Section II: Curriculum Revision Plan

Transcription

1 PCC s Summer Sustainability Institute 2009 Curriculum Revision Template Section II: Curriculum Revision Plan Table 1. Target Courses for Revision College/Campus Course Number & Title Why did you choose this course for revision? PSU /other Green Empowerment workshop: Renewable Energy projects for developing countries This is the most frequent and well-attended Sustainability-related workshop that I teach. Table 2. Impact of New Curriculum on Students Check each type of impact you expect your course revisions will have on your students below. Develop new knowledge and skills of sustainability principles and practices relevant to the course(s) and discipline. Apply new knowledge and skills to their school or extracurricular projects. Change student perceptions and/or choices of courses, degree programs, or careers. Improve awareness and knowledge of broader sustainability issues within their communities and the world. Change attitudes toward sustainability principles and practices. Better qualify students for jobs. Other: Please describe. No Explain why you expect this impact to occur and how you expect to achieve it for each type of impact below. Students will learn details and how-to s about the several components of sustainability: Environmental Social Financial (this is already the case in current material) Revised curriculum will incorporate comparison of 3d world vs. US uses & needs for energy. This should heighten awareness of US energy-guzzling way of life and willingness to act to reduce it. This is already the aim of the course, as our target audience is: Students or professionals investigating opportunities in international development and renewable energy (RE) applications. Revised curriculum will incorporate comparison of 3d world vs. US uses & needs for energy. This should heighten awareness of US energy-guzzling way of life and willingness to act to reduce it. Same as above, + New curriculum will compare our 3d world appropriate sustainability concepts to corporate triple bottom line Course includes practical & hands-on learning of solar PV technology for specific projects. (already the case in current material)

2 Section III: Curriculum Revision Table 3a. Learning Objectives New or revised learning objectives are essential for all curriculum revisions. Learning Objectives: Complete this table for all curriculum revisions. If you plan to revise existing learning objectives, enter both the existing objective(s) and your revised objective(s). Write student learning objectives that describe exactly what you expect students to be able to do after taking your course. Writing these as measurable actions rather than in general terms like understand is important. Reference the Verbs for Measurable Learning Objectives (at the end of this document) for help in identifying and assessing specific outcomes of enhanced student knowledge and skills. Enter any existing learning objectives to be revised below (if any): Enter new learning objectives for any new instruction you are planning: 1 Not documented in the past Identify the information necessary for feasibility and design of a 1 RE system in a rural community 2 2 Analyze and evaluate technical, social and financial feasibility & sustainability requirements of a RE project in a developing country. 3 3 Estimate size and budget of an off-grid solar photovoltaic (PV) system for electrification or water pumping, based on needs and site characteristics 4 4 Measure electrical characteristics and output of a PV panel and a small lighting system 5 5 Sketch wiring and/or piping diagrams for a PV lighting and/or pumping system 6 6 Calculate size and specifications of system components 7 7 Select components and vendors Note: Before writing objectives, review other parts of Table 3 and Table 4 and the Verbs for Measurable Learning Objectives at the end of Section III.

3 Table 3b. New Teaching/Learning Methods Describe any new teaching or learning methods you plan to use as a result of your SSI experience. New Methodology: Identify a new teaching/learning technique(s) you plan to integrate into your course(s). Ask students to analyze their own utility bill, before looking at energy needs analysis in a developing country Compare Green Empowerment s approach to sustainability with the standard 3 bubble slide used in the US For PV sizing, increase quantity of numeric exercises, instead of a single comprehensive calculation Incorporate sounds into the powerpoint Purpose: How will the new teaching/learning method increase students knowledge or skills or change attitudes? Learning and memorization work best by comparing to something known or closely related to individual Learning and memorization work best by comparing to something known or closely related to individual Break sizing calculation into more digestible chunks, more accessible to more participants Break monotony, keep participants interest up (especially after lunch) Strategy: How will the new method improve on existing pedagogy? Compare and contrast as appropriate. A proper perspective on the meager needs in developing countries vs. the blind consumerism around us should help change attitudes towards both Better relate to study or professional environment of the participants. Relate to the triple bottom line principle. More interactivity with audience during the phases of calculation Stimulate a different part of the brain. Implementation: How will the new teaching/learning method be integrated into your course(s)? Use Table 3c. for your detailed plan. Make it a pre-assignment to analyze a utility bill. At the start of class, ask students for amount of electricity they consume. Present chart of average household energy consumption in the US and/or Oregon Use slide from one of the SSI presenters, or download from public web site. Ask if any attendee is familiar with the triple bottom line. Try to use same material, but give more time to participants to do calculation themselves. Tap existing own collection of sound bites: sunrise on a farm, music, pump noises, etc.

4 Table 3c. Learning and Instruction Tasks Describe the tasks necessary to implement your new teaching methodology. Describe the new or revised Student Tasks. If you are revising an existing activity, briefly describe it, then describe the specific revisions you plan to make. Describe the new or revised Instructor Tasks. If you are revising an existing activity, briefly describe it, then describe the specific revisions you plan to make. Describe how to set up the activity: Describe what the instructor and/or students must do to prepare for the activity, step-by-step when possible. Identify equipment, materials, or supplies needed to complete the activity. Describe preparation students must do prior to the activity when appropriate (e.g., reading, studying, forming teams, etc.). Task 1 Pre-assignment analysis of utility bill Ask students to look at their utility bill(s) and find their average electricity use in kwh and $$ Task 2 Task 3 Task 4 Task 5 Task 6 Describe follow-up activities: Will there be follow-up work or events (e.g., capstone projects, publications or presentations, connections with internships)? Follow-up: (optional) find/implement ways to reduce own energy consumption. Setup Procedure: Send to registered students explaining the task Materials/Supplies: Physical bill(s) with monthly values or averages; Activity Preparation: Locate the kwh values on the bill, calculate or estimate average.

5 Table 4. Student Assessment Student assessment should be closely aligned with each learning objective. Knowledge Assessment: Additions to lectures may need only a few new test items added to an existing test. Hands-on learning activities refer to students doing something other than reading, listening to a lecture, or watching a video or live demonstration. Try to ensure that students demonstrate active use of new knowledge by solving problems, making critical decisions, or creating new information or products from what they learn. Describe knowledge assessment method and core items being assessed. A. Every morning & afternoon, prompt audience with questions about what they ve learned the half day before. Examples below Item 1 What is information necessary for feasibility and design of a RE system in a rural community? Item 2 What are technical, social and financial feasibility & sustainability requirements? Item 3 What are the steps to estimate size and budget of an off-grid solar photovoltaic (PV) system? Item 4 What are the electrical characteristics of a PV panel, and how do oyu measure them? B. Include written knowledge survey along with course evaluation at end of the 2.5 day workshop. Including items above PLUS more specifics: Skill Assessment: Assessment of skill may require direct observation of students as they perform a task or engage in collaborative work with peers. To make your observations consistent and accurate, you may wish to create a checklist or rubric that enables you to assign ratings of student performance (e.g., excellent, good, acceptable, poor) on each critical element, decision point, or process. Describe skill assessment method and core items being assessed. Observe students as they measure characteristics of a PV panel; ask questions on what they see and what their conclusions are Item 1 Item 2 Item 3 Item 4 Measure Voc and Isc in full sun and away from sun Measure Voc and Isc with one and two cells shaded Observe students as wire and measure performance of a small PV system Item 1 What is the usually recommended tilt of a solar panel? Item 1 Do they check wiring for continuity? Item 2 What maximum power would you expect from a PV panel on which Item 2 How complex is the system they are building? you measured an open circuit voltage of 21V and a short circuit current of 5Amp in full sun? Item 3 What range of installed power would you consider appropriate for a Item 3 Does everyone understand the role of the controller? 2 room school in Nicaragua? Item 4 What project cost range would you expect for the above? Item 4 How do current (Amps) add up in and out of controller and battery? Item 1 Item 1 Item 2 Item 2 Item 3 Item 3 Item 4 Item 4 Note: Before completing your plans for student assessment, review the assessment recommendations at the end of Section III.

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