New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
NSF Grantees Poster Session
We report on the results of an NSF TUES grant to support the interaction of six public and private campuses (four four-year institutions and two community colleges) to develop curricula and programs in energy science, technology and policy. The programs developed under this project leverage resources at all the campuses to provide students with coursework intended to enhance their understanding of basic scientific concepts related to energy production, distribution and use, and introduce them to basic engineering fundamentals in sustainable energy. The multi-disciplinary program trains the students in a systems-based approach to energy technology, and enhanced understanding of how to analyze energy policy decisions (including the impact of technical, economic and regulatory factors). Several online and hybrid courses have been developed as part of this project to allow for enhanced cross-registration between campuses. Overall, courses developed or selected for the program introduce students to emergent energy technologies (including the smart grid and infrastructure systems of the future), probabilistic risk assessment, and the dynamics of various energy markets, including understanding changing energy needs on a local to a global scale. Data from surveys, combined with evidence from student portfolios and feedback from stakeholders, are presented to show how students in the programs gain in their understanding of key concepts and how associated experiential activities, including internships, research experiences and exposure to real-world case studies, enhance authenticity in energy education and prepare students to meet the challenges of creating and using emerging technological solutions to energy needs.
Halada, G. P., & Anid, N. M., & Panero, M. A., & Simon, N., & Ryu, Y., & Hillery, B. (2016, June), NSF TUES Grant: A Collaborative, Multi-Campus Program to Enhance STEM Learning in Energy Science, Technology and Policy Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25810
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