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Multi‐Institutional Collaboration for a Shared Renewable Energy Assessment Curriculum
Author(s) -
Nichols Elizabeth Guthrie,
DeLuca William V.,
Ebersohl Richard D.
Publication year - 2015
Publication title -
natural sciences education
Language(s) - English
Resource type - Journals
ISSN - 2168-8281
DOI - 10.4195/nse2014.10.0023
Subject(s) - certificate , curriculum , renewable energy , sustainability , natural resource , medical education , political science , engineering , environmental resource management , sociology , pedagogy , environmental science , medicine , computer science , ecology , algorithm , law , electrical engineering , biology
The growth of renewable energy markets in North Carolina (USA) requires workforce expertise. Natural resource majors are well‐poised to contribute to future workplace needs, particularly to assess landscapes for appropriate renewable energy use, to evaluate the impact of renewable energy technologies on natural resources, and to manage renewable energy sites with regard to natural resource sustainability. The objective of this project is to establish a shared curriculum for Renewable Energy Assessment to support an online Undergraduate Certificate in Renewable Energy Assessment and minor at North Carolina State University (NC State), a 2‐year Associate's Degree at Cape Fear Community College (CFCC), and an undergraduate minor at Elizabeth City State University (ECSU). We report on the development, implementation, and initial assessment of a multi‐institutional curriculum developed between a historically black university (HBU), a community college, and a research‐intensive university in North Carolina. After 2 years, the project has impacted 11 faculty (7 at NC State University, 2 at CFCC, and 2 at ECSU) and 197 students, collaboratively created three new courses, collectively revised three existing courses, and created one undergraduate online certificate and two undergraduate minors. Initial demographic assessment data show that each institution helps diversify student participation in the curriculum as a whole for gender, ethnicity, and age.