Paper ID #15777

Renewable Energy Technician Education: The Impact of International Fac-ulty Collaboration

Mary Slowinski , M.Ed., CREATE NSF-ATE

Mary Slowinski is an educator/consultant specializing in collaborative learning research and design. Shereceived her M.Ed. in Learning Science from the University of Washington and is currently completingher PhD with a dissertation on communities of practice for educators. A co-PI on a National ScienceFoundation research grant focused on industry/education partnerships, she has worked extensively withthe NSF’s Advanced Technological Education program in a variety of consulting capacities includingserving as learning coordinator for two international faculty learning projects, collaborating as an innova-tion coach to assist with scaling up innovations in technical education, developing curricular and learningmaterials based on learning science, and facilitating groups in a variety of settings. In addition, Mary istenured faculty at Bellevue College where she chairs the Digital Media Arts program.

Dr. Kenneth A. Walz, Madison Area Technical College

Dr. Walz completed his Ph.D. at the University of Wisconsin in Environmental Chemistry and Tech-nology, while conducting electrochemical research on lithium-ion batteries with Argonne National Lab-oratory and Rayovac. His studies also included research with the University of Rochester Center forPhoto-Induced Charge Transfer.

Since 2003, Dr. Walz has taught chemistry and engineering at Madison Area Technical College, andhe is also an adjunct professor of Civil and Environmental Engineering at the University of Wisconsin.He has served as teacher for the UW Delta Center for Integrating Research, Teaching and Learning,and has mentored several graduate students who completed teaching internships at the technical collegewhile creating new instructional materials for renewable energy and chemical education. Dr. Walz is alsoan instructor with the Wisconsin Center for Environmental Education and the K-12 Energy EducationProgram (KEEP), delivering professional development courses in energy science for K-12 school teachers.

Since 2005, Dr. Walz has been director of the Consortium for Education in Renewable Energy Technol-ogy (CERET). With funding from the National Science Foundation, CERET pioneered some of the firstonline renewable energy courses available in the United States. Through a series of Train the TrainerAcademies, CERET has provided professional development for over 300 high school and community col-lege instructors in photovoltaics and biofuel technology. These instructors have used CERET content andpedagogy to deliver their own renewable energy programs in over 40 U.S. States and Territories.

Over the past eight years, Dr. Walz has led multiple groups of study abroad students engaged in renewableenergy service learning projects in Central America. With funding from the U.S. Department of Educationand Department of State, Dr. Walz created the Renewable Energy for International Development class thatprovided the backbone for the formation of the Community Colleges for International Development Net-work (CCSDN). Instructors from twenty-four U.S. colleges have participated in study abroad immersionexperiences led by Dr. Walz, and these activities have resulted in numerous new study abroad programsat two-year campuses across the United States. As a result of this effort, CCSDN recently received theprestigious Andrew Heiskell Award for Innovation in International Education.

Dr. Walz is an alumnus of the Department of Energy Academies Creating Teacher Scientists (DOEACTS) Program, and he spent three summers as a researcher at the National Renewable Energy Labo-ratory (NREL) conducting research in renewable fuels and electrochemical materials. He continues hiswork with the NREL outreach office, serving as an instructor for the Summer Renewable Energy Insti-tute for middle and high school teachers. Dr. Walz has been recognized as Professor of the Year bythe Carnegie Foundation and the Council for Advancement and Support of Education, and as the EnergyEducator of the Year by the Wisconsin Association for Environmental Education.

Dr. Kathleen Alfano, College of the Canyons

c©American Society for Engineering Education, 2016

Paper ID #15777

Kathleen Alfano has a Ph.D. from UCLA and has served as the Director of the California Consortiumfor Engineering Advances in Technological Education (CREATE) based at College of the Canyons since1996. She directs and is Principal Investigator for the National Science Foundation (NSF) AdvancedTechnological Education (ATE) CREATE Renewable Energy Center of Excellence. As Director of CRE-ATE, she is involved in efforts across the United States and internationally to define and implement credittechnician curricula in many areas of renewable energy, including wind, solar, geothermal, and energy ef-ficiency. She has served as a NSF Program Director in the Division of Undergraduate Education. She alsowas part of the Department of Labor Employment and Training Administration working group that devel-oped the Renewable Energy Competency Model (http://www.careeronestop.org/CompetencyModel/). DrAlfano also served as the only community college representative on the National Academy of SciencesCommittee on Workforce Trends in the U.S. Energy and Mining Industries which released their report inMarch 2013

c©American Society for Engineering Education, 2016

Renewable Energy Technician Education:

The Impact of International Faculty Collaboration

Abstract Preparing technicians for the renewable energy sector is a multifaceted challenge for educators, especially those charged with workforce preparation at the nation’s two-year colleges. Rapid technological advances, shifting economic policies, environmental research results, and even ideological debates actively shape and influence the demands and expectations for this sector’s workforce, all of which impacts the development and implementation of technician training programs. The need for industry involvement and workplace-based learning also presents challenges for educators of any discipline. The question becomes not only what do we teach students to do, but also how do we effectively do so? In addition, calls for increased international competency in U.S. college graduates and the global nature of the renewable energy industry requires an exploration of how to incorporate a global perspective in STEM curricula, and how best to develop faculty to make these changes to existing teaching practices. To understand how other nations have met similar challenges and to expand awareness of the global renewable energy sector, a cohort of accomplished renewable energy educators from across the United States, representing a mix of disciplines, institutional roles and experience levels, undertook two learning exchanges to Australia/New Zealand (2013) and Germany/Denmark (2014). Funded by the National Science Foundation Advanced Technological Education Program, the learning exchanges provided opportunities for the participants to meet with technical educators, visit teaching labs, review industry partnerships, talk with policy makers and government representatives, and to share knowledge and best teaching practices. Formative assessments completed by the participants during the projects’ duration indicated that these exchanges expanded their knowledge of renewable energy advances, technologies and issues both in the U.S. and abroad, and also influenced their teaching, curriculum development, and academic community engagement. The research objectives for this study, paper, and subsequent panel discussion, are to present a summation of the lasting influence of these international experiences. Data was collected utilizing survey methodology to measure the extended impact of the experience and also to describe participants’ perceived value of various learning activities. Educator rankings of the most valuable aspects of the international experiences provide important insights for others who are seeking to create similar international faculty development programs in the STEM disciplines. 1.0 Introduction Preparing technicians for the renewable energy sector is a multifaceted challenge for educators, especially those charged with workforce preparation at the nation’s two-year colleges. Rapid technological advances, emerging research results, changing regulatory guidelines, shifting economic policies, ideological debates, and even global environmental and climate agreements

actively shape and influence the demands and expectations for this sector’s workforce, all of which impacts the development and implementation of technician education programs. The need for industry involvement and workplace-based learning also presents challenges for workforce educators of any discipline. In addition to these factors, companies involved in the renewable energy sector are increasingly multinational in scope; international corporations such as Abengoa, BP, First Solar, General Electric, Hitachi, Hyundai, Iberdola, Mitsubishi, Nordex, Novozymes, NRG, Panasonic, Samsung, Sharp, Siemens, Trina, Vestas, and Yingli are just some of the influential global leaders in this industry. As a result, professionals entering careers in the renewable energy field need to be prepared for work in the global economy, and instructors teaching renewable energy need to have fundamental global literacy and awareness of international energy trends in order to prepare graduates for this multinational industry. Of course, the growth of global industry entities is not limited to renewable energy. Numerous calls for action in the education sector, including the National Academies’ Educating the Engineer of 20201, have recommended that opportunities for international study related to science, technology, and engineering be expanded. Similarly, the Blue Ribbon Lincoln Commission in its’ publication on Global Competence and National Needs stated: “It is no secret to anyone that the United States is buffeted by international forces…Modern technologies, communications, and transportation systems have remade manufacturing and distribution on a global scale…Increasingly, business leaders recognize that they must be able to draw on people with global skills if their corporations are to succeed in a world in which one American job in six is tied to international trade.”2 Furthermore, while roughly half of all undergraduates in the U.S. attend community colleges, statistics show that less than 3% of students studying abroad do so while enrolled in a two-year college.3 Even at two-year colleges with active study abroad programs, student participants tend to be foreign language and liberal arts students. Study abroad participation by students in skilled trades, science, engineering, and other technical programs is rare. This further emphasizes the need to internationalize the curriculum in existing domestic STEM programs such as renewable energy, so that students who lack first hand travel experience are nevertheless provided an opportunity to develop global literacy skills. Against this backdrop, the challenges facing STEM educators in emerging fields such as renewable energy include not only identifying critical knowledge and skills presented by new technology, but also determining how to incorporate an international perspective in technical curricula. Likewise, from a professional development standpoint, the question becomes how to prepare faculty and empower them with international expertise so that they may teach the renewable energy professionals of the future. In response to these needs, the California Regional Consortium for Engineering Advances in Technological Education (CREATE) proposed the development of international learning exchanges to provide a cohort of renewable energy faculty with relevant international exposure in their discipline. As a result, the National Science Foundation’s Advanced Technological Education program funded two CREATE learning exchanges. Participants were charged with learning how their international peers had met similar challenges in terms of teaching renewable

energy technicians, with expanding their knowledge of the global renewable energy sector, and with sharing the results of their study. Fourteen nationally recognized educators from across the U.S. were selected to participate; expertise in U.S. energy technician education across renewable energy disciplines was ensured by the inclusion of participants with expertise in biofuels, building efficiency, education policy, energy policy, geothermal power, solar power, and wind power (see Appendix A: Participant List for detailed information). The group met with technical educators, visited renewable energy teaching labs and installations, reviewed industry partnerships, and talked with policy makers and government representatives in Australia/New Zealand (2013) and Germany/Denmark (2014). The goals of both learning exchanges were to provide participants with access to:

● best practices in teaching methods, course content, certifications, articulation and career pathways for renewable energy technicians both in the U.S. and abroad

● first-hand experience and fundamental baseline knowledge of international renewable energy practices and policies to support the globalization of courses, curricula and programs taught in the U.S.

● in-depth exposure to and discussion of national energy policy and its impact on renewable energy education in the host countries and in the U.S.

Formative assessments during these projects indicated that these exchanges increased participant knowledge in terms of renewable energy advances, technologies, and regulatory/policy issues both in the U.S. and abroad, and influenced participants’ teaching, administration and educational outreach activities. This paper presents a summation of the lasting impacts on participants’ teaching practice, curriculum development, professional knowledge and academic community engagement. Data was collected utilizing survey methodology to measure the extended impact of the experience and also to describe participants’ perceived value of various learning exchange learning activities. Educator rankings of the most valuable aspects of the international experiences provide important insights for others who are seeking to create similar international faculty development programs in the STEM disciplines. 2.0 Context 2.1 Participants As noted in the introduction, the participants in this project are professional educators who are involved in renewable energy technician education. Of the fourteen participants over two projects, eleven are educators at the two-year college level, two are full-time administrators of renewable energy programs that operate within the two-year college system and one teaches STEM curricula and administers an advanced engineering program at the high school level. The distribution of expertise in the group provided representation for solar energy (3), building efficiency (2), wind power (3), bioenergy/biomass (2) and geothermal energy (2). In addition, two participants also provided expertise on educational policy and the administration of renewal energy education programs, and several had experience with regulatory and energy policy issues. All participants were conversant and well informed on the curricula and methodologies currently used to educate and train renewable energy technicians in the United States. For more information on participants, please see Appendix A.

2.2 Australia Itinerary 2013 The itinerary for the Australian learning exchange included meetings with a variety of stakeholders who are involved with the development of Australian renewable energy industries, education, and policy - including Australia’s experience with the world’s first carbon tax, which was introduced in July 2012, and then subsequently repealed in July 2014.4 The trip emphasized interaction with educators and educational programs at the Australian Technical and Further Education (TAFE) institutions, which are somewhat equivalent to two-year technical colleges in the U.S. The group visited seven TAFE institutions located in the states of New South Wales, Queensland, Victoria and the Canberra Capital Territory. Given that the Australian continent is roughly as large as the United States, this geographical diversity was important. The locations visited ranged from the tropical environment of Cairns (16o South), to the high latitudes of Melbourne (38o South), and the adoption of various renewable energy technologies differed somewhat based on local climate and resources. The group also met with the Australian American Steering Committee on Science and Technology, the Industry Skills Council, and the Clean Energy Council. Industry tours included an advanced biofuel R&D installation, and the Commonwealth Scientific and Industrial Research Organization Energy Centre (similar to the U.S. National Renewable Energy Laboratory). An overview of the Australian itinerary is shown in table 1; for more detailed descriptions of sites visited, please see Appendix B. Table 1 - Itinerary for the Australia International Renewable Energy Learning Exchange, 2013

Date Institution Visited 3/12 TAFE Directors Meeting, Sydney 3/12 Northern Sydney Institute of TAFE 3/13 Western Sydney Institute of TAFE, Nirimba Campus 3/13 Western Sydney Institute of TAFE, Richmond Campus 3/13 Commonwealth Scientific and Industrial Research Organization Energy Centre 3/14 Canberra Institute of Technology 3/16 Tropical North Queensland Institute of TAFE 3/18 Chisholm Institute of TAFE 3/18 Holmesglen Institute of TAFE 3/19 Clean Energy Council 3/19 Direct Energy 3/20 Northern Melbourne Institute of TAFE 3/21 Luigi Rosselini Architect Firm 3/21 Licella Biofuel Plant 3/22 TAFE Directors Meeting, Sydney

Figure 1. CREATE Participants view the Licella cellulosic biofuel reactor in Somersby, Australia. Unlike most North American cellulosic biofuels plants that employ biological or thermochemical processes (e.g. fermentation or gasification), Licella uses a proprietary supercritical water process that was originally developed at the University of Sydney, to yield a biofuel product that is similar in composition to crude oil. 2.3 Germany Itinerary - 2014 The German learning exchange was also designed to provide participants with exposure to a variety of perspectives on the German renewable energy sector and opportunities to witness first-hand the impact of Germany’s Energiewende5 (Energy Transition). The group first met in Washington D.C. at the Heinrich Boell Foundation for a series of lectures designed to provide information on the German school system, the German political structure and the Energiewende itself. Once abroad, introductions to educators and educational programs were again emphasized, this time through visits to Berufschule, Fachoberschule, and Fachhochschule institutions that are roughly similar to two-year college level technical programs in the U.S.6 The group visited a total of 16 sites including three technical schools/universities, three for-profit training schools, three industry sites (geothermal plant, biogas plant, wind turbine manufacturer), two energy self-sufficient communities (Feldheim, Folkecenter), and five government/policy advocacy organizations. This diversity of sites was intended to assist the participants in better understanding the impact of the Energiewende on technician education from many points of view. An overview of the German itinerary is shown in table 2; for more detailed descriptions of sites visited, please see Appendix C. Table 2 - Itinerary for the Germany International Renewable Energy Learning Exchange, 2014

5/30 Boell Foundation 5/31 Hessian State Office for Technical Training (HST) 6/2 Berufschule Gross-Gerau (BSGG) 6/3 Berufschule Butzbach 6/3 Wallerstädten Biogas Plant 6/4 Technische Universitat Darmstadt 6/4 Insheim Geothermal Plant 6/5 Renewables Academy (RENAC) 6/5 Life E.V. Education and Environment Non-Profit 6/6 Agora Energiewende 6/6 Federal Ministry for Economic Affairs & Energy (BMWI)

6/6 German Solar Energy Society (DGS) 6/7 Feldheim Energy Independent Community 6/8 Bundestag/Reichstag 6/9 BZEE Industry Training Center for Renewable Energy 6/9 Senvion Wind Energy (formerly RE Power) 6/11 FolkeCentre Energy independent Community

Figure 2. CREATE Participants enter the base of an Enercon 3MW direct drive low speed synchronous annular generator turbine at the Feldheim wind farm. The turbine differs from most machines installed in North America, in that it features a gearless direct drive mechanism and a tower assembled from pre-cast concrete sections. 2.4 Knowledge-Building Activities Learning activities and deliverables were developed in order to deepen and broaden the knowledge gained by participants, while also capturing and preserving their findings for the purposes of dissemination and grant reporting. Most of these activities and deliverables were facilitated and supported through the use of an online “course” site hosted on Instructure’s Canvas learning management system. Reports, discussions and other artifacts were collected on the site as well. Conference calls and webinars were also used to connect the group. Reading/Discussion: Prior to travel, participants were asked to review selected readings as posted on the Canvas site each week; topics included the Australian and German school systems, government structures, regulatory and policy specifics, and technical information regarding various renewable energy technologies. These weekly readings were followed by mandatory, guided online discussions. Pre-Visit Site Reports: Participants were assigned 1-2 sites that the group would be visiting for which they created and shared a “pre site visit” report form. This required that they investigate – and in some cases contact – the schools, agencies or industry sites; these reports were posted to the Canvas site and presented by the authors during a series of webinars. During travel, the pre-visit site reports were also read aloud by the authors while the group was en route to each site; this allowed participants to ask questions and share knowledge and also anchored the experience prior to arrival. Pre- and Post-Travel Surveys: Completion of pre- and post-travel surveys were required by all participants and used to measure knowledge gained. Individual Inquiry: Participants, with the assistance of the learning coordinator, selected an area of investigation that was key to their practice as an educator or renewable energy expert. These questions guided the participants’ informal research while traveling and resulted in short reports after travel.

Site visit reports: Participants completed reports for each site visited. These forms consisted of five question prompts and resulted in formative, reflective reports that captured their experiences at each visit and also acted as informal journals that they could use in the future to identify trends, concepts and/or innovations that they found notable. The reports also served as a record for their continued investigation into their individual inquiry question(s). Sector Reports: Upon return, participants were paired up on teams based on their specific area of renewable energy expertise to complete sector reports which compared and contrasted the German and U.S. energy industry, educational pathways, industry involvement in education and specific observations about curriculum and/or teaching methodology. 3.0 Methodology 3.1 Approach As noted previously, participants completed reports prior to, during, and after the learning exchanges with post-travel reports submitted within a month of returning to the U.S.; these were used to assess the proximal impact of the international experience on faculty. For the present study, we sought to assess the more long-term impact, a full three years after the first learning exchange to Australia and a year and a half after the completion of the second international travel to Germany. Surveys are well suited for such research efforts; for example, Tuckman7 explains that “survey methodology allows investigators to measure what someone knows and thinks. Even when an alternative is available, simply asking subjects to respond may be (and often is) the most efficient one.” Web-based surveys in particular are effective for collecting data from geographically dispersed respondents however the study authors took note that research on web-based survey response rates ranges from fairly negative to cautiously optimistic, with researchers such as Manfreda et al.8 reporting that “on average, web surveys yield an 11% lower response rate compared to other modes.” An improved response rate occurs when surveys are administered to subjects with some technological experience; research shows that response rates can rise to that of 19-39%. 9 Given that all of the CREATE participants had previously demonstrated web technology proficiency and had become accustomed to receiving and responding to such surveys during the course of the projects, the selection of a web-based survey method was again supported. Finally, given that web-based surveys can be efficiently distributed and monitored, the decision to utilize web-based methodology was determined to be both justified and practically sound. As a result, a web-based survey was designed to measure the impact of the international exchange projects across several areas - including changes in classroom practices and teaching, curriculum development, professional knowledge and academic community engagement. The survey also collected participant assessments of personal growth and global awareness. To identify the most important aspects of the structure and function of the international programs, the survey measured participants perceived value of various learning activities included in the experience.

3.2 Instrument Design The survey instrument contained 23 individual items. The first page consisted of five demographic questions to confirm the respondent’s discipline area, position, and the degree-granting status of the participant’s institution. The second page collected information on the projects’ impact on the respondent’s teaching practice and curriculum; statements were provided for respondents to rate using a Likert-like scale. A similarly formatted page followed, which measured the projects’ impact on the respondent’s professional development and community engagement. The survey concluded by measuring the respondents’ perceived value of the various learning activities, and collecting information about, and quantification of, their dissemination efforts. Throughout the survey questions requesting comments and/or feedback were also included to solicit open ended text responses. Please see Appendix D for the full survey instrument. Survey responses were automatically aggregated prior to analysis to identify trends and common responses. For questions employing Likert scales, the percentage of respondents selecting a given response was reported, and weighted averages were also calculated to rank importance and facilitate interpretation of the results. Textual data were analyzed inductively using a grounded theory approach. Open text responses were analyzed independently by each of the authors, and their conclusions were then compared to one another to discern patterns and themes that emerged. A subsample of the question format employed in the survey is shown in Figure 3. below. Figure 3. Sample survey item (computer screenshot)

4.0 Results The survey was administered using Survey Monkey, an online service widely used for education and social science research, and was available for ten days (January 13 to January 22, 2016.) Initial email invitations were sent to all 14 participants across the two projects with email reminders issued to non-responders on days 5, 7 and 9. Response rates were steady over the ten-

day open period and culminated in a final response rate of 86% with all surveys completed in full. Of the 12 respondents, 9 were faculty members holding instructional positions, and 3 held administrative positions (project director, dean, etc.). All but one of the respondents worked at two-year colleges, with 10 of the institutions offering Associate Degrees in renewable energy, and 10 offering technical Diplomas or Certificates. 4.1 Impacts on Teaching Practice Participants reported a variety of ways that the experience had shaped their teaching practices (see Table 3). The two greatest impacts reported were that instructional faculty had developed new presentations or lecture materials for existing courses and had incorporated or increased the international perspective in their classes. Other significant impacts included the adoption of new instructional activities and innovations, and referring students to pursue international academic or career opportunities. For example, one participant commented “With the contacts that I made through the German and Australian Learning Exchanges I was capable of developing flipped classroom resources for a number of technical subjects”. Another participant reported “I have used the New Zealand model of alternating classroom and job experience with students being employees of the company”. Table 3. Impact of the Learning Exchanges on participants teaching practices. Data sorted by weighted average to indicate degree of impact.

4.2 Impacts on Curriculum Nearly all of the participants reported that the International Experiences had shaped the curriculum of renewable energy programs offered at their institution in some way. 75% of respondents had adapted or expanded existing courses. 67% of the schools had changed how they were recruiting students, and 58% had changed how they were working with industry. 42% of the schools had adapted or expanded existing academic credentials, and 42% had changed how they were marketing renewable energy programs. One participant reported significant program changes at their institution to integrate renewable energy with traditional STEM fields that had directly resulted from his experience abroad, stating that “Photovoltaic concepts are being integrated into electrical courses, and solar thermal courses are being merged with hydronic courses”. Another participant remarked, “One of the key takeaways from Australia was the connection between energy and water. At the time we visited, Australia was just recovering from a major decade long drought. We witnessed many of the technological innovations that they had employed to address this challenge, including rainwater harvesting, greywater recovery, and water conservations measures. One of the first things I did upon returning to the U.S. was to add a unit on the Water/Energy Nexus to my Survey of Renewable Energy course. This turned out to be even more relevant in the last couple of years as the Western U.S. has been severely crippled by drought that has drained reservoirs to historic lows.” The integration of renewable energy with other energy subjects and other STEM disciplines was another recurring theme in participant comments. Several participants commented on the examples of energy independent communities that were visited as part of the experience noting that every community or geographic location has different natural resources available for renewable energy production. Characterization of these assets is a key component of energy policy and planning, and should be foundational knowledge for students seeking to become future energy engineers and technicians. As one participant put it, “A key outcome of the international experience is that renewables are not a separate energy source or training, they are just a part of the overall energy mix – a mix often determined by policy makers”. Similarly, another participant commented that one of the biggest lessons from the international experience was the importance of “Teaching all energy concepts together, rather than separating renewable energy from others”. This was echoed by another participant who stated that “The visit to the geothermal site made me realize that the complexity of the operation requires many types of engineering. From this visit I realized that ALL of the renewable energy topics could be turned into project-based learning for students - integrating physics, chemistry, mathematics, and engineering.” 4.3 Impact on Professional Knowledge Participants reported considerable learning gains in terms of professional knowledge (see Table 4). The single greatest reported impact was the development of an understanding of renewable energy technology outside of the United States, followed closely by acquisition of new ideas about how industry and education could intersect. All of the participants reported expanded knowledge about renewable energy technology and energy efficiency, and all but one reported that they had developed collaborative professional relationships with fellow participants.

Table 4. Participants professional knowledge self-reported learning gains. Data sorted by weighted average to indicate degree of impact.

The learning exchanges were very successful in developing faculty members’ international perspective (see Table 5). 100% of the participants reported that they had developed an understanding of renewable energy technology and policy outside of the United States. All but one of the participants were “much more likely” to engage in discussions related to international advances in renewable energy (one was somewhat more likely). All of the participants reported that they were at least somewhat more attentive to international events and developments in renewable energy, with 83% being “much more attentive”. As one participant commented, “It is easy to become self absorbed with your own specific field and lose sight of advancements that others are making. This experience has changed my perspective on other renewable energy fields and international industry”. Another participant remarked that “Seeing efforts in developing renewable energy and efficiency in the countries we visited made me realize that that the U. S. could be doing much more in this arena”.

Table 5. Impact of the Learning Exchanges in developing faculty members’ international perspective. Data sorted by weighted average to indicate degree of impact.

4.4 Community Engagement and Dissemination In terms of community engagement and dissemination efforts, participants engaged in a wide variety of activities to share their experiences with others (see Table 6). 100% of the participants reported that they had discussed their experiences with peers and with administrators at their college campuses, and all but three had delivered lectures or presentations on the subject at their college. Several participants had also delivered talks to other energy professionals, or as part of a professional conference or symposium. Table 6. Modes of post-trip knowledge dissemination by learning exchange participants.

Participants also shared their experience with a wide variety of audiences with an interest in renewable energy (see Table 7). Dissemination activities were estimated to have reached a total of 925 students and 330 faculty members in the 18 months following the conclusion of the learning exchange projects, making these the largest dissemination audiences. Participants also estimated that they had shared these experiences with over 150 other energy professionals, business and industry partners, and general community members. Table 7. Participant dissemination estimates of the number of individuals with whom they had shared their international experiences. Data sorted by frequency.

4.5 Perceived Value of Project Learning Activities As described above, the two learning exchanges clearly yielded significant impacts for the participants in terms of their teaching practice, curriculum development, professional knowledge and academic community involvement. These results clearly support the internationalization of curriculum and instruction in other engineering fields. In an effort to identify the components deemed most critical to creating and delivering high quality international professional development experiences for future organizers of such projects, participants were asked to report on the value of the various learning activities that were included as a means to support, encourage and capture participant knowledge-building. One of the key activities, the “pre-visit site reports” were noted as valuable both before and during travel. The reports, which required participants to research a site to be visited, and then present this information to their peers online (pre-travel) and while en route (during travel), were one of the most highly rated activities. All but two of the participants reported that preparing the pre-visit site reports was “very useful” with the remaining participants ranking this as “somewhat useful”. Likewise, during travel, the pre-visit site report presentations delivered by their peers were viewed as “very valuable” by two-thirds of the participants, and “somewhat valuable” by the remainder. This highlights the importance of having structured tasks which engage participants with the sites and personnel that they will be visiting abroad – both before and during the trip - in order to provide scaffolding that can maximize the learning gains beyond that which otherwise might occur from just a simple visit. When considering post-trip activities, all of the participants indicated that working with a colleague to prepare a summary “sector report” that examined their renewable energy technology

sector and compared U.S. practices with those abroad helped to solidify knowledge gained as a result of the learning experience. Similar ratings were given for “individual inquiry reports” that required participants to investigate a framing question of their choice over the course of the experience. Seven respondents ranked these activities as “very valuable” with the other five ranking them as “somewhat valuable”. Although only seven of the survey respondents had delivered conference presentations, participated in panels, or authored papers as representatives of CREATE, all seven ranked these activities as “very valuable” post-travel learning activities. This emphasizes the importance of providing opportunities for dissemination to others who might participate in similar international experiences for faculty professional development. Organizers of future international opportunities would be advised to plan for these types of dissemination activities, and to build participant support funds into project budgets to encourage these outcomes. In addition to rating the learning activities, participants were also asked to reflect on additional information they would have appreciated prior to travel. The single most desired category was for additional information about the geography and environmental conditions that influenced the use of renewable energy in the countries visited (50% of respondents). This was followed closely by a desire for more information about the educational systems and industry sectors in the countries visited. Given the wide variety of educational practices worldwide, and differing models for the interaction between education and industry to produce a skilled workforce, it would seem that this is likely to be an area of interest for faculty involved in any other type of learning exchange. This conclusion is reinforced by the fact that every one of the Germany participants rated the one-day seminar at the Boell Foundation prior to travel as a valuable experience. We attribute this finding to the rich overview that the Boell Foundation provided on the state of the renewable energy industry in Germany, and their detailed explanation of the unique German educational and apprenticeship system, which can be somewhat complex to grasp for those who are only familiar with the academic model found in the United States. 5.0 Discussion Given the magnitude (and expense) of this international project, we were motivated to assess long-term impacts that may have transformed participants’ world views or significantly altered their careers. For this reason, we inquired about the most significant lasting impacts that resulted from the learning exchanges. Many participants cited the importance of visiting industry sites and observing their relationship with educational systems abroad. One participant commented that “I find that since this project, I have developed a new awareness of the importance of training on the technical level and how community colleges have a critical role in workforce development”. Another participant noted “After seeing the commitment of industry in both Australia and Germany in the education of their workers, I have been more driven to have student internships paid, and to encourage companies to share in the continued education of their workers.“ This was echoed by yet another who said, “Hearing about the German educational system and their apprenticeship structure gives me the confidence to suggest changes to the Joint Training Apprenticeship Committee in my state”. These statements show how participants have attempted to translate their observations of best practices abroad into changes in practice for the renewable energy sector in the United States. Based on our experience, we believe that a variety

of other STEM disciplines could benefit from a similar examination of the relationships between industry and education sectors in other countries. Working, traveling, and interacting with a cohort of like minded educators/peers was also indicated by many as having a lasting impact on teaching practice. As one participant said, “CREATE has established an amazing community of renewable energy professionals. Interacting with my peers, and sharing common experiences has helped me to develop a professional network that spans the United States. This is very helpful, since renewable energy is still a relatively young field. There are not that many renewable energy educators in my state, and most do not have very many years of classroom experience. It is invaluable to be part of this network of experts, and I have learned immeasurably as a result. There is no question that my association with CREATE has advanced my expertise and my career.” This comment reflects the importance of the creation of a learning community – a key ingredient to the success of any international program that is planning to engage a group of individuals who will be travelling and cooperating with one another closely over an extended period of time. Considering these results along with the dissemination activities reported by participants, it is clear that even though these learning exchanges were short-term experiences, they have succeeded in establishing long-term relationships that have persisted beyond the duration of the initial activity. This has resulted in partnerships and collaborations that have now spanned several years, and in all likelihood will continue well into the future.

6.0 Conclusion While this study has focused on the field of renewable energy, the findings are relevant for all of the STEM disciplines. For example, one could imagine an international learning exchange of automotive engineers travelling to Japan to study the Toyota Production System, or a group of transportation engineers traveling to Europe to study high speed rail. There are countless other possible examples, but the core concept is that the engineering profession is now characterized by a global workforce. This also behooves engineering educators to pursue international professional development opportunities, so that they are able to promote global literacy with their students. The CREATE Learning Exchanges serve as a model program for providing STEM faculty with rich international experience. The findings in this manuscript highlight the key components to building a successful international professional development program, and illustrate the type of impacts that can result from these activities. These lessons learned will be meaningful to any other institutions or organizations planning similar international activities in a variety of disciplines. 7.0 Acknowledgements This material is based upon work supported by the National Science Foundation under Grant No. 1002653, and was funded by supplemental awards No. 1239631 and No. 1345306. The international experiences described in this paper and preparation of this manuscript was facilitated by the invaluable organizational support provided by CREATE Project Manager Gabrielle Temple. Assistance with the creation of the participant survey was provided by CREATE Evaluator Jean Sando. Thanks also to CREATE learning exchange participants Roger Ebbage, John Galisky, Andrew McMahan, Jim Pytel, and Troy Wanek who contributed to several panel discussions and presentations that led to the development of this manuscript.

References 1. Educating the Engineer of 2020: Adapting Engineering Education to the New Century (2005). National Academy of Engineering of the National Academies. ISBN 0-309-55006-8 (pdf). National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055. 2. Global Competence and National Needs: One Million Americans Studying Abroad (2005). Commission on the Abraham Lincoln Study Abroad Fellowship Program. One Dupont Circle, NW Suite 250, Washington, DC 20036. 3. Open Doors 2010: Report on International Educational Exchange (2010). Institute of International Education. 1400 K Street NW, Suite 700, Washington, DC 20005. 4. Australian Broadcast Company. Carbon Tax: A timeline of its tortuous history in Australia. July 17, 2014. 5. Agora Energiewende (2015): Understanding the Energiewende. FAQ on the ongoing transition of the German power system. www.agora-energiewende.de 6. Slowinski, M. & Alfano, K. (2015) Renewable Energy Technician Education: Lessons from the German Energiewende. ASEE Conference and Exposition Paper # 12643. 7. Manfreda, K.L., Bosnjak, M., Berzelak, J., Haas, I., & Vohovar, V. (2008). Web surveys versus other survey modes: A meta-analysis comparing response rates. Journal of the market Research Society, 50(1), 79. 8. Schonlau, M., Ronald, D., & Elliott, M. (2002). Conducting research surveys via email and the web. Santa Monica, CA: Rand Corporation. 9. Tuckman, B.W. (1999). Conducting Educational Research (5th ed.). Fort Worth, TX: Harcourt Brace.

List of Figures with Captions Figure 1: CREATE Participants view the Licella cellulosic biofuel reactor, contained in the green towers, in Somersby, Australia. Unlike most North American cellulosic biofuels plants that employ biological or thermochemical processes (e.g. fermentation or gasification), Licella uses a proprietary supercritical water process that was originally developed at the University of Sydney, to yield a biofuel product that is similar in composition to crude oil. Figure 2: CREATE Participants enter the base of an Enercon 3MW direct drive low speed synchronous annular generator turbine at the Feldheim wind farm. The turbine differs from most machines installed in North America, in that it features a gearless direct drive mechanism and a tower assembled from pre-cast concrete sections. Figure 3: Sample survey item (computer screenshot) List of Tables with Captions Table 1. Itinerary for the Australia International Renewable Energy Learning Exchange, 2013 Table 2. Itinerary for the Germany International Renewable Energy Learning Exchange, 2014 Table 3. Impact of the Learning Exchanges on participants teaching practices. Data sorted by weighted average to indicate degree of impact. (Question 7 from the survey) Table 4. Participants professional knowledge self-reported learning gains. Data sorted by weighted average to indicate degree of impact. (Question 11 from the survey) Table 5. Impact of the Learning Exchanges in developing faculty members international perspective. Data sorted by weighted average to indicate degree of impact. (Question 12 from the survey) Table 6. Modes of post-trip knowledge dissemination by learning exchange participants. Data sorted by weighted average to indicate frequency of occurrence. (Question 21 from the survey) Table 7. Participant dissemination estimates of the number of individuals with whom they had shared their international experiences. Data sorted by frequency. (Question 22 from the survey)

Appendix A: Participant List

PARTICIPANT INSTITUTION SECTOR

Dr. Dave Boden Professor of Geoscience 2013, 2014

Truckee Meadows Community College Reno NV

Geothermal

Dr. Peter L. Crabtree Dean, Career & Technical Education PI, Building Efficiency for a Sustainable Tomorrow (BEST) ATE Center 2013, 2014

Laney College, Oakland CA

Building Efficiency

Roger Ebbage Director, Energy & Water Education Programs Director, NW Energy Education Institute 2013, 2014

Lane Community College Eugene OR

Building Efficiency

Dr. Linnea Fletcher Program Chair, Biotechnology Co-PI, Bio-Link ATE Center 2013, 2014

Austin Community College Austin TX

Bio-fuels

Dr. Patrick Foster Director, Construction Academy 2014

Santa Barbara City College Santa Barbara CA

Solar, Building Efficiency

John Galisky Coordinator, Space, Technology and Robotic Systems (STaRS) Academy 2014

Lompoc High School Lompoc CA

Integrated curricula, High School programs

Michael Gengler Faculty, Wind Energy & Turbine Technology 2014

Iowa Lakes Community College Estherville IA

Wind

John Lamorie Program Director, Wind Energy Technology 2013

Laramie County Community College Cheyenne WY

Wind

Dr. Ellen Kabat-Lensch Executive Director, Resource Development & Innovation Executive Director, Adv. Technology Environmental & Energy Center (ATEEC) 2013, 2014

Eastern Iowa Community College District Davenport IA

Workforce Development, Education Policy

Dr. Andrew McMahan Chair, Department of Sustainability 2013, 2014

Central Carolina Community College Pittsboro NC

Bio-fuels, Hydropower

Dr. James Nichols Project Director, Geoscience Program 2013

Truckee Meadows Community College Reno, NV

Geothermal

Jim Pytel Renewable Energy Technology Faculty 2013, 2014

Columbia Gorge Community College The Dalles OR

Wind, Solar

Dr. Kenneth Walz Director, Consortium for Educ in Renewable Energy Tech Faculty, Chemistry, Engineering & Renewable Energy 2013, 2014

Madison Area Technical College Madison WI

Solar, Bio-fuels, Workforce Development

Troy Wanek Renewable Energy Technology Faculty 2013, 2014

Red Rocks Community College Lakewood CO

Solar, Workforce Development

Appendix B: Australian Sites Visited (by Type)

Academic Sites

North Sydney Institute

Technical education institution providing training in 22 areas of study. Campus includes an Eco-Skills Training Center built by students. Primarily employed, part-time student population obtaining skills upgrade or entry-level skills. A highlight of the institution is that sustainability concepts are built into all of their programs. They encourage exchange students in both directions – their students going abroad and international student enrolling at NSI.

Western Sydney Institute

Multi-campus institution that has led Australian green skills development; serves 130K students on a dozen campuses and incorporates high schools and universities alongside technical colleges. Facilities include a Green Skills Hub that models sustainability and offers a range green skills sets and qualifications including Building, Electrical, Electrical Engineering, Plumbing and Refrigeration. Supported by a valuable relationship with Schneider Electric, an international company, who assisted with their building automation controls system.

Canberra Institute of Technology

Technical education institution that offers training for many electrical and mechanical trades. Two recently completed buildings feature sustainable construction and innovative green energy features including a massive grey water system. Main TAFE campus in Canberra, the nation’s capital.

Tropical North Queensland TAFE

Technical education institution offering training for populations living in hot dry climates to the south and hot humid climates to the north and east. Total enrollments above 13,000 annually. Sustainability incorporated across the curriculum (as with most TAFEs).

Chisholm Institute

Technical education institution in Melbourne offering training and apprenticeships for those still attending high school, getting industry certification, earning terminal degree or even graduate credits. Considers student apprentice workplaces as secondary campus.

Holmesglen Institute

Technical education institution located in Melbourne offering programs and training for about 50,000 students annually. Offer photovoltaic grid-tied and off-grid design program and wind power courses. Keeps reserves in the bank by operating a hotel, restaurants, a farm and other commercial interests, most of which are operated by students and staff in related programs.

Northern Melbourne Institute Green Skills Centre

TAFE that is transitioning to a polytechnic which will enable it to offer masters’ degrees. Offers 33 bachelor’s degrees, with renewable energy training for qualified electricians. Currently has approximately 35,000 local enrollments and 35,000 overseas students, primarily in the Malaysian and Chinese markets. Extensive training facility.

Policy Sites

CSIRO Energy Center

CSIRO is an Australian national research organization; this site focuses on conducting applied research in energy. Funded through 50% private investment and 50% public government funds. Focus is on helping to bring new technologies to market. Roughly the equivalent of the National Renewable Energy Laboratory in the U.S.

Clean Energy Council

A federally endorsed, renewable energy association representing 600 member businesses and organizations. Singular national accrediting body that authorizes certifications and works with the TAFEs to assure skills are taught that will meet industry certification requirements.

Industry/Community Sites

Direct Energy / Roselli Architects

Presentation by design/build team of case studies demonstrating the incorporation of green energy into homes. Primary case involved geothermal cooling.

Licella Biofuels Plant

Biofuel company as well as research and development facility focused on the conversion of above ground (bio grasses and wood) and below ground (brown coal) into crude oil and coal.

Appendix C: German Sites Visited (by Type)

Academic Sites

Beruflische Schulen Gross-Gerau (BSGG)

Educational institution that “prepares students for the future world of work.” Through collaboration with training companies and guilds, they offer programs (dual-system, professional programs, vocational high school, adult education and apprenticeships) that provide “concrete, hands-on learning” that will prepare students for a changing economy.

Hessian State Office for Technical Training (HST)

Primarily offers training for teachers, training managers, and educational staff at German vocational schools but also provides training for practitioners and educators from partner countries of the Federal Republic of Germany, often at no cost to them. Expertise in seven primary disciplines: IT Systems, Application Systems, Electrical Engineering, Environmental (Renewable Energy and Building Science), Mechatronics, Print & Media Technology and Education & Quality Management.

Berufschule Butzbach

A technical college offering state-certified technical training, including a unique program for existing workers who wish to gain an advanced higher educational credential. The Environmental Technology department includes programs in Energy & Environmental Engineering, Bio-energy & Renewable Resources, Solar Thermal & Photovoltaic, Environmental Engineering, Energy Management/Energy Efficiency.

Technische Universitat Darmstadt

A university that emphasizes technical concentrations. Bachelor of Science degrees are offered in the traditional sciences as well as technology programs (e.g. Applied Geosciences, Environmental Engineering, and Biomolecular Engineering.) All technical areas require an internship. Bachelor-Master of Education degrees are offered in 6 areas of engineering technology for teachers at vocational schools; the Bachelor degree includes both technical and educational courses and qualifies the student to enter the Master of Education program. The Master program qualifies the student to enter an internship as a technical school instructor.

BZEE Training Center for Renewable Energy

BZEE, a for-profit training company, was “born out of an industry initiative in 2000 to close the skills gap facing the German wind industry.” BZEE offers multiple educational opportunities to students worldwide, often on-site. Existing programs include a six-month advanced service technician training, wind turbine blade repair, safety for offshore service technicians, various electrical safety courses, safety training courses for wind turbine technicians and more. BZEE also works with employers to develop customized training packages.

RENAC Renewables Academy

A for-profit training and consulting company, the Renewables Academy (RENAC) “provides trainings on green energy internationally and a variety of business services to develop capacities for a sustainable energy supply.” RENAC training is hands-on, manufacture agnostic, flexible, regionally specific, and certificating (MBA Renewables, MS in Global Production Engineering for Solar Technology, etc.). RENAC also works with public sector and financing institutions on topics such as legislation (enabling frameworks, suitable policy, regulation, and market), labor-capacity-needs assessment, how to finance renewable energy, and more.

Policy Sites

Boell Foundation

(Orientation site - Washington D.C.) Affiliated with the Green Party and headquartered in Berlin, the Foundation maintains 30 offices across the globe. Through the analysis of policy initiatives, standards, and pricing mechanisms, the Foundation seeks to provide the German government, interest groups, and other political groups with information necessary for informed policy discussions. The Foundation publishes analyses of Germany energy policies and perspectives as well as broader pieces on European and global issues related to sustainability, climate change, and related topics.

Life E.V.

Life e.V. is a non-profit with expertise in vocational training, school development & labor market integration (especially in the field of renewable energy and environmental education), and gender and climate policy. Leveraging its 25-year history and well-established partnerships with women’s and environmental organizations, LIFE e.V. places students in internships/apprenticeships, provides support and opportunities for young mothers/single parents and immigrants, and is involved with local schools to improve access to renewable energy education for women across Germany and Europe.

Agora Energiewende

An “agora” or forum where key questions of energy policy are discussed in an open and trusting environment. Consisting of the Agora Council and Agora Energiewende staff, this group is jointly funded by the Mercator Foundation (one of the largest private foundations in Germany) and the European Climate Foundation (a joint initiative of several large international foundations in Europe and the United States). The Agora Council is made up of select political decision-makers from national and state levels, strategic players from the private sector and civil society, researchers, and other opinion leaders. The Council meets under Chatham House Rules ensuring that all individual voices stay confidential within the Council thus creating a safe environment.

Energy topics discussed and investigated include efficiency and load management, electricity generation, European energy cooperation, electricity market and system reliability, optimization, and grids and storage. The group prioritizes being accessible and transparent.

Federal Ministry for Economic Affairs & Energy(BMWi)

The focus of this government office is on economic policy. Objectives used to formulate this policy include: (1) Develop opportunities to ensure sustained economic growth and competitiveness with other economies, (2) Ensure a high level of employment, (3) Strengthen small and medium-sized enterprises, (4) Promote new technologies and innovation to maintain economic competitiveness, (5) Link economic and ecological goals, (6) Expand the worldwide division of labor and a free system of world trade, and (7) Ensure a secure energy supply at appropriate prices. To support the broad spectrum of activities to promote economic health, the ministry is divided among ten Directorates-General including Energy Policy, Industrial Policy, and Technology Policy.

German Solar Energy Society (DGS)

A privately funded non-profit with interests in sustainable energy supply, technical standards and consumer protection, the German Solar Energy Society provides education and promotion of renewable energy applications and usage. Their focus is on solar PV and thermal along with small-scale biomass heating and combined heat and power (CHP). DGS runs the Solar Schule Network which consists of 17 international training programs, publishes well-known instructional books for architects, engineers and installers (“Planning and Installing Photovoltaic Systems”, “Planning and Installing Solar Thermal Systems”, “Planning and Installing Bioenergy Systems”) and, through their collaboration on an 18-meter photovoltaic catamaran, provide opportunities for students to experiment with solar and aquatic research.

Industry/Community Sites

Wallerstädten Biogas Plant

The municipality of Gross-Gerau has operated the biogas plant in Wallerstädten since 2008. The plant has two co-generation engine gen-sets with a total electric capacity of 1,086 kW. The plant produces about 8.3 million kWh per year. This is sufficient to supply around 2,300 households with electricity, and saves approximately 10,000 metric tonnes of CO 2 per year. The biogas plant differs from most U.S. anaerobic digesters in that residues such as manure or food waste are not used. Rather, there is a group of about 50 farmers that supply the plant with 24,000 tons of energy crops such as corn, green rye, sorghum and sugar beets each year. The crops are harvested from a radius of about 10 km surrounding the plant. As a result, the biogas plant has actually stimulated a local energy crop economy.

Insheim Geothermal Plant

Insheim is a new, small geothermal power plant that came online in October 2012. The plant has an installed capacity of 4.8 MW, apparently sufficient to power about 8000 German homes. Three more geothermal power plants are scheduled to come online in 2015 for an additional 16 MW of installed capacity. Germany’s plan is to have 100 MW of installed geothermal power by the end of 2017. Considering that most power plants will be in the 5-7 MW range, the construction of an additional 12-15 plants in the next 3 to 4 years would be required— an ambitious goal indeed. Nonetheless, the Germans are now world leaders in the technology of stimulating deep geothermal reservoirs for production (aka engineered geothermal systems or EGS), and as experience and knowledge grow, associated costs will decline with time.

Feldheim

Feldheim is called a "model renewable energy village” that created its own grid (each resident paid $4000 USD) and integrated industry and energy/heat production along with self-government. Its energy components are: 43 turbine wind farm (74 MW), 284 panel solar farm (2700MWWh/yr), biogas plant (pig manure to fertilizer and heat/electricity), biomass plant (forest thinning to electricity and heat), its own energy grid, an EV charging station, 10MW Battery storage facility. The results of these integrated components are that the village: 1) sells back 99% of produced electricity to market, 2) enjoys lowered electrical and heating costs, 3) enjoys full employment, and 4) benefits from energy security.

Senvion (formerly RE Power)

Senvion manufactures large industrial scale wind turbine generators. The company is headquartered in Hamburg but our group visited its Husum plant which is the original manufacturing plant and test center site for the Senvion group. Perhaps best known for producing a monstrous 6.2MW turbine with a rotor diameter of 152m primarily designed for offshore use, Senvion also maufactures the REpower MM92, a commonly used turbine in the United States.

Appendix D: Full Survey Instrument

Thank you for assisting in our efforts to better understand and measure the impact of CREATE’s two international faculty projects on your teaching practice, professional development and community work.

The following survey is intended to capture your thoughts and actions as related to this project and will form the basis for a paper that Ken, Mary and Kathy are submitting to the American Society for Engineering Education (ASEE).

Please note that:

• Your responses will be reported in the aggregate, for the most part. Comments may be quoted in the paper to highlight findings, but should you so choose, you can opt out of being quoted at the end of the survey and we will honor your wishes.

• The survey is set up so that you do not have to complete it all in one setting. On

average, it should take approximately 30 minutes to complete but may take a bit more time if you provide longer, more detailed answers. You will be able to revisit the survey and revise your responses up until the day the survey closes.

• Your participation is completely voluntary and you will receive no compensation

(other than our appreciation!). You may withdraw at any time but we hope you will contribute your thoughts so that we can create an accurate picture of the outcomes of these projects.

Again, we sincerely appreciate your time and generosity in sharing your thoughts and suggestions. If you have any concerns, suggestions or questions, please contact Mary Slowinski (mslow@comcast.net) or Ken Walz (kwalz@madisoncollege.edu).

Response Required: By clicking “I agree” below, I indicate that I have read and understood the information provided above, and agree to participate in this survey willingly.

I agree

Exit survey

Introduction

Which of the following best characterizes your primary workplace? (select one)

High school

Community or Technical College

Four-Year College or University

Non-profit organization

Other (please specify)

Are you affiliated with an NSF ATE Center or Project at your Institution?

Yes

No

What is your primary job title?

Faculty

Administrator

Advisor

Industry Partner

Other (please specify)

What subjects do you teach? (select all that apply)

Energy Efficiency

Solar

Wind

BioEnergy

Geothermal

Other (please specify)

Which credentials does your program award? (select all that apply)

High School Diploma

Technical Certificate

Technical Diploma

Associates Degree

Bachelors Degree

Other (please specify)

How has your participation with the international projects impacted your TEACHING practice as related to renewable energy or sustainability?

Many Some/Somewhat

A few/A little None

Not part of my job duties N/A

I have developed new written materials for my existing courses

I have developed entire new courses

I have been assigned courses to which I was previously not assigned

I have connected my classroom to international students or speakers

I have become involved with sponsoring student international activities (trips, conferences, partnerships, etc)

Impact on Teaching and Curriculum

I have developed new presentations or lecture materials for my existing courses

I have developed new units for my existing courses

I have adopted new instructional techniques

I have incorporated or increased the international perspective in my courses

I have referred students to pursue international academic or career opportunities

Are there any additional ways in which your TEACHING practice has been impacted by your international experience?

If YES, please describe.

At the PROGRAM or DEPARTMENT level, have there been any changes as a result of your international experience?

Yes No

We have added new courses

We have adapted or expanded existing degrees

We have added new degrees

We have deleted degrees

We have changed how we are marketing our program

We have changed how we are working with industry

Other (please specify)

Please describe one example of how your involvement with this project has impacted your work with students or at the program/department level.

We have adapted or expanded existing courses

We have deleted courses

We have adapted or expanded existing certificates

We have added new certificates

We have deleted certificates

We have shifted how we are recruiting

Impact on Professional Knowledge Development & Community Leadership

How has your participation with the international project(s) impacted your individual PROFESSIONAL KNOWLEDGE DEVELOPMENT or COMMUNITY LEADERSHIP as related to renewable energy or sustainability?

Very Much Somewhat A Little Did not occur

Not part of my job duties/Not

applicable

Expanded my knowledge about building efficiency

Learned about unique or new technologies

Acquired new ideas about how industry and education can intersect

Developed collaborative professional relationships with peers abroad

Developed an understanding of renewable energy policy outside the United States

Do any of the following statements reflect changes you’ve experienced because of the international experience?

Very much so Somewhat No change N/A

I am more likely to engage in discussions related to international advances in renewable energy

I am more likely to be active as an energy policy advocate in political arenas.

Expanded my knowledge about renewable energy technologies

Learned about technologies with which I was not previously familiar

Acquired new techniques or approaches for teaching my subject matter

Developed collaborative professional relationships with fellow participants

Satisfied academic advancement or professional development goals, requirements, and/or expectations at my institution

Influenced me to join related professional organizations

I am more attentive to international events and development in renewable energy

I am more likely to engage in conversations about international energy policy

Please describe one example of how your involvement with this project has impacted you as a professional or as a member of your community.

How useful were the PRE-TRAVEL learning activities in terms of expanding your knowledge, solidifying your knowledge and/or impacting your practice?

Very useful Somewhat

useful Not very useful Not useful at all

Group discussions of readings (on web site)

Reviewing Pre-Visit Site Reports posted by others

Presenting my Pre-Visit Site Report(s) on a webinar

Monthly logistics webinars

Project Activities: Pre-Travel

Required readings (on web site)

Researching and writing my Pre-Visit Site Report(s) for others

Listening to Pre-Visit Site Reports on a webinar

Crafting a question for my Individual Inquiry

In regards to the information shared PRE-TRAVEL, would you have liked…? (select all that apply)

More info about the sites we were going to visit

More info on renewable energy and/or sustainability technologies in general

More info about U.S. renewable energy industry

More info on U.S. renewable energy policy

More info on the education systems in the countries we were to visit

More info about the renewable energy industry in the countries we were to visit

More info about renewable energy policy in the countries we were to visit

More info about geography and other environmental factors that influence the use of renewable energy in the countries we were to visit

More about the culture and social factors that influence the use of renewable energy in the countries we were to visit

More about the culture in general in the countries we were to visit

More info about my peers with whom I’d be traveling

Presentations by international peers

Relationship-building activities with international peers

Other (please specify)

How useful were the learning activities that occurred DURING TRAVEL in terms of expanding your knowledge, solidifying your discoveries and/or impacting your practice?

Very useful

Somewhat useful

Not very useful

Not useful at

all N/A

Reviewing Pre-Visit Site Reports posted by others

Presenting my Pre-Visit Site Report(s) en route to a site

[Germany only] One-day seminar at Heinrich Boell Foundation

Project Activities: During Travel

Writing Site Reports

Listening to the Pre-Visit Site Reports en route to a site

Collecting information for my Individual Inquiry report

Are there any other activities that would have assisted you in building knowledge or improving your practice DURING TRAVEL? If so, please describe.

Please describe the one (or more) experience you had DURING TRAVEL that has most influenced your thinking about renewable energy education.

How useful were the learning activities that occurred AFTER TRAVEL in terms of expanding or solidifying your knowledge and impacting your practice?

Very useful Somewhat

useful Not very useful Not useful at

all N/A

Researching and writing the Sector Report

Participating as a presenter or panelist on behalf of CREATE

Project Activities: Post-Travel

Collaborating on the Sector Report

Researching and writing my Individual Inquiry Report

Which of the following opportunities experienced during travel have had lasting impact on your professional practice?

Significant lasting impact

Some lasting impact Little lasting impact No lasting impact

Working, traveling and learning with a cohort of renewable energy educator/peers

Exposure to non-U.S. higher education structures and processes

Exposure to new technologies

Viewing first-hand the scope of renewable energy deployment outside the U.S.

Visiting cultural sites

Other useful opportunities during travel? Please describe.

Interacting with educator/peers from outside the U.S.

Visiting technical educational facilities

Visiting industry sites

Visiting renewable energy policy makers and stakeholders in the countries visited

Interacting with non-U.S. citizens and learning about their opinions about renewable energy

How have you disseminated the knowledge you gained through this experience?

5 or more times 3-4 times twice once

have not shared in this way N/A

Discussed what I learned with my school administration

Delivered presentations/lectures to my school administration

Delivered presentations/lectures as part of a conference or symposium

Written articles

Other dissemination efforts (please specify):

Discussed this with peers at my institution

Delivered presentations/lectures to faculty at my institution

Delivered presentations/lectures to other energy professionals

Delivered presentations/lectures to the general public

Presented before government or regulatory agencies

Please estimate the NUMBER of people from the following groups with whom you shared information, insights, or details from your international experience with CREATE.

Students

Educators

School Administrators

Energy Professionals

Business and Industry Contacts

Government Agency Workers/Regulatory Officials

Elected Officials

General Community Members

Please describe the most useful thing you took away from the international experience.

Please share any additional comments, observations or outcomes/impacts you may have regarding the CREATE international learning project(s).

Last Page!

Thank You!

Thanks very much for taking time from your busy schedule to help us to measure the impact CREATE’s two international projects have had on your practice, professional development and community work.

As the results from this survey are compiled, we may want to contact you with some follow-up questions. Please indicate your willingness to participate below.

Yes, it is okay to contact me with follow up questions.

No, please do not contact me with follow up questions.

We also may want to include your comments as illustrative examples in the ASEE paper. Please indicate your preference regarding this below.

Yes, I consent to my individual responses being used in the ASEE paper.

No, please report my responses in the aggregate ONLY.

Please contact me prior to using my statements

This concludes the survey.

If you wish to revisit or revise your responses, you can do so until the survey is closes on Friday January 22nd.

Please exit by clicking “Done” below. This browser window will close at that time.