community of Practice

• Website• Mail List• Newsletter• Blog• Webinar Series

Please Visit Our Webpagewww.CreateEnergy.org

And Sign up for the CREATE email list!

Questions?

Thank you for your attention!

For more information see: www.CreateEnergy.Org