*14% STEM/40% switch majors: found in Jobs Council 2011 Year End Report, p. 20 – stats from US Dept of Ed, National Center for Energy Statistics 2009 **McKinsey Global Institute. An Economy That Works: Job Creation and America’s Future. June 2011 Other stats: McKinsey: by 2020, there will be 1.5 million too few college graduates compared with employer demand. Harvard Grad School of Ed “Paths to Prosperity” February 2011: In 1970, just 1 in 4 middle-class workers had (and needed) a postsecondary degree; today, nearly 2 in 3 do.”
Red items are initiatives led by the strategic programs Workforce and Education program office.
The DOE’s Energy Literacy project is building off of and improving on the model established by these four prior literacy projects.
At the core of Energy Literacy: The Essential Principles and Fundamental Concepts for Energy Education are the seven Essential Principles. Each principle is supported by six to eight Fundamental Concepts. Principles 1-3 cover the natural sciences (physics, chemistry, earth science & biology). Principle 4 addresses energy sources, use, and infrastructure. This is largely an engineering and technology principle. Principles 5-7 are social science principles covering energy issues related to decisions, behavior, civics, economics and more, all largely through a lens of impacts and consequences.
This slide provides an example of Fundamental Concepts as they relate to an Essential Principle.
*Regarding the notes below – See slides 5 & 6 and related notes.* Development of this guide began at a workshop sponsored by the Department of Energy (DOE) and the American Association for the Advancement of Science (AAAS) in the fall of 2010. Multiple federal agencies, non-governmental organizations, and numerous individuals contributed to the development through an extensive review and comment process. Discussion and information gathered at AAAS, WestEd, and DOE-sponsored Energy Literacy workshops in the spring of 2011 contributed substantially to the refinement of the guide. The USGCRP has an established, interagency document review process. This process was used to gain the endorsement of 13 federal agencies for the Energy Literacy document. The Energy Literacy document was also reviewed and approved by the President’s Office of Science and Technology Policy (OSTP). Further components of the document development process: Email-based mailing list of stakeholders used to provide and receive information. Currently, there are just over 700 members representing more than 300 different offices and organizations. An Energy Literacy wiki page where the public was able to learn about the initiative and provide information on Energy Literacy. Drafting of final language by federal agency employees (Inter-Agency Education Working Group). Document content accuracy review. Review performed by federal agency content area experts. US Global Change Research Program (USGCRP) facilitation of federal agency and OSTP/NSTC approval.
This slide can be shown to the audience or used by the presenter as talking points while displaying the “Back Cover” slide. (See notes for slide 4.)
This slide can be shown to the audience or used by the presenter as talking points while displaying the “Back Cover” slide. (See notes for slide 4.)
Michelle Fox - Changing the Conversation about Connections: energy literacy
Michelle FoxChanging the Conversation Chief Strategist for Education & Workforceabout Connections: energy US Department of EnergyliteracyMarch 15, 20121 | Education & Workforce Development eere.energy.gov
Energy Education Challenge • Many firms in energy efficiency and renewable energy are finding that they are not able to find people with skills matched to their new requirements. Retirements of skilled workers adds to the problem. • President’s Jobs Council: “Lack of alignment between what employers need and what skills are taught and delivered is becoming a critical problem for business and the nation.” [2011 Year End Report, p. 13] • The nation’s education system is not producing people with the needed skills and systems for retraining the existing workforce are inadequate. • Between 2000 and 2006, the number of countries scoring higher than the United States on the Program for International Student Assessment rose from 6 to 12 http://www.nsf.gov/statistics/seind10/c2/c2h.htm2 | Education & Workforce Development eere.energy.gov
EERE Activities o Solar Decathlon o Wind for Schools Wind o Graduate Automotive Application Centers Tech (GATE) o Fuel Cell Design Contest Fellowships o National Education & o Solar MURA Training Resource (NTER) o Geothermal Student Competition o EERE Post Doc o Job Task Analyses, National o Industrial Assessment Research Awards Certifications and Standards Development Centers o SunShot Research o Weatherization Training o Hydro Research Awards Centers Fellowships o Tribal Internships o Competitions o Solar Instructor Training o Tribal Internships o Hydro Research o Curricula Update Network o Energy 101 Course Fellowships o Wind for Schools o Solar Code Official Training o EE courses for the o Badges o Commercial Building Services Graduate/Post Doc o NEA priority Technician Training o Advanced Vehicle Programs schools program o Electronic badges Competition Undergraduate Programs Technical Training/ Community Colleges K-12 Education Cross-Cutting EffortsWeb Site - Career Maps - Interagency Coordination - Strategic Partnerships - Outreach - Evaluation4 | Education & Workforce Development eere.energy.gov
Energy Literacy5 | Education & Workforce Development eere.energy.gov
Energy Literacy InitiativePromote Energy LiteracyThe Department will actively participate in the development andimplementation of a coordinated national energy education or “energyliteracy” effort. A modest understanding of energy sources, generation,use and conservation strategies will enable informed decisions ontopics from home energy use to international energy policy. TheDepartment will leverage relationships with academic institutions, otherfederal agencies, industry, organizations, and other stakeholders to improveawareness and understanding of energy issues.Targeted Outcomes:•Identify by 2012 the most promising educational opportunities to improvedomestic energy literacy.•Provide online energy literacy content by 2013 for the National Training andEducation Resource platform. [DOE Strategic Plan, May 2011]6 | Education & Workforce Development eere.energy.gov
Energy Literacy Energy Literacy: Essential Two Initial Phases to this Principles and Fundamental Energy Literacy Effort Concepts for Energy Education Phase 1 - Develop and publish thePart of the DOE-wide push to guiding document.improve public energy literacy. Phase 2 – Publicize and promote theSee the guiding document. Assembly andDOE, May 2011 Strategic Plan, dissemination of supportingpage 21. educational materials, trainings, professional development and otherAn effort to define what it means to energy education resources andbe energy literate and to identify opportunities.the essential understandings thatunderlie this literacy.An effort to promote public energyliteracy based on the abovedefinition and understandings.Centerpiece – A guiding documentthat provides context, backgroundand definitions, along withidentifying the Essential Principles Energy Literacy: Essential Principles and Fundamental Concepts forand Fundamental Concepts that Energy Education, is building off of, and improving on, a modelunderlie Energy Literacy. established previous literacy projects.7 | Education & Workforce Development eere.energy.gov
Energy LiteracyThe Essential Principlesof Energy Education:8 | Education & Workforce Development eere.energy.gov
Energy LiteracyEssentialPrinciple 6:9 | Education & Workforce Development eere.energy.gov
Energy LiteracyBack Cover:10 | Education & Workforce Development eere.energy.gov
Energy Literacy The Document Development Process • Development of this guide began at a workshop sponsored by DOE and the American Association for the Advancement of Science (AAAS) in the fall of 2010. Multiple federal agencies, non-governmental organizations, and numerous individuals contributed to the development through an extensive review and comment process. Discussion and information gathered at AAAS, WestEd and DOE-sponsored Energy Literacy workshops in the spring of 2011 contributed substantially to the refinement of the guide. • Email-based mailing list of stakeholders used to provide and receive information. Currently, there are just over 500 members representing more than 250 different offices and organizations. • An Energy Literacy wiki page where the public was able to learn about the initiative and provide information on Energy Literacy. • Drafting of final language by federal agency employees (Inter-Agency Education Working Group). • Document content accuracy review. Review performed by federal agency content area experts. • US Global Change Research Program (USGCRP) facilitation of federal agency and OSTP/NSTC approval.11 | Education & Workforce Development eere.energy.gov
Energy Literacy Project Status as of 3/13/2012 • 13 USGCRP agencies have approved the document language. • Approval of the President’s Office of Science and Technology Policy has been secured. • Official release of the document is scheduled for late March or early April.12 | Education & Workforce Development eere.energy.gov
Energy 10113 | Education & Workforce Development eere.energy.gov
Energy 101 Energy 101 Creating a nationally recognized interdisciplinary general education energy course for community colleges and universities •DOE EERE providing support for the development of a interdisciplinary energy course that can be used to meet different general education requirements across the country • Energy 101 will also leverage the use of the National Training and Education Resource (NTER) as an open source tool for authoring and sharing course content using the latest web-based technology and interactivity • Using NTER allows for the easy modification and customization of course to fit the needs of individual college or university14 | Education & Workforce Development eere.energy.gov
Works in Progress The Starting Point •On May 25th the Association of Public Land Grant Universities (APLU) held a public listening session on the topic of Energy 101 • 32 schools participated in the session with another 58 schools on the mailing list •Overwhelming support for an Energy 101 course •Identify potential pathways for adoption of a nationwide Energy 101 course Work in Progress •Preliminary analysis of university and community college energy related course offerings and curriculum review of over 50 community colleges & universities • Identify potential core components to a general Energy 101 course; physical, societal, environmental, and economic aspects •Development and drafting of Energy 101 core components – Feedback from educators and other experts – Develop proposed list of modules for Energy 101 •Create example Energy 101 course modules for demonstration using the National Training and Educational Resource (NTER) platform – Gather feedback and reviews15 | Education & Workforce Development eere.energy.gov
Preliminary Analysis • Energy is an interdisciplinary topic – Physics, Biology, Chemistry, Economics, Psychology, Math, Engineering, & Sociology all touch on energy fundamentals • Surveyed 52 college & University course catalogs for energy or energy topics in course descriptions (270) – 74 out of 270 were 100 level freshman courses – Sustainability & Environment, Energy & the Environment, Energy & the Economy, Energy & Society, Energy Policy, Climate & Global Change, Physics of Energy • 22 out of 52 universities and community colleges offered a minor degree or certificate in energy studies • There are a number of courses, content & best practices to pull from to design an interdisciplinary Energy 101 course16 | Education & Workforce Development eere.energy.gov
NTER17 | Education & Workforce Development eere.energy.gov
We know how to train andeducate better! • New Learning Tools make possible: – Highly interactive environments – Inquiry-based learning – Bridge theory to practice (explore, operate equipment without the consequences of failure) – Varied and Contrasting examples – Demonstration – Access to expertise – Feedback – Continuous assessment – Collaborative environments – Endlessly patient medium18 | Education & Workforce Development eere.energy.gov
NTER Vision Support the growth of a capable and flexible workforce by providing quality education and training easily and efficiently through the advances of information technology and recommendations of learning science. •Create a flourishing ecosystem for next generation learning content •Develop easy-to-use tools to empower anyone to develop engaging content •Integrate with existing online projects and standards to amplify individual efforts •Leverage the power of social media to enable collaboration and improvement of online materials •Use the flexibility of open source licensing to grow and develop the platform and tools19 | Education & Workforce Development eere.energy.gov
NTER by the NumbersSubsystem Function Lines of Code Main SponsorIlias Course Management 1,300,000 DOD/NATO (LMS)Liferay Enterprise portal (for displaying and 2,150,000 Cisco configuring other services)MySQL Database Management System 1,280,340 OracleJasper Reporting Engine 228,856 JasperApache Web Server Software 248,980 ApacheApache-httpd More Web Server Software 438,785 ApacheSolr Full text search & navigation 854,662 ApacheNutch Web-search software 82,181 ApacheHadoop Support data-intensive distributed 1,343,735 Yahoo! / Apache applications in the cloudWebGL (deprecated O3D) Enables browser-based interactive content 34,369 GoogleTotal 7,961,908 Leveraged code valued at $600M -- $800M20 | Education & Workforce Development eere.energy.gov
What does NTER do? Users Registry U.S. Department of Defense UMass/DartmouthS. Department of Energy U.S. Department of Education NRCERT 21 | Education & Workforce Development eere.energy.gov
Authoring tool for 3D content creation • Build 3D simulations without programming • Runs in browser; no heavy downloads22 | Education & Workforce Development eere.energy.gov
Performance-based testing Trading this…. For meaningful, performance-based assessment Correctly install the proper type of wall joint to complete the structure.23 | Education & Workforce Development eere.energy.gov
Commercialization 4 ways to build a market: 1. Courses 2. Instruction (blended) 3. Content 4. Degrees / certificates •Icons allow users to identify permissions •Presents information about source24 | Education & Workforce Development eere.energy.gov
Screenshot of AvailableCourses25 | Education & Workforce Development eere.energy.gov
NTER in the News26 | Education & Workforce Development eere.energy.gov
Early Adopters/Partners • DOE’s Energy Technology Programs (Solar, Vehicles, Advanced Manufacturing,/Industrial Technologies, Federal energy Management Programs) • Other DOE Offices: Health, Safety and Security, Office of Electricity. • National Labs: LBL, NREL, PNNL, INL • The Center for Energy Workforce Development • Advanced Manufacturing Initiative: National Association of Manufacturer’s Manufacturing Institute; Ford’s Partnership for Advanced Studies; MAGMA (representing the big 3 automakers); Macomb Community College • A significant number of the winning applicants in the Department of Labor’s Trade Adjustment Act ($500million solicitation) • Department of Defense (SPAWARS, ADL) • 6 Weatherization Centers • Universities, colleges, corporate training facilities • Under consideration by 4 other cabinet level agencies and emergency response training center28 | Education & Workforce Development eere.energy.gov
Federal Partnerships29 | Education & Workforce Development eere.energy.gov
NSTC CO-STEM Strategic Federal Coordination Objectives: 1.Use evidence-based approaches. Ensure Federal STEM investments incorporate what is known about effective STEM education and evidence-based practices in STEM education. 2.Identify and share evidence-based approaches. Conduct STEM education research and evaluation to identify evidence-based practices and assess program effectiveness. Enhance sharing of research and evaluation findings across agencies and with the public. 3.Increase efficiency and coherence. Ensure Federal STEM education investments are coordinated in order to utilize and leverage Federal resources efficiently. 4.Identify and focus on priority areas. Align a subset of the Federal STEM education investments to focus on Federal STEM education priority areas in a coordinated manner. The four priority areas identified are: 1. Effective K-12 STEM teacher education 2. Engagement 3. Undergraduate STEM education 4. Serving groups traditionally underrepresented in STEM fields31 | Education & Workforce Development eere.energy.gov
NSTC –STEM Reports Federal STEM Education Portfolio: http://www.whitehouse.gov/sites/default/files/microsite s/ostp/costem__federal_stem_education_portfolio_rep ort.pdf Federal STEM Education Coordination Report: http://www.whitehouse.gov/sites/default/files/microsites/ost p/nstc_federal_stem_education_coordination_report.pdf32 | Education & Workforce Development eere.energy.gov
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