AC 2011-2514: DEVELOPMENT OF GREEN TECHNOLOGY CURRICU-

LUM
Deepak Gupta, Southeast Missouri State University

Deepak Gupta is an Assistant Professor in the Industrial & Engineering Technology department at South-
east Missouri State University, Cape Girardeau, MO. He received his PhD in Industrial Engineering from
West Virginia University, Morgantown, WV. He is a Qualified Specialist in Process Heating, Steam, and
Compressed Air Systems (certified by the US Department of Energy), a Certified Quality Engineering
(ASQ-CQE), and a Master Black Belt in Lean Six Sigma. His research interests include Industrial Energy
and Waste Reduction, Industrial Productivity Enhancement, Manufacturing Systems Engineering, Lean
Manufacturing, and Quality Control.

Dr. Ragu Athinarayanan, Southeast Missouri State University

Ragu Athinarayanan is a Professor and Chair of the Industrial & Engineering Technology department at
Southeast Missouri State University, Cape Girardeau, MO. He received his PhD in Engineering Science
(Electrical Engineering Concentration) from Southern Illinois University. He is also the Associate Dean
of the School of Polytechnic Studies. His research interests include modeling and control of underactuated
robotic manipulators, self organizing systems, and machine vision. He received ”2009 Governors Award
for Excellence in Education” and ”SME 2002 Educator of the Year Award”.

Bradley J. Deken, Southeast Missouri State University

Bradley J. Deken received a BS in 2003 and MS in 2004 in electrical engineering from the University
of Missouri-Rolla where he was a recipient of the NSF IGERT fellowship. In 2007 he received a PhD
in electrical engineering at Purdue University in West Lafayette, IN. His interests include energy sources
and systems, electric machine optimization, numerically efficient modeling techniques, engineering ed-
ucation, and reaching out to youth through the FIRST Tech Challenge. Brad is currently an assistant
professor at Southeast Missouri State University.

Page 22.494.1

c American Society for Engineering Education, 2011

 Development of Green Technology Curriculum

Abstract

This paper will discuss the development of a training program for area professionals and a BS
degree in Sustainable Energy Systems Management at Southeast Missouri State University
(Southeast). The curriculum is designed to serve as a career pathway toward developing a future
workforce in green energy technologies. The process involved the assessment of needs of the
region, selection of advisory board members, identification of core competencies, development
of course and lab curricula, development of training modules for business and industry
professionals, and purchase of necessary equipment. The green technology skills that were
targeted were energy efficiency and management, planning and design of sustainable facilities,
sustainable and green construction, sustainable and green manufacturing, and renewable energy
sources such as biomass, solar power, and wind energy technologies.

The curriculum development effort was partially funded by a grant exceeding $200,000 from the
Workforce Innovation in Regional Economic Development (WIRED), a Department of Labor
(DOL) agency. Per the requirements of the grant, the curriculum development also involved
collaboration with two community colleges in the region. The degree program was designed in a
way so that students completing a certificate and/or Associate of Applied Science (AAS) degree
at the two colleges could seamlessly matriculate to the BS Technology degree.

The target audiences for the proposed program are students from the region who wish to pursue
the 4-year BS degree, students who already completed the 2-year program at one of the
community colleges identified as partners in this effort, and business and industrial personnel
seeking training programs to immediately impact the regional economy.

All curricula were modeled around the body of knowledge for certification programs through
agencies such as US Department of Energy, Society of Manufacturing Engineers, Association of
Energy Engineers, National Association of Home Builder’s National Green Building Program,
and US Green Building Council.

Introduction

Recently, there has been an intense, global focus on the rising costs of non-renewable energy
sources and the negative impacts that our societies have on the global environment. There are
many reasons for this increased focus. As fuel costs rise, newer technologies are driving down
the costs of many of the more expensive renewable sources. These two factors are combining to
make the renewable sources economically feasible for many. Furthermore, with the current
economic and military situations, there is a renewed understanding that increased use of some
non-renewable fuels is increasing national trade deficits and supporting undesired entities.
Page 22.494.2

Finally, scientific evidence continues to accumulate that shows climate change, including sea
level rise, global temperature rise, warming oceans, shrinking ice sheets, declining arctic sea ice,
glacial retreat, extreme events, and ocean acidification.1 To many, these reasons signal that
significant changes to the status quo are imminent.

While these issues present challenges to our current way of life, they also provide a new outlook
on the world and opportunities for careers and product development. Where there are challenges,
there are also opportunities. The goal of this project was to train the next generation of workers
to address these challenges. While jobs in the green economy were once rare, that is quickly
changing. Relatively few years ago there was no such thing as green building certifications,
carbon cap and trading programs, and SMART grid technologies. It is becoming increasingly
clear that these programs will have a significant impact on our future. In 2005, the green industry
was about $265 billion and 1.6 million employees had green jobs.2 It is expected that these
numbers will grow about 5% per year. Often, these jobs are in the trades and engineering.
Workers are needed who can design and build green buildings, design renewable energy
systems, install and maintain solar panels and windmills, and make processes more efficient.

For these reasons, a technology department is a perfect fit for going green. In many ways, being
green is synonymous with being efficient. As Kurt Kuehn (CFO of UPS) said in a recent speech,
industrial technicians are charged with making processes as efficient as possible to save time and
money. To be green, we expand on this principle. We expand the focus so that everything that
has a harmful impact is used as efficiently as possible. In short, we do more with less. We
expand the goal by also caring about our planet. Beyond that, Kuehn saw distinct advantages
with sustainability from an economic perspective: it cut costs, mitigates risks, opens up new
competitive and revenue opportunities, drives innovation, and improves employee development
and retention.3 While green jobs exist, formal training opportunities in green technologies are not
widespread. Several universities offer classes and programs dealing with high-level design of
green technologies. Moreover, an increasing number of community colleges are offering
programs to train installers. The goal of this project was to fill the gap between these extremes by
training technicians to use off-the-shelf tools, technologies, and methods to design green
buildings, processes, and systems.

More specifically, this paper is based on developing an educational program and certification-
based training modules in green energy technologies relevant to the 14-county region served by
Workforce Innovation in Regional Economic Development (WIRED) – Southeast Missouri
region. The green energy technology skills identified to meet the needs of the region are energy
efficiency and management, sustainable facilities planning and design, sustainable green
construction, sustainable and green manufacturing, and renewable energy sources such as
biomass, biofuels, solar power, and wind energy technologies. In order to build and sustain a
green economy in a region, training opportunities such as those presented here are required to
develop a workforce skilled in these areas. This program fits nicely into our technology
department because it incorporates many of same skills required of our existing industrial,
mechanical, and electrical technology programs.
Page 22.494.3
Literature review

Needs assessment

The first step in creating our curriculum was to determine which topics of green technology
would be present. Green technology covers a large number of topics over numerous specialty
areas. Covering all of these topics would be both counterproductive and infeasible. To determine
the specific topics we had to determine what made the most sense for our particular geographic
location, what would fit in with our particular specialties, and what would attract students into
the program. A starting point for customizing the curriculum for our region was to examine the
Missouri Green Jobs Report (MGJR)4. Included in the information found included the chart
shown in Figure 1. The three industrial sectors with the largest share of green jobs in Missouri
coordinated extremely well with our existing programs and expertise: green building, green
energy production, and green manufacturing. Therefore, we narrowed our focus to these
particular topics.

Figure 1: Percentage Share of Green Jobs in Missouri by Industrial Sector5

The green building aspect of our curriculum corresponded strongly with our existing
construction management program. Upon consultations with professionals in the area, it was
determined that our program should familiarize students with LEED (Leadership in Energy and
Environmental Design) certification6. LEED is a third-party group that certifies a wide variety of
buildings as green. Their certification focuses on “energy savings, water efficiency, CO2
emissions reduction, improved indoor environmental quality, and stewardship of resources and
sensitivity to their impacts.” While the LEED certification is primarily for green building, the
topics it includes also overlap with our other two areas: green energy production and green
manufacturing.

For energy production, the MGJR determined that the renewable energy sources in our state with
the most potential are biomass, hydroelectric, solar, and wind. Our consultations with regional
experts agreed, but placed lower emphasis on hydroelectric. From our state’s Division of
Energy7 and an analysis of our area, we determined that energy topics would include the growing
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of Biofuel sources (animal, wood, and other waste, corn, sorghum, etc.), generation of biodiesel
and ethanol fuels, solar thermal systems, photovoltaic systems, wind turbines, and other
renewable electricity sources. In addition, topics on energy regulations and Smart Grid
technologies were also included.

Existing curriculum review

One of the steps in developing the curriculum was to assess the availability of educational and
training programs available to students in Southeast Missouri. It was found that only few
institutes were offering courses and/or training programs that were related to the energy
efficiency and renewable energy fields8. Since Southeast Missouri State University (Southeast)
is the only four-year institution in Southeast Missouri, it was obvious that the students did not
have too many choices while looking for a degree/certificate in energy efficiency and renewable
energy technologies. In fact, none of the four-year institution in the state offered a degree in
these fields. With an increasing demand of trained professionals in this field, the Industrial and
Engineering Technology (IET) Department at Southeast Missouri State University developed the
proposed curriculum.

Some of the other programs that were reviewed were from Vancouver Island University9, Seneca
College of Applied Arts and Technology10, Boston University11, Cincinnati State Technical and
Community College12, and the study presented by Crabtree et al.13

Curriculum development process

Project Description

This project had three primary objectives in developing the curriculum for green energy
technology education:

1. Develop a BS Technology degree in Sustainable Energy Systems Management at Southeast

Missouri State University. This degree shall serve as a career pathway toward developing a
future workforce in green energy technologies. This degree is designed so that the students
completing a certificate and/or Associate of Applied Science (AAS) degree at Three River
Community College (TRCC) or Mineral Area College (MAC) could seamlessly matriculate
to the BS Technology degree.
2. Develop and deliver certification based training modules to train industry and business
personnel in green energy technologies relevant and applicable to the Southeast Missouri
region. The training modules would offer practitioners practical concepts for implementation
of energy efficient and environmentally sound green practices.
3. Provide awareness and education to all groups involved in “greening” Southeast Missouri so
that they know about energy efficiency and conservation, sustainability of their systems and
operations, protection of the environment and the values associated with these.

The green energy technology skills targeted to meet the above objectives are energy efficiency
and management, sustainable facilities planning and design, sustainable green construction,
sustainable and green manufacturing, and renewable energy sources such as biomass, biofuels,
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solar power, and wind energy technologies. These components were selected because they
represent the green technologies with the highest potential impact in the 14-county region served
by WIRED. Development of a workforce skilled in these areas is essential toward sustaining a
green economy in this region.

The first objective focused on preparing the future green workforce of Southeast Missouri. This
was accomplished by creating a career pathway that would enable students to obtain a college
degree related to the green energy technologies mentioned above. A BS Technology degree with
specialization in Sustainable Energy Systems Management was developed at Southeast Missouri
State University. This degree was designed to provide students a sound fundamental background
in mathematics, basic sciences, technology, and engineering fundamentals and expertise in
system analysis, design and implementation of green energy technologies. The sample plan of
study is provided in Appendix A. This degree complements the green energy programs at two
partner community colleges in the region. A plan was presented whereby students completing a
certificate and/or an AAS degree at one of the community colleges could seamlessly matriculate
to the 4-yr BS Technology degree program at Southeast.

The second objective in this project targeted individuals in business and industrial enterprises
with immediate impact on the green initiatives in Southeast Missouri region. This group typically
is interested in learning practical concepts of energy efficient and environmentally sound green
practices. For this target audience, Southeast developed certification based training modules
targeting the green energy technologies mentioned above. The development of these training
modules significantly increases the accessibility to green training/workshop opportunities in the
region. It significantly reduces the cost of training personnel and allows the training to be
conducted locally in the 14-county region served by WIRED. Businesses and industries seeking
training would not have to travel very far and be away from workplace for extended periods of
time. Also, the training modules address the specific needs in the Southeast Missouri region, as
opposed to training material developed to cater for a general audience.

Curriculum for both the BS Technology degree and for the training modules address the body of
knowledge leading to industry recognized certifications. All curriculums related to energy
efficiency/conservation for industrial and commercial systems and processes were modeled
around the body of knowledge from US Department of Energy’s (DOE) Qualified Specialist
Certifications (Steam Tool, PHAST, and AIRMaster+), Society of Manufacturing Engineers
certification (Green Specialist Certificate) and Association of Energy Engineers (AEE)
Certifications (Certified Lighting Efficiency Professional (CLEP), Certified Energy Auditor
(CEA), and Certified Sustainable Development Professional (CSDP)). Curriculum related to
sustainable facilities and green construction practices include body of knowledge from the
National Green Building Standard (ANSI-ICC-700) and National Association of Home Builder’s
National Green Building Program, LEED-H, Energy Star, and Energy Star-IAP. Short-term
certification would include the above plus training for Building and Code Officials to gain
knowledge for certification under ICC’s forthcoming “Building Officials Green Certification
Program.” This would present a comprehensive learning opportunity in the residential & light
commercial green construction process and details green building techniques. Completers of the
training will have the ability to obtain Certification under NAHB’s National Certified Green
Professional (CGP) and have an understanding of LEED-H. Stand-alone courses based on these
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training modules were developed and embedded into the proposed BS Technology degree
program.

The third objective of this project was to develop a society and an industrial base that will
develop an understanding of and values associated with implementing technologies to increase
energy efficiency and conservation, development of systems and processes that are sustainable,
reduces waste, and are friendly to the environment. For this purpose, some of the
instrumentation purchased using the WIRED grant allowed the trainees to gain experience with
setup, assembly, and configuration of systems related to energy and renewable systems. The
success of this project will be measured in terms of number of students entering the green career
pathway pipeline, employer satisfaction and preparedness of graduates to transition into the
green workforce of Southeast Missouri after completion of their academic program. The other
measures of success will include the number of industry/business personnel who will subscribe
to and use the certification based training modules, number of workshop attendees who obtain
the industry recognized certification(s) and a follow-up conducted for all attendees of the
trainings to obtain green technology measures implemented within their respective organizations.
Personnel involved in this project included six faculty members and two consultants who are
content area experts. The role of the faculty member was to work with the two consultants to
develop certification based training modules, develop courses and laboratories and work toward
becoming certified in area/s of their teaching expertise.

Partnerships and Collaborators

Southeast collaborated with TRCC and MAC to establish a career pathway that will allow
students to seamlessly matriculate from a certificate and/or an AAS degree to the BS Technology
degree at Southeast. The transfer articulation established between Southeast and these
institutions was used for the same. Students completing programs at these institutions could
transfer to Southeast using one of two models that we have available. Using the first model,
students completing an AAS degree at a community college will directly matriculate to the BS
degree using the course-by-course transfer articulation model (Appendix B and C). Students
who do not have an AAS degree but have completed a certificate and/or with documented work
experience in a related or complementary field, could matriculate to the BS degree using the
portfolio option (Appendix D).

Other collaborators on the project is an an experienced energy auditor who has performed well
over 250 industrial energy assessments in US and China. He heads the Industrial Assessment
Center for the state of West Virginia and conducts energy audits on a regular basis for US DOE’s
Save Energy Now (SEN) program. While he has expertise in a variety of areas, his specific
expertise is in compressed air and process heating systems, which are two of the highest energy
consuming processes within facilities in Missouri. The consultant for sustainable facilities design
and green construction practices is an experienced builder/developer and nationally recognized
consultant and author on the business of green building and development. He has been actively
involved in building energy efficient and sustainable green homes including light commercial
facilities using low impact, ecologically friendly materials and technologies. He has lent his
expertise to Home Builders Association (HBA) in training and developing green building
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programs. He is also a partner in the US DOE Building America Program and its new Builder’s
Challenge Program where homes demonstrate construction that is at least 30% above
International Energy Conservation Codes.

Other collaborators on this project include an Industrial Advisory Group which was developed
for continued sustainability and vitality of this project. Southeast established a “Sustainable &
Green Energy Advisory Group” with focus areas in “Sustainable Facilities Design and Green
Construction,” “Energy Efficiency and Management,” and “Sustainable Energy Systems.” This
group will periodically meet to assess, validate, and ensure that our program is meeting the needs
of various green enterprises in the region. They will also periodically review and assess the
educational objectives and outcomes of the proposed BS Technology program to ensure that
graduates area prepared with skills to effectively contribute to Southeast Missouri’s green
economy and have the ability to evolve and adapt to changes related to the same. This would
include activities such as reviewing program outcomes and formulating recommendations for
improving the curriculum, laboratories, equipment, and other program resources. This group will
also provide assistance in identifying learning opportunities to enhance experience of students
and faculty in the program. In forming this “Sustainable & Green Energy Advisory Group,”
IET at Southeast solicited participation from different groups including people from the
Southeast Missouri Regional Training Groups, Utility companies and Electric Co-Op’s, regional
business and industries, community colleges, and members of the community.

Target Audience for Project

The first target audiences for our project are students from the Southeast Missouri region who
wish to pursue the 4-year Bachelor of Science Technology degree with specialization in
Sustainable Energy Systems Management at Southeast. This group also includes students
completing an AAS degree or certificate related to Green Energy Technologies at TRCC and
MAC. Students completing an AAS degree will be automatically awarded 34 credit hours for
their technical coursework plus additional credits for applicable general education courses
completed at these institutions. Credit also will be given for coursework at TRCC/MAC that are
equivalent to course(s) offered at Southeast. Students may transfer as many as 65 credit hours
(possibly more depending on coursework completed) to the BS Technology program at
Southeast. Students who do not complete an AAS degree, but complete a certificate also could
matriculate to the 4-year BS Technology program. Using the “portfolio” option, these students
have to document two years of related work experience to obtain up to 34 hours of technical
credits. Recognized national certifications are highly encouraged for these students. The IET
faculty at Southeast will evaluate each student portfolio to determine if the applicant has
obtained a level of technical competence equivalent to all or part of an Associate of Applied
Science degree.

The next target audiences are business and industrial enterprises with immediate impact on green
initiatives in the Southeast Missouri region. This group typically is interested in learning how to
implement green technologies and increase energy efficiency while increasing the sustainability
of their systems and operations. For this target audience, we developed certification based
training modules related to energy efficiency for industrial and commercial systems and
processes and the other for sustainable facilities design and green construction practices. These
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modules combine classroom style learning supplemented by laboratory activities using

equipment they typically will encounter in green systems and applications. Individuals targeted
for energy efficiency include facility managers or energy managers of various enterprises who
wish to learn how to manage energy usage and/or how to invest in energy efficiency to reduce
energy costs and carbon footprint of their organizations. Individuals seeking technical skills to
become industrial and/or commercial building energy auditors could benefit from these training
modules. For sustainable facilities design and green construction, we will target the construction
sector, including residential and commercial contractors, construction workers, construction
materials suppliers, building permit and code officials, and residential and commercial building
contractors.

Figure 2 shows a career pathway for Green Technology Workforce for our target audience.

High School Graduate Currently Employed

AAS degree at MAC/TRCC Certificate at MAC/TRCC

Up to 65 credit hours + Portfolio option (Resume, certifications,

Additional credits (if applicable) experience, etc.)

BS Degree at SEMO

Green Technology Workforce

Figure 2: Sample Career Pathways

Projected Short and Long-Term Impact of Project

Besides preparing the next generation of green technology specialists, benefits of this project to
the Southeast Missouri region is that it provides a framework under which industries and
businesses can use resources efficiently, create efficient infrastructures, protect and enhance
quality of life, and create new businesses to strengthen regional economy. Awareness, education
on energy and the environment, and workforce development is critical toward achieving this
goal. To put this in perspective, information obtained from US Department of Energy14 and US
Smart Communities Network15 show that currently there are no resources available for higher
education opportunities in energy, particularly those concerning energy efficiency, conservation,
and renewable energy in the state of Missouri.

The latest report published by the Energy Information Administration (EIA)16, the state of
Missouri ranks 17th in terms of electricity and 25th in terms of natural gas consumption. It should
also be noted that during 1980-2007, the average annual increase in the total energy consumption
was 1.0% while the average annual increase in Missouri population was only 0.6%17.
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Figure 3: Summary of energy consumption in the United States18

Establishing a sustainable energy strategy, availability of career pathways, and developing

resources in higher education on sustainability, efficiency, and conservation is essential to the
economic development of the Southeast Missouri region. The proposed curriculum specifically
addressed the establishment of a career pathway and development of resources required for
higher education needs of the region. Towards meeting these, the projected short and long term
impact of this project to the Southeast Missouri region are as follows:

Short Term Impact of Project

1. Creation of an intellectual and practice based energy systems degree program by
providing theoretical knowledge in the classroom, experimental design in the laboratory,
and hands-on experience in the field.
2. Establishment of a career pathway that will allow students completing “green
technology” programs at area community colleges (TRCC and MAC) to seamlessly
transfer to the 4-yr BS degree program at Southeast.
3. Graduate about sixty students within the next five years from the BS Technology degree
with specialization in Sustainable Energy Systems Management.
4. Establish area community colleges (i.e. TRCC and MAC) and Southeast as resources for
higher education opportunities in green energy technologies.
5. The certification based training modules developed through this project will make
education and training more accessible and cost effective for business and industrial
enterprises in the region.
6. Train approximately 100 business/industry personnel on energy efficiency, sustainable
facilities design, and green construction per year.

Long Term Impact of Project

1. Create a sustainable stream of graduates through the TRCC, MAC, and Southeast career
pathway pipeline and overcome green workforce shortage in the Southeast Missouri
region.
2. Industries and businesses will implement technologies to increase energy efficiency and
conservation awareness, reduce waste, increase sustainability of their systems and
operations, and protect the environment by reducing CO2, NOX, and other waste.
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Sustainability

The non-recurring costs associated with this project were one time equipment and software
purchases (Appendix E), faculty salary for curriculum, laboratory, and training module
development, certification workshop registration costs for faculty, and for consultant costs. All
costs associated with continuation of this project such as maintenance of curriculum,
maintenance equipment and other related infrastructure shall be assumed by annual fund of IET
at Southeast, including funding professional development activities to keep faculty certifications
and expertise current.

The major expense associated with the implementation of this project was in equipping the
laboratories with appropriate hardware/software to supplement classroom lectures with “hands-
on” activities. This was a one-time non-recurring cost and is good through the useful life of the
equipment. All costs associated with equipment installation (plumbing and electric) and
maintenance of equipment shall be the responsibility of IET.

We expect all certification based training modules will have at least a 3 year “shelf-life.” After
this time, we will utilize our faculty expertise to periodically review and update the content of
the training materials and the course materials.

Activities to support student senior capstone projects will not incur any additional costs as these
are activities that IET engages in during every Fall and Spring semesters. Industries do not
charge a fee for sponsoring capstone projects or charge for hosting a team of students on-site for
an entire semester. The University has been doing this for more than 20 years and this has been a
very successful program.

Industrial Advisory Committee meetings are part of the department’s regular annual activity and
are funded through the departmental budget. No additional costs will be incurred to continue this
activity.

Funding for the Project

Southeast Missouri State University received over $210,000 from WIRED to partially fund non-
recurring costs in developing the curriculum and training modules. The funding categories
include instructor salaries for curriculum development, funds for professional development for
faculty members to attend workshops/training, laboratory equipment, and costs for hiring of two
consultants. Part of the cost was provided as matching fund from Southeast Missouri State
University, United States Department of Energy, Missouri Department of Natural Resources, and
AmerenUE in terms of real funds and in-kind cost share. The total cost for the project was over
$300,000.

Survey Results

Survey questions were developed to access the impact of training modules and results are shown
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in Table 1 and 2.
Table 1: Industrial Energy Efficiency Workshop – Day 1

Average
out of
Questions
possible 5
points
Overall quality of the workshop 4.43
Quality of following sessions: N/A
Energy systems, improvement opportunities, and economics 4.57
Case studies 4.43
Missouri DNR (MODNR) – Introduction to energize Missouri industrial program 3.86
AmerenUE – Introduction and funding opportunities 4.43
I intend to apply at least one of the discussed energy efficiency principles at my
4.29
workplace
The workshop was organized in a convenient location 4.43
The workshop material/handouts were relevant 5.00

Comments:
- Very value added information. Enjoyed MODNR and AmerenUE presentations
- Enjoyed hearing from an expert from outside the area. Dr. Gopala’s projects were
interesting. MODNR & Ameren were good ideas, will check if there are any possibilities
for projects before deadline of MODNR. Would recommend having a resource like them
again.
- Very well set-up & executed. Very informative. I was interested in the case studies! I
liked being introduced to the equipment to use to check usage! Perhaps some actual
hands on workshops – actual metering etc. would be beneficial. *Possible topic: How to
do an energy audit of your site: step by step details, where to start, etc. Not as general as
this class as it was an overview.
- Good workshop – would have been better if presented much earlier than the proposal
deadline of MODNR. I was disappointed with the number of people in attendance – more
people should have attended.
- Good workshop.
- Since I am a student, I can’t apply these principles but the information will be valuable
for the future.
- This workshop was very knowledgeable and very helpful in save my company money.
Also I think we will be in better thought with all our employees as to upgrading our plant
with the low cost.
Page 22.494.12
Table 2: Industrial Energy Efficiency Workshop – Day 2

Average
out of
Questions
possible
5 points
Overall quality of the workshop 4.80
Quality of following sessions: N/A
Compressed air system assessment 4.80
Motors and pumps system assessment 4.80
Lighting system assessment 4.40
Process heating and steam system assessment 4.80
Heating ventilation and air conditioning (HVAC) systems 4.40
DOE BestPractices software tools 4.80
Problem Session 4.60
I intend to apply at least one of the discussed energy efficiency principles at my
4.20
workplace
The workshop was organized in a convenient location 5.00
The workshop material/handouts were relevant 5.00

Comments:
- Excellent Seminar. Thanks.
- Good program.
- Very informative, value-added info. Will definitely utilize principles @ workplace.
- Problem solving session was an excellent way to use/practice the formulas. I will use
these formulas at my work place. Please let us know when the software training dates are
set.
- Please continue to let us know when any of these types of workshops are taking place.
Thanks & GREAT Workshop!

Conclusion

This paper outlines a model for developing green technology curriculum at a four year
institution. The key activities involved in this process were need assessment, development of
internal and external sources such as advisory board to provide input on the curriculum
development process, laboratory development and equipment purchase, collaboration with area
community colleges, and input from consultants who are content experts. Attendees in the
training courses were surveyed and their responses were found to be very positive.

Some of the roadblocks that were faced during this process were equipment purchases since the
university had certain requirements in terms of purchase source and requirement for bidding in
several cases. The region also needed lot of education for them to realize the importance and
Page 22.494.13

impact of the training programs. Companies lacked awareness about the issues related to energy
to commit their employees to day long training sessions. Some workshops sometimes extended
to more than a day at a time. Compounding this issue was the economic downturn in 2009 and
2010 when businesses and industries were facing financial hardships to implement energy cost
saving measures within their respective institutions. Also there is lack of information and
awareness to avail the opportunities available through the Missouri State Energy Program (SEP).

Acknowledgement

The authors would like to thank the reviewers for their constructive feedback and Department of
Energy, Ameren, Workforce Innovation in Regional Economic Development (WIRED) –
Southeast Missouri region for financial and in-kind support to carry out this project.

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10. http://www.senecac.on.ca/fulltime/BTS.html (as of March 2011)
11. http://www.bu.edu/cees/courses/ (as of March 2011)
12. http://www.cincinnatistate.edu/real-world-academics/academic-divisions/center-for-innovative-
technologies/programs-certificates-1/cit-curriculum/electro-mechanical-engineering-technology2014renewable-
energy-and-energy-efficiency-major-emtr-curriculum (as of March 2011)
13. Crabtree, P., Kyriakopedi, N., Mills, E., Haves, P., Otto, R.J., Piette, M.A., Xu, P., Diamond, R., Deringer, J.,
and Frost, C., “Developing a Next-Generation Community College Curriculum for Energy-Efficient High-
Performance Building Operations”, Proceedings of the 2004 ACEEE Summer Study on Energy Efficiency in
Buildings, Pacific Grove, California, August 22 - 27, 2004.
14. http://www1.eere.energy.gov/education/colleges_universities.html (as of September 30, 2009)
15. http://www.smartcommunities.ncat.org/efficiency/educ/educatn3.shtml#Universities (as of September 30, 2009)
16. http://www.eia.doe.gov/emeu/states/hf.jsp?incfile=sep_sum/plain_html/rank_use_per_cap.html (as of September
30, 2009)
17. http://www.eere.energy.gov/states/economic_indicators.cfm/state=MO (as of September 30, 2009)
18. http://www.eia.doe.gov/emeu/aer/pdf/pages/sec2_4.pdf (as of September 30, 2009)
Page 22.494.14
Appendix A: Sample Bachelor of Science Degree Program

BACHELOR OF SCIENCE
TECHNOLOGY MANAGEMENT MAJOR
SUSTAINABLE ENERGY SYSTEMS MANAGEMENT OPTION

CURRICULUM CHECKLIST

UNIVERSITY STUDIES (53 hours)

___UI 100 First Year Seminar 3
___Artistic Expression 3
___Literary Expression 3
___Oral Expression 3
___EN 100 English Composition 3
___Written Expression 3
___Behavioral Systems 3
___Living Systems 3
___MA 134 College Algebra (Logical Systems) 3
___PH 120/020 Introductory Physics I (Physical Systems) 5
___Development of a Major Civilization 3
___MN 220 Engineering Economic Analysis (Economic Systems) 3
___Political Systems 3
___SW 207 Understanding Cult & Soc Diversity (Social Systems) 3
___UI 3xx Interdisciplinary University Studies Course 3
___UI 3xx Interdisciplinary University Studies Course 3
___UI 410 Manufacturing Research in a Global Society (Senior Seminar) 3
___WP003 Writing Proficiency Test (to be taken after completing 75 hours) 0
___MAPP Academic Proficiency & Progress Test (to be taken after completing 90 hours) 0
___CL001 ___ CL002 ___CL003 ___CL004 Career Linkages Requirements 0

TECHNOLOGY MANAGEMENT CORE

(26 Hours, not counting 17 hours included in University Studies section)
___CH 181/081/001 Basic Principles of Chemistry or PH121/021 Introductory Physics II 5
___IM 102 Technical Communication 3
___IM 301 Industrial Safety 3
___IM 311 Statistical Process Control 3
___IM 419 Industrial Supervision 3
___IM 506 Projects in IET 3
___MA 133 Plane Trigonometry 3
___MN 260 Technical Computer Programming Applications 3
IT required courses included in University Studies section above: MA134, MN220, PH120, SW207, and UI410

SUSTAINABLE ENERGY SYSTEMS MANAGEMENT OPTION (42 Hours)

___ET 160 Basic Electricity & Electronics 3
___ET 365 Industrial Electrical Power 3
___ET 426 Sustainable Energy Technology 3
___ET 435 Photovoltaic System Analysis & Design 3
___ET 470 Energy Management – Industrial Processes 3
___FM 504 Facilities Management 3
___FM 544 Sustainable Construction Materials & Technology 3
___FM 554 Facilities Operation & Supervision 3
___FM 564 Sustainable Facility Plan & Design 3
___FM 565 Building Energy Management 3
___IM 455 Sustainable & Green Manufacturing 3
___MA139 Applied Calculus 3
___UI 360 Recycling & Waste Management 3
___UI 387 Environmental Law & Public Policy 3
Page 22.494.15
Appendix B: Sample Transfer Guide 1

Page 22.494.16
Appendix C: Sample Transfer Guide 2

Page 22.494.17
Appendix D: Sample Portfolio Option

Page 22.494.18
Appendix E: Sample List of Training Equipment

No. Equipment
1 LabVolt Wind/Solar Trainer
2 Hampden H-ETS-1-CDL
3 Hampden H-ETS-1-A
4 Hampden H-ETS-1-B
5 Hampden H-ETS-1-C
6 Hampden H-ETS-1-D
7 Hampden H-ETS-1-F
8 Hampden H-ETS-1-G
9 Hampden H-ETS-1-H
10 Hampden Solar Heat System Trainer
11 IGBT Chopper/Inverter Module
12 Dynamometer
13 ArcGIS Desktop 9.3.1 (software)
14 F-Chart (for heating and PV)
15 Fluke 922 Meter Kit
16 Pressure gauges
17 Mini-Vane style CFM Thermo-Anemometer
18 Velocicalc Plus multifunction air velocity meter
19 Infrared thermometer
20 Indoor air quality analyzer
21 Ultrasonic corrosion thickness gauge
22 Strobe/Tach Kit
23 Extech 45160 3-in-1
24 Misc. Data loggers and other equipment
25 Combustion and emissions monitor
26 Fluke Ti10 Thermal Imaging Camera
27 Ultrasonic Leak Detector and Steam Trap Analyzer

Page 22.494.19