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Industrial Energy Management Curriculum

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1996 Annual Conference


Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996



Page Count


Page Numbers

1.254.1 - 1.254.6

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Steven S. Schneiderman

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3233

Industrial Energy Management Curriculum

Steven S. Schneiderman Murray State University

Implementation of an energy management curriculum involves cooperative efforts among students, faculty, and local industry engineers. Two successful initiatives have occurred. The first focuses upon committing an entire class to one industrial site. On site instruction regarding thermodynamics, system analyses, mass transfer, plant operations and energy economics is followed by focused data collection and analyses. Students become cognizant of real world engineering and are expected to contribute toward improved site energy management. The host industry supports community/university relations, previews cooperative education students, and occasionally, adopts class generated cost avoidance ideas.

An alternative program occurs when one time visits are arranged at several industries throughout a one semester course. A site walk-through, with both faculty and plant engineers as guides, is coordinated with instruction in engineering science, economics and utility distribution and plant operations. Typically, a site visitation occurs over two to three hours including orientation and post walk-through questioning. A working team of students presents a professional analysis in class at a later date. Site engineers support the effort through operations descriptions, data acquisition and are invited to critique the presentations.

Both curriculums are manageable over one semester. In the United States a typical three semester credit hour course necessitates 48 contact hours over 16 weeks. Class size for both programs has been limited to 20, but at least 12 are needed to propagate a team concept.

The primary curriculum focuses upon one industrial site. The facility conference room is used for staging, instruction, data analyses, and for the final presentation. Plant engineers typically enroll and area managers judge the final presentations. The facility also provides safety training and escort personnel if there are no enrolled employees. The university professor provides class management, lectures regarding thermodynamics, energy utilization and management, plant operations, guides data acquisition and analyses, and maintains liaison between the students and plant personnel. The professor also follows-up to assure the university recognizes the indust~ for its contribution and community conscience. The professor works with the students to ensure analytical integrity and helps develop the professional presentation. The course is graded via the “you get paid (earning A) or you get fired (earning F)” concept: the students are led to understand contemporary industrial survival does not tolerate mediocrity.

~’tixij 1996 ASEE Annual Conference Proceedings ‘..+,yyR’:

Schneiderman, S. S. (1996, June), Industrial Energy Management Curriculum Paper presented at 1996 Annual Conference, Washington, District of Columbia.

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