Ohio Renewable Energy TAG Creation

Transcription

1 Ohio Renewable Energy TAG Creation as a result of An Innovative Model for a new Advanced Energy Workforce National Science Foundation Partnership for Innovation Program ( ) PI: Dr. Frank Calzonetti Co PI: Ms. Marcia King Blandford Project Manager: Ms. Margie Traband

2 Initial Project Goals In 2009, The University of Toledo received a $600,000 three year award from the National Science Foundation s Partnership for Innovation Program. Provide support for development of courses, certificate programs, stackable certificates, and associate degree programs throughout Ohio in advanced renewable energy, solar energy, wind energy, and advanced nuclear energy. Increase the number of individuals who have the skills to enter into the growing renewable energy industry to make Ohio a more attractive place for industry. Provide a pathway for students who complete certificates and courses at the state s community and technical colleges to transfer credit into university baccalaureate programs.

3 How do we support development of curriculum throughout Ohio in advanced renewable energy, in order to increase the number of individuals who have the skills to enter a growing renewable energy industry Making Ohio a more attractive place for industry

4 Industry Connections were used to learn about the existing and anticipated needs of Ohio s renewable energy industry Identification of Skill Gap areas Alignment of curriculum with Industry Credentials Industry s existing and anticipated needs Incorporating desirable Skill Sets into curriculum

5 Industry Connections Nadeane Howard, Industry Consultant Ohio Department of Development (ODOD) Director, Ohio Energy Resources Division Managed Ohio s energy office promotion to division status. Responsible for $3 million in annual programming plus $137MM in federal American Reinvestment and Recovery Act (ARRA) funding for energy programs. Assistant Director, Strategic Business Investment Division Managed operations for flagship division of 40 people responsible for business attraction, retention, expansion within and to the State of Ohio. Identification of Skill Gap areas Ms. Howard is working on connections between Industry in Alternative Energy, Solar, Wind and Advanced Nuclear and Higher Education Institutions.

6 Industry Connections Industry Recognized Credentials North American Board of Certified Energy Practitioners (NABCEP) Accreditation Board for Engineering & Technology (ABET) Alignment of curriculum with Industry Credentials College/University advisory committees Colleges and career technical schools across the state have been developing curriculum in renewable energy based on their region and direction of advisory committees. Incorporating desirable Skill Sets into curriculum

7 How do we provide pathways for students who complete certificates and courses at the state s community and technical colleges to transfer credit into university baccalaureate programs Making it attractive for individuals to further their education in renewable energy

8 Transfer Assurance Guidelines (TAGs) In order to establish a common curriculum across secondary education and higher education in renewable energy technology the TAGs process was utilized. Meetings were held at the Ohio Board of Regents (OBR) to establish transfer assurance guides (TAGs). Multiple provisions of H.B. 95 (ORC ) have prompted significant enhancements in student opportunities to transfer credit among Ohio s state assisted colleges and universities Ohio Articulation and Transfer Policy Ohio Transfer Module 2003 H.B. 95 (ORC ) Transfer Assurance Guides 2005 H.B. 66 (ORC ) Career Technical Credit Transfer (CT)² 2007 University System of Ohio

9 The Process Overview To determine the level of interest, the Articulation and Transfer Office of the Ohio Board of Regents (OBR) surveyed 157 institutions to learn which were offering certificates, courses, and programs in renewable, solar, wind, and advanced nuclear energy. Survey results illustrated a high level of activity and interest in renewable energy offerings throughout the state, and OBR then proceeded with working group sessions of faculty content experts from public two year and four year institutions as well as adult career centers to review program requirements and course content. A follow up meeting was convened where faculty content experts studied the learning objectives for the identified courses reviewing alignment with standards, and consensus among the colleges and career technical curriculum.

10 Collaborative Meetings Hosted by The Ohio Board of Regents participation from secondary and adult education, community and technical colleges, and universities including 1. C Tec 2. Cuyahoga Valley Community College 3. Central State University 4. Cleveland State University 5. Hocking College 6. Lakeland Community College 7. Marion Community College 8. Miami University 9. North Central State College 10. Northwest State Community College 11. Owens Community College 12. Rhodes State 13. Scioto Technical College 14. Sinclair Community College 15. University of Cincinnati 16. University of Toledo 17. Wright State University

11 Collaborative Meetings Discussions What institutions have learned to be current and potential jobs and careers in renewable energy. Focused on determining the objectives of renewable energy programs in higher education for the state. Based on initial discussions it was determined, while there is a need for research, the highest potential for careers, at this time, was in the installation, service, and logistics of the renewable energy systems, primarily in the wind and solar areas.

12 Collaborative Meetings Determined There is a need for the design of components and systems related to renewable energy in order to support both transitioning and new manufacturing. Initial programs related to both wind and solar energy technology Programs should fall in the engineering technology versus engineering science area. Math and science curriculum of engineering technology programs. Future technologies to consider might be geothermal, bioenergy, and fuel cells.

13 Collaborative Meetings RESULT Each program of study, wind and solar, include a safety course similar to the industry standard OSHA, fundamental electrical courses in DC and AC, and an introduction to renewable energy technology. Specific to wind energy, a course that introduced aspects of the technology including types and structures, power generation, and general construction of the wind turbines. Specific to solar energy, a course each in solar photovoltaic and solar thermal. Algebra based courses developed for first or second year college students, with the possibility of some completed in adult or secondary education programs. Advanced courses, related more toward research and design, would be continued at the university level.

14 Collaborative Meetings RESULT Ohio Renewable Energy TAGs Advanced Energy Introduction to Alternative and Renewable Energy Safety AC Circuits DC Circuits Wind Energy (TAG) Wind Energy Solar Energy (TAG) Solar Thermal Solar Photovoltaic

15 Collaborative Meetings RESULT Further discussion

16 Collaborative Meetings Further Discussion The following meeting started as one large group, discussing generalities among both fields of study (solar and wind), then split into two groups, each focusing on either solar or wind. It was determined the electrical parts of these paths were covered in the DC Circuits and AC Circuits courses. For the solar courses the North American Board of Certified Energy Practitioners (NABCEP) standards were used for comparison. The basic solar and wind specific outcomes were then further discussed, where each of the participating schools shared their current curriculum, via syllabus or course outlines, for their own course.

17 Collaborative Meetings Further Discussion With a goal of four to seven learning objectives per course, curriculum was compared to find a common foundation for each of the courses. Initially all the learning objectives from all the participants were compiled. Duplicate objectives were removed, and like or similar learning objectives were combined and generalized in order to obtain consensus on the objectives of each course. For each of the alternative energy courses (Introduction to Renewable Energy, Wind Energy, Solar Photovoltaic, and Solar Thermal) the group came to consensus on four to seven learning objectives to be included in the courses.

18 Collaborative Meetings Result The draft of learning objectives was reviewed, documented, and submitted to the Office of Articulation and Transfer at OBR to compile in a survey. The survey was then given to the 36 colleges and universities of the University System of Ohio for feedback. Based on the feedback received, course TAGs were adopted, and an official notice was sent on February 29, 2012, to the colleges and universities of the state recognizing the new Ohio Renewable Energy Transfer Assurance Guides

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22 ORE001 INTRODUCTION TO ALTERNATIVE AND RENEWABLE ENERGY 3 Semester Hours Related TAGs: Solar Energy, Wind Energy Outcomes marked with an asterisk are essential and must be taught. Introductory knowledge of renewable and alternative energy sources* Knowledge of energy and energy systems for commercial and/or residential use* Introductory knowledge about the types, components, construction and basic installation of the various advanced and renewable energy sources* Knowledge of the roles, responsibilities, regulations, and economics pertaining to advanced and renewable energy* Knowledge of disciplines and career areas associated with advanced and renewable energy*

23 ORE002 SOLAR THERMAL 3 Semester Hours Related TAGs: Solar Energy Outcomes marked with an asterisk are essential and must be taught. Site analysis, including load analysis* Solar heating safety practices, standards, codes and certifications* Systems for specific climates and applications* Operation and installation methods* Proper use of balance of system components and materials (e.g. controllers, tanks, pumps and valves)* Solar Heating Maintenance* Geothermal Energy Production Heat Pumps

24 ORE003 SOLAR PHOTOVOLTAIC 3 Semester Hours Related TAGs: Solar Energy Outcomes marked with an asterisk are essential and must be taught. PV markets and applications* PV specific safety basics* PV electricity basics* Solar energy PV module fundamentals* System components and PV system sizing principles* PV system electrical design and mechanical design* Performance analysis, maintenance and troubleshooting*

25 ORE004 SAFETY 1 Semester Hour Advising Note: Follow OSHA General Training 10 hour card Related TAGs: Solar Energy, Wind Energy Outcomes marked with an asterisk are essential and must be taught. Define and use correctly terms used in OSHA (29 CFR part 1926)* Explain methods of energy control, fall protection and other related safety topics* Indicate what must be included in general scaffolding requirements* Demonstrate the use and maintenance of personal protection equipment* Identify general safety and health provisions required during construction* Demonstrate an understanding of OSHA safety requirements* Discuss the competent/qualified person requirements* Describe the circumstances when approved personal protective equipment must be worn, as well as the appropriate personal protective equipment for a given circumstance*

26 ORE005 WIND ENERGY 3 Semester Hours Outcomes marked with an asterisk are essential and must be taught. Determine the potential wind available from a given area and calculate the electrical energy that could be achieved* Summarize the sizes and variations of different wind turbines including residential and commercial systems* Recognize the main components and construction of a wind turbine* Discuss the basic considerations, regulations, and criteria for constructing a wind turbine in a given area* Evaluate relevant conditions and determine size of and energy potential of a wind turbine in a given area* Evaluate various monitoring devices related to turbine construction and use*

27 Ohio Renewable Energy TAG Panel Based on nominations collected during the survey process from OBR the Renewable Energy TAG panels were assembled. On October 2 nd 2012, the initial meeting of the Renewable Energy TAG Panels (Solar and Wind Energy) was held at the Ohio Board of Regents. As of October 2 nd there have been 8 courses submitted to the Solar Energy Panel and 2 courses submitted to the Wind Energy Panel. All courses are currently under review, with the first approved courses anticipated by the end of November. The next deadline for course submission is January 15 th 2013