ENRG449/ENVS449: Energy System Transitions
4 credits
Spring 2015
AH 30
TR 2:00-3:50
Thomas Webler AH 213 Drop in office hours: T:4-5; F:9-10 Other times by appointment
Prerequisites: ENVS 304, ENVS350/ENRG 350, or permission of instructor
Course Description
This course explores the social and technological changes underway to transition from a fossil
fuel based energy system to a low-carbon system. We study the technology involved with
existing and evolving electricity, transportation, food, and building energy systems. We then
interrogate case studies to reveal the technological, political-economic, epistemological, and
cultural forces that substantiate the existing system or promote change to a low carbon future.
During the term we highlight the tensions that exist between decentralized vs. centralized
systems, locked-in vs. flexible technologies, and natural vs. planned transitions.
Student Learning objectives
At the end of the course you should:
 Understand these factors that inhibit or promote system transformation: capitalism,
technological lock-in, epistemic communities, cultural practices.
 Understand the interconnections among technological, economic, political, societal, and
cultural systems in the context of energy.
 Engage in moral reasoning about the social justice considerations of energy systems
change.
 Become aware of salient policy arguments for and against energy transition.
 Perceive trends and possible futures for energy systems.
Texts
Klein, Naomi. 2014. This changes everything: Capitalism vs. the climate. NY: Simon and
Schuster. (Purchase in bookstore)
Alexandre Rojey. 2009. Energy and climate: How to achieve a successful energy transition.
NY: John Wiley. (Electronic Reserve access through CANVAS)
Other reading assignments will be made on CANVAS.
What it takes to succeed in this class
I believe that people learn by constructing knowledge. Learning is not merely you receiving
information from me. This philosophy shapes the way I teach and how I expect you to learn.
While I give lectures, you will learn mainly through shared observation, research and inquiry,
critical reflection, and constructive discussion. To make this work:
 Come to class having done the reading well, prepared to discuss it.
 Share what you understand (and do not) from readings and class sessions.
Assignments
Class Participation (15%)
1
Good participation in discussions and class activities is a matter of quality, not quantity. Class
participation grades are highest for those who attend regularly, pay attention, and contribute by
asking questions, volunteering comments, responding to my prompts, and introducing new
material to the class.
Thoughts & Questions (TQs) (10%)
TQs are weekly reflections that encourage you to think about your learning. There are two
prompts to which you respond with several sentences. For the first prompt you should critically
reflect upon specific themes, concepts or proposals in the readings and demonstrate to me that
you are integrating the content with you existing knowledge, i.e. include some comparative
assessment or identify connections among each of the different readings. For the second prompt
you should present thoughtful questions that explicitly relate to the readings. TQs are due
Monday morning on CANVAS, to give me time to read them and find out what you are thinking.
Two Research Papers (15% each)
Two individual research papers of 7 or more pages each are required. Papers must be double
spaced in 12pt Times New Roman font, stapled, printed, and handed in during class.
Paper #1 Write about either a Carbon Tax or Carbon Cap and Trade. The paper must do four
things: (1) Explain what it is and how it works, (2) Discuss the pros and cons, (3) describe a case
study where it was applied, (4) comment on the applicability for Washington State.
Paper #2 Examine a specific component of the energy system in Washington State. It can be
real or proposed. You must: (1) Describe the existing or proposed state, (2) tell a brief history or
it, (3) document the policy actors, (4) discuss how each of the major social forces we studied
(capitalism, technological lock-in, epistemic communities, and cultural practices) acts on the
component. I want you to focus in on something specific, rather than a class of things, e.g.
Grand Coulee Dam, instead of “hydropower.”
Suggestions: BP refinery, proposed trans-state oil pipeline, proposed coal terminal, oil trains,
Columbia nuclear power station, rooftop solar in a city, grid battery banks, Olympic Pipeline,
Port Townsend Biomass plant, Econgen power plant…
Homework and Quizzes (15%)
A variety of short homework assignments or quizzes will be assigned.
First Exam and Second Exam (15% each)
Short essay questions.
Missed assignments
If you do not complete an assignment on the required date, you can still turn it in late, but I
deduct 10% of the grade for each day (or portion of a day) it is late (unless you have an approved
excuse: sickness or emergency). The last day to turn in work is the last day of class at noon.
Grade Cutoffs
A 92.5, A- 90.0, B+ 87.5, B 82.5, B- 80.0, C+ 77.5, C 72.5, C- 70.0, D+ 67.5, D 62.5, D- 60.0, F
Sickness and other Emergencies
2
If you have a family emergency, tell me right away so that I can help keep you on track. If you
miss an assignment due to sickness or a family emergency, I will allow you to complete it later,
but you need to meet with me first. You are allowed to miss one class without consequences.
Any additional missed classes must be made up. Failure to make missed classes costs 5% of your
class participation grade. Other points may be lost as well.
Western encourages students to seek assistance and support at the onset of an illness, difficulty,
or crisis.
 For a medical concern or question, contact Student Health 650-3400.
 For an emotional or psychological concern or question, contact the Counseling Center
650-3400.
 For a health and safety concern, contact University Police 650-3555.
 For a family or personal crisis or emergency, contact Dean of Students 650-3450.
Feedback and Communication
I would like to learn about how to improve the class while class is happening. I look forward to
hearing from you about what is going well in the class as well as about things you have not
understood or aspects of the course that could be improved. You are always welcome to speak
with me in person, over the phone, via email, or via written note (signed or not).
Cell phones and Laptops
Cells phones must be put on silent and stowed away during class. Cell phone use is never
allowed during class.
To those using computers and cell phones in class for non-class activities: while you may think
that you are anonymous and having no effect on the class, be assured that you are not anonymous,
that your laptop/cell phone use is distracting to your colleagues and professor, and that your
focus on your laptop deprives your colleagues of your attention and thoughtful contributions.
You get short-changed, as well. Violations of this policy will result in loss of points for class
participation. I will determine the amount of points lost based on a qualitative assessment of the
violation.
Academic Honesty
You are expected to be familiar with, and to follow, the University’s policies on academic
integrity. As set forth in the WWU Academic Dishonesty Policy and Procedures. All policies
related to academic integrity apply to in-class and take home projects, assignments, exams, and
quizzes. Students may only collaborate on assignments with permission from the instructor.
Allegations of alleged academic dishonesty will be investigated. Sanctions for academic
dishonesty can include failing grades and/or suspension from the university.
Reasonable Accommodation Policy
WWU provides reasonable accommodation to the known physical, sensory, or mental limitations
of qualified students. To request accommodation students should contact the WWU DRS office.
It is open Monday through Friday, from 8 am to 5 pm. and located in Old Main 120. They may
be reached at drs@wwu.edu or 360.650.3083. If you think this may help you, I would strongly
encourage you to explore this resource!
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CANVAS
To access CANVAS you will need your Universal ID and Password. You can access the site
after you have logged into your MyWestern account. Any login or CANVAS inquiries should be
directed toward the ATUS help desk at 650-3333. E-mail sent through CANVAS will go to your
WWU e-mail account. If you don’t use your WWU account, please have your messages
forwarded to the account that you do use. Please check your WWU email account daily for
course materials, assignments, and announcements.
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Class
Date
Class Topic
Readings/Assignments due this day of class
1
Mar
31
Introduction to course
Energy in the USA
Rojey 1
Klein Introduction
HW: Energy Units
Watch the first 50 min of Spenser Dale’s
Presentation
http://energypolicy.columbia.edu/eventscalendar/2015-bp-energy-outlook-2035-bp-chiefeconomist-spencer-dale
2
Apr
2
State of the world energy
system
3
Apr
7
State of the planet
Visions of sustainable socialenergy systems
4
Apr
9
Introduction to capitalism
5
Apr
14
Market-based change:
Setting a price on carbon
6
Apr
16
Technology-driven change:
Will breakthrough
technology or geoengineering save us?
7
Apr
21
Energy conservation
8
Apr
23
German energy transition
See CANVAS (Agora Lessons)
Rojey 2-4
HW: GHG Emissions
Klein 1-2
Dryzek 1992
Bagley 2015
Klein 3
Gillis 2014
Klein 4
Rojey 6
Microgrids https://buildingmicrogrid.lbl.gov/about-microgrids
Webler & Tuler 2010
Klein 5
Rojey 5
See CANVAS
9
Apr
28
The potential of renewable
energy – doing solar right
Klein 6
Jacobson 2009
Mother Jones 2015
Paper #1 Due
10
Apr
30
FIRST EXAM
Global energy justice
Lavelle 2015
11
Ma
y5
The smart grid and energy
storage solutions
12
Ma
y6
Societally-driven change:
Local energy co-ops
13
Ma
y 12
VISIT ENCOGEN PLANT
14
Ma
y 14
Climate engineering
Klein 7
Clean Energy Group 2015
Mother Jones 2015
Klein 13
Hanna 2015
Yildiz 2015
Pre-trip paper due
NO CLASS
HW: Climate engineering
Watch the briefing given at the release of two
5
15
16
Ma
y 19
Ma
y 21
Natural gas as a bridge fuel?
Fukushima as a focusing
event
Public opposition to siting
pipelines and transmission
lines
17
Ma
y 26
18
Ma
y 28
Transforming transportation
19
Jun
2
Fossil Fuel divestment
20
Jun
4
SECOND EXAM
National Research Council reports, Climate
Intervention: Carbon Dioxide Removal and
Reliable Sequestration, and Climate Intervention:
Reflecting Sunlight to Cool Earth. http://nassites.org/americasclimatechoices/videosmultimedia/climate-intervention-reports-releasebriefing-webcast/
http://thecolbertreport.cc.com/videos/lv0hd2/david
-keith
Klein 8
Rojey 8
Klein 9-10
Paper #2 Due
Klein 11-12
Bakker 2014
Klein, Conclusion
Rojey 7
MIT debate
6