Dr. Mike Thomas. Advanced Technology Department, Southwest Indian Polytechnic Institute, Albuquerque, NM

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1 Dr. Mike Thomas Advanced Technology Department, Southwest Indian Polytechnic Institute, Albuquerque, NM

2 Context not Content the Key Today s talk is based on personal growth in learning and teaching about energy and the environment.

3 Put the community back in Community College Traditional education is based upon sustaining the community, not its educational institutions.

4 Enabling Technologies Energy is pervasive in any community. All costs have an energy component. Decisions are based on availability. Resource stewardship is basic value. Autonomy/self-reliance requires management & planning. So why learn about Renewable Energy?

5 Uranium and Kyoto Uranium mining waking in NM. Electric power needs increasing along with environmental concerns (reduced greenhouse gases). NM has 2 nd largest reserves in USA much on Navajo Nation which outlawed uranium mining and processing (4/05) 5 nations that account for 40% of worldwide greenhouse gases develop secret US alternative to Kyoto. Ref. Albuquerque Journal, 7/05.

6 My Students Native American 2-year associates degree or certificate Highest level of education for many on Indian Lands Decision making and critical thinking skills underdeveloped. 2 nd year students Mostly electronics, computer, natural resources, or economics Mid-20 s Employed 1 of 3 married

7 Student Feedback Poor retention Difficult to see relevance Reinforcement through projects/activities rare Little Integration of curriculum Off-campus opportunities limited Preparation Poor Communication Skills Limited Short-term Goals Little prioritization of Activities

8 Topics (Content) Energy technologies Waste Management RE Technologies Water Pollution Power System Design Economics Utilities-gas, water, & electric Conservation ResourceAssessment Earth and Sun Comparative Analysis System Maintenance Weather/Climate Performance Eval. Energy Audits

9 Campus Resources population community Access to 3 PV systems, one wind, two hybrid system, two engine generators, 2 wells Access to utility records on entire campus plus intimate access to new science building Access to greenhouse and other agricultural resources Me and my friends, NREL, SNL, PNM, Sacred Power, Direct Power and Water, SWTDI, & NMSEA

10 Learning Environment/The Community Classes are taught as applied technology using info from other classes. Inductive approach gain experience with concepts and systems and then learn theory. Work with partners and other organizations to learn from them..on the job, goal oriented.

11 Class Projects in Context First project is to describe the thing related to energy and the environment that the student grew up with that most impressed them..positive or negative. How it affected their community, how people responded, and what they thought about it. Follow on is to suggest intervention. Alternative to who are you, where are you from, and why are you in this class.

12 Class Projects in Context Using on-campus RE systems we learn how they are working and what they do; i.e., we do a needs assessment first. Using the larger community we can observe other systems (2.2 MW BioGas, Wind Farm, Waste Treatment, etc.) Take PV panels, inverters, small engine generator, batteries and small electrical loads and build some working systems.

13 Theory Follows Application Learn about the inner workings or power technologies and determine the best technological and most economical solutions for needs.

14 Case Study Provides Direction Need practical opportunities for students to use and improve their skills. Need Tribal communities have issues regarding assessment and use of Tribal resources, and management design of Tribal energy services. Potential solution is to couple the two issue is credibility of SIPI to provide service to communities.

15 One Giant Step Back SIPI is a community with a population like many other Tribal communities. This community uses natural gas and electricity, requires water for people and agricultural uses, has a fleet of 17 vehicles for public safety and transportation, has a large cafeteria for the preparation of meals, and a dental clinic, in addition to classrooms, dorms, a library, a physical plant, large gym, auditorium, and administration. The community produces solid, liquid & sometimes gaseous wastes.

16 Campus becomes Model Community classes collecting data on all energy use at SIPI. Fall 2004 spent on detailed analysis of new Science bldg, including generation from grid-tied PV system. Survey of most structures and activities completed spring Detailed use of gas and electricity obtained from PNM, Spring 2005.

17 Campus Model Community First Analysis produced Fall 2004 served as only analysis for campus and raised issues on projected costs savings. Second Analysis produced Spring 2005 provided total energy cost numbers, and a distribution of the costs throughout the community. Waste generation numbers from Spring 2005 rekindled solid recycling program.

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25 Production and Value from PV

26 Now there is Value Added SIPI can assist other communities with assessments and analysis. Communities can begin a dialogue with SIPI about the types of things their students could benefit from related to energy & environment. Model Exists called SERVICE EDUCATION where community and college work out new core courses and real-time projects in the communities.

27 Keys to Success

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