Project Number (Leave blank. For internal purposes only) 2011 Curriculum Enhancement Grant Application Section 1. Cover Sheet Principal Investigator’s Name David Goodman, PhD Rank/Title Assistant Professor Email dwgoodma@iupui.edu School Purdue School of Engineering and Technology, IUPUI Department Electrical & Computer Engineering Technology Phone 317-274-5381 Campus Address ET201C 799 W Michigan St Project Title Sustainable Technology Certificate Amount Requested $15,000 Co-Principal Investigators (Please list names, rank/titles, affiliations, and email addresses) Patricia Fox, Associate Chair Computer, Information, and Leadership Technology Assistant Clinical Professor Organizational Leadership and Supervision, psfox@iupui.edu David Jan Cowan, Director and Associate Professor: Architectural Technology Program, Director: Service Learning Initiatives, Design and Communication Technology Department, jancowa@iupui.edu Courses involved in the project 7 Number of students in involved courses per academic year 144 Principal Investigator Assurance The undersigned agrees to accept responsibility for the scientific and technical conduct of the research project, for submission of the final report, and for ensuring that the project fulfills the Indiana University Purdue University at Indianapolis (IUPUI) research compliance with human subjects requirements. (See http://researchadmin.iu.edu/HumanSubjects/IUPUI/hs_home.html) Signature of Principal Investigator Date 1/14/2011 IUPUI Center for Teaching and Learning www.ctl.iupui.edu Section 2. Abstract Academia and industry are abuzz with the terms green and sustainable as they form the basis of many future employment opportunities and they also address the dismal state of our attempts at the stewardship of the Earth's environmental resources. However, few educational programs and courses align sustainability with technology and therefore educate with an intent to develop hands-on knowledge that would enable students to incorporate and move green education beyond recycling and into engineered and innovative design solutions for this troubled planet. This project addresses this concern through the creation of a hybrid/online Sustainable Technologies Certificate that will form the foundation for a special areas interest focus within the School of Engineering and Technology at IUPUI. It will consist of six courses that will be assessed both formatively and summatively during the process of their phased development and delivery. The project team will initiate this with needs assessment and will gather data during course development that will be supplemented by pre and post assessment and evaluation related to each course in the program. The creation of these much needed courses is intended to set the seeds for a degree program in Sustainable Technology and to eventually make such offerings available to a wider disciplinary population outside of Engineering and Technology. Section 3. Key Personnel The following faculty will be involved in the first stages of the project. As courses are further developed, more faculty and resources will be added: David Goodman, Assistant Professor, Engineering Technology Department, Purdue School of Engineering and Technology, IUPUI, Project Investigator and Course Developer Jan Cowan, Associate Professor, Design and Communication Technology Department, Purdue School of Engineering and Technology, IUPUI, Co-PI and Course Developer Patricia Fox, Assistant Clinical Professor and Associate Chair, Computer, Information and Leadership Technology, Purdue School of Engineering and Technology, IUPUI, Co-PI and Course Developer Joe Tabas, Visiting Lecturer, Engineering Technology Department, Purdue School of Engineering and Technology, IUPUI, Course Developer Bill White, Visiting Lecturer, Engineering Technology Department, Purdue School of Engineering and Technology, IUPUI, Course Developer As well, an undergraduate and graduate student assistant will be assigned to help in the formative stages of the project. IUPUI Center for Teaching and Learning www.ctl.iupui.edu Section 4. Project Description (limited to 4 pages) Description of Course: The certificate proposed herein is a collaborative effort between three departments (Design and Communication Technology; Engineering Technology; and Computer, Information, and Leadership Technology Departments) in the School of Engineering and Technology. As well, within the next year, the School of Public and Environmental Affairs will be proposing a new undergraduate major in sustainable management and policy. In this new major they will use three of the courses listed on our proposed certificate (Renewable Energy Technology, Green Building LEED, and Emerging Green Technologies) (see below) for their majors. The Sustainable Technologies Certificate will also give current students enrolled in Architectural Technology, Construction Engineering Management Technology, Electrical Engineering Technology, Mechanical Engineering Technology and Organizational Leadership and Supervision the ability to acquire skills in sustainability, renewable energy, sustainable design and green building. This will provide these students with the opportunity to upgrade their undergraduate portfolio to be more attractive to the emergent green job market. Each major faculty representing the three departments will work with their department faculty to get the appropriate courses accepted into other department's degree programs. We anticipate running three courses per semester with a maximum enrollment of twenty-four students per class. The details of the proposed certificate program are as follows: Curriculum Students are required to successfully complete a total of 6courses (18 credit hours) to earn the certificate. No more that 6.0 units of transfer credit can be applied towards this certificate. All students must successfully complete all of the following required core courses: Course Title Credit Hours TECH 20000 Introduction to Sustainable Principles and Practices 3 TECH 30000 Renewable Energy Technologies* 3 TECH 30000 Green Building- LEED* or TECH 30000 Green Building: Project Planning and Cost Estimating 3 TECH 30000 Energy Efficiency and Auditing 3 TECH 40000 Economics and Leadership Aspects of Sustainable Technologies 3 TECH 40000 Emerging Green Technologies* 3 TOTAL HOURS 18 * SPEA required courses for the Sustainable Policy and Management Majors Problem Statement: In recent years, in the United States (and beyond), sustainability has gained importance in business, industry, government, higher education, and in the general public’s consciousness. The goal of meeting today’s needs without harming future generations’ ability to realize their potential is a hallmark of sustainable practices and there is widespread interest from these many disciplines and sectors in developing, enhancing, and integrating sustainable design into various products, business practices and projects. The need to equip students with the knowledge, skills, and perspectives to make skilled contributions to sustainability initiatives has therefore never been greater. Unfortunately, educational institutions are not meeting this demand and therein lay the problem: American students and Indiana in particular, are lacking in the specific technical skills needed for this new and green economy. IUPUI remains in the forefront of this dilemma as it is lagging in course, certificate, and degree offerings in sustainability. The School of Engineering and Technology, in this proposal, therefore offers up a certificate in Sustainable Technologies as an immediate, cost effective solution to the problem and to also serve as a stepping stone to a Bachelor of Science degree program in Sustainable Technologies which will eventually educate IUPUI students in hands-on technical skills in sustainability, renewable energy, green building, and sustainable design. IUPUI Center for Teaching and Learning www.ctl.iupui.edu Rationale: The proposed certificate addresses a national need to educate graduates for careers in green jobs in renewable energies, green building, and sustainable design. The authors of the Green Jobs Report indicated that a leading barrier to renewable energy and energy efficiency in the U.S. is a shortage of skills and training, which this certificate directly addresses (UNEP p47, 2008). This certificate program supports IUPUI’s mission to advance the State of Indiana and the intellectual growth of its citizens to the highest levels nationally and internationally through research and creative activity, teaching and learning, and civic engagement. It is aligned with the enrollment shaping initiative of the academic action plan because this type of socially conscious topic has been shown to attract and retain underrepresented groups (ACE p247, 2005). It is also aligned with IUPUI’s RISE initiative; through its Senior Project and Directed Study Courses it provides opportunity for undergraduate research opportunities. As well, it offers opportunities for study abroad at international locations (e.g., Go Green and Global Design Students) as well as courses in international studies. Coupled with this is this degree’s link to service and experiential education through its directed studies, hands-on approach to technology, and its potential for internship. Literature Review: The literature in the area of sustainable education is rife with articles that speak to the demand for green education to match the upcoming demands for technically competent graduates. The employment opportunities in the emergent green era have been noted by many to be the next frontier of employment. For example, the authors of the Green Jobs Report (Diaz, M., Nickels, G., Kautz, E., Cochran, T., 2008) found that the global work force currently supports 300,000 workers in wind technology and approximately 170,000 in solar photovoltaic (PV). More than 600,000 workers are employed in solar thermal development and approximately 1.2 million are employed in developing biomass technology. Considering the increase of interest in renewable energy, the future may see worldwide employment soar as high as 2.1 million in wind technology and 6.3 million in solar PVs by 2030, and somewhere in the area of 12 million jobs in bio fuel related agriculture and industry. Estimates indicate strong potential for large job creation in coming years. Installation and maintenance of solar PV and thermal systems in particular offer the most growth. This report alone speaks to the dire need to develop education programs within this green arena and goes on to proclaim that a leading barrier to renewable energy and energy efficiency growth in the U.S. is the shortage of skills and training (as noted by the U.S. National Renewable Energy Laboratory (2008)). These shortages will continue to drive demand for educated workers in the new green economy, placing the burden of educating and producing skilled workers on the world’s universities. The level of education necessary to be proficient in green technology requires universities wishing to service their communities to expand existing degree programs or possibly create new ones. In order to provide employees for these green jobs, engineering and technology schools need to respond with new courses and programs that will fit industry’s need for this green change. All levels of engineering and technology education will be needed in this new green environment. Almost every industry imaginable will be touched by the sustainable trend. Even in the State of Indiana, a state that ranks near the bottom in wind energy usage, a wind farm of 87 wind turbines has been developed in the northwestern section of the state near the town of Earl Park. In the US alone buildings consume 72% of electricity, 39% of energy, produce 38% of carbon (CO2) dioxide emissions, use 40% of raw materials, produce 30% of waste output (136 million tons annually) and consume 14% of potable water (US Green Building Council, 2010). Buildings have the largest potential for reduction of greenhouse gases and energy, waste and water savings. The Green Jobs Report indicates that changes in how buildings are designed, built and operated along with how building components are manufactured will affect job numbers and types of employment. The built environment is changing and new technologies in green building and design are in demand. Careers in green building will be in energy services, building operations and construction management, construction manufacturing, and consulting. In addition, redefined jobs include green building architects and designers who are a part of the green building sector. Supplement to this report is the Pew Charitable Trust Report: The Clean Energy Economy: Repowering Jobs, Businesses and Investments Across America (2009). It notes, based upon substantial research that the projected IUPUI Center for Teaching and Learning www.ctl.iupui.edu ten year job growth for Indiana is, for all jobs, -1.0%. However, the same period growth for clean energy economy jobs is close to 18%. Indiana, they further state, “has a large and growing piece of America’s clean energy economy, with more than 17,000 jobs in 2007. In fact, it is one of seven states and the District of Columbia where total jobs fell but jobs in the clean energy economy increased between 1998 and 2007. The state’s jobs in the Clean Energy Category grew by 78 percent in that time-no surprise, considering Indiana’s recent leaps forward in the wind power industry. The American Wind Energy Association found that Indiana had the nation’s fastest growth in wind power generation in 2008.” Recognizing this outcry in the literature, this proposal has put together a series of courses that will enable graduates to increase their portfolio in the area of renewable energy, green building, and sustainable design, which will let them be more viable the green job market of today and tomorrow. In order to further understand the need for this program, an overview of the current state of green education follows. Many community colleges in the United States have jumped on the green bandwagon and are offering degrees in various sustainable topics. IvyTech Community College in Indianapolis, for example, offers an Associates of Science Degree in Sustainable Energy with three concentrations; Wind Energy; Home Technology Integration/ Energy Auditing; and Renewable Energy Systems Technology. Yet, as Cortese notes (2003, p. 16): "...universities in the U.S. have been slow to respond and despite the efforts of many individuals and groups within the formal educational system, education for a just and sustainable world is not a high priority (McIntosh et al.2001). Indeed, it is the people coming out of the world’s best colleges and universities that are leading us down the current unhealthy, inequitable, and unsustainable path. Only a few architecture schools have made sustainable design a foundation of education and practice (Glyphis 2001)." As our educational institutions lag behind these important changes in the world economy, individuals have taken it upon themselves to address this economy on their own. This is extremely obvious in the face of environmental disasters, when communities often have the ability to rebuild in a more systematic, environmentally friendly manner. In these instances it is often the private industry, especially NGO's, that take matters into their own hands to force these changes in an expedient manner. As Cortese (2003,p.16): "The greatest evidence of the need to transform education is the state of the world and the tremendous effort being made by thousands of nongovernmental organizations (NGO’s) and schools in environmental and sustainability education to “fix” the traditional educational system." Statements such as this should serve as a strong indicators that universities need to become the future champions of education programs that teach students how to thrive in this new green economy. This demand is long overdue. Wright (2002, p. 2), for example, notes, that as early as 1972 The Stockholm Declaration, Principle 19, "stated the need for environmental education from grade school to adulthood. The rationale offered was that education would “broaden the basis for enlightened opinions and responsible conduct by individuals, enterprises and communities in protecting and improving the environment in its full human dimension” (UNESCO, 1972, Principle 19)." It is more than thirty years since this statement was issued and the United States is still lagging in efforts to develop education programs in sustainability. Recognizing this, this proposal and the certificate program outlined herein set the stage for IUPUI to be the lead institution in this topical and important education track. REFERENCES: 1. American Council on Education. 2005. College Student Retention: Formula for Student Success. Praeger Publishers. 2. Cortese, A. The Critical Role of Higher Education in Creating a Sustainable Future Planning for Higher Education, March-May 2003 3. McIntosh, M., K. Cacciola, S. Clermont, and J. Keniry. 2001. State of the Campus Environment: A National Report Card on Environmental Performance and Sustainability in Higher Education R eston, Va.: National Wildlife Federation. Retrieved December 1, 2002, from the World Wide Web: www.nwf.org/campusecology/stateofthecampusenvironment.cfm. IUPUI Center for Teaching and Learning www.ctl.iupui.edu 4. Glyphis, J., ed. 2001. How Can the Architect Contribute to a Sustainable World? Proceedings of the Wingspread Conference, 24–26 August, Racine, Wis. Retrieved November 30, 2002, from the World Wide Web: www.secondnature.org/pdf/snwritings/proceedings/wingspread.pdf. 5. Wright, T. (2002). Higher Education Policy 15, 105-120 Definitions and frameworks for environmental sustainability in higher education. 6. Diaz, M., Nickels, G., kautz, E., Cochran, T.(2008). US Metro Economies- Current and Potential Green Jobs in the Economy.Global Insight, Inc. MA. 7. Pew Charitable Trusts (2009). The Clean Energy Economy Repowering Jobs, Interests and Investments Across America. Pew Charitable Trusts, Washington. 8. United Nations Environmental Programme. (2008). Green Jobs: Towards decent work in a sustainable, lowcarbon world. Retrieved August 21, 2009 from www.unep.org/labour_environment/features/greenjobs.asp. 9. US Green Building Council. Retrieved January 10, 2011 from: http://www.treehugger.com/files/2009/08/usbuildings-account-for-40_percent-of-energy-and-materials-use.php Project Goals: The goal of this proposal is to develop seven courses that will be the basis of the Sustainable Technologies Certificate. As stated earlier, the goal is to have the certificate courses accepted into the existing technology degree programs and eliminate outdated courses in addition to providing students with an opportunity to earn a Certificate in Sustainable Technologies, which will assist them in their pursuit of a job or promotion in today's green job market. The proposal is to develop 3 courses during the summer of 2011 and offer those 3 courses in the fall of 2011. An assessment of the 3 courses in the fall will be conducted and reviewed. Then it is proposed to develop 2 more courses during the fall 2011 and offer those courses in the spring of 2012. An assessment of the 2 courses offered in the spring will also be conducted and reviewed. Two more courses will be developed during the spring of 2012 and assessed. All 7 courses will be completed by June 2012. We propose to offer these courses in the summer, fall and spring semesters. Proposed Intervention: The intervention in this instance is the series of courses that we intend to plant within the School of Engineering and Technology (ET). These courses can serve as electives for students interested in developing a concentration in the area of sustainability. By planting this seed of interest and by aligning with similar programs in SPEA we hope to gradually develop enough interest to develop a complete degree program in sustainable technology, which, judging by the literature reviews alone, is long overdue in Indiana and beyond. Learning Outcomes: At the end of the certificate program students will be able to: Communicate orally in one-on-one and group settings about sustainability topics. Critic the interrelation between the social, economic, environmental, and technical aspects of sustainability. Analyze technical challenges (by course), design appropriate sustainable solutions, and justify solutions in appropriate languages to relevant audiences such as engineers, managers, financiers, and the general public. Summarize books, reports, case studies about principles, practices, and theories of sustainability as well as developing and applying sustainable solutions to local and international projects. Numbers of Students Impacted: It is expected to be a popular certificate based on the topic, interest from within ET and SPEA, and may draw students from across the country due to the hybrid/on-line delivery method. Thus, due to existing resource base, student enrollment will initially be limited to 24 students per class and 3 classes per semester, with an additional 12 class during the summer. Therefore, the total number of students impacted annually is estimated at 168-192. IUPUI Center for Teaching and Learning www.ctl.iupui.edu Section 5. Evaluation/Assessment Plan The assessment of this program will be in phases. In the very beginning (Phase One), the demand for this proposed certificate will first be assessed by continuing to poll existing IUPUI students in the School of Engineering Technology, the faculty and industry stakeholders. This needs assessment will serve to help determine/substantiate and quantify the demand for this program at IUPUI that would be in excess of what the literature notes on a grander scale. This will also supplement the data that we have already gathered over the past three years of discussing this (formally and informally) within our School and beyond. Following this, the program will be formatively assessed as it is developed. For instance, after the development of the courses (at the end of Phase One), other faculty will be assigned to evaluate and assess course content. This will occur prior to the September and January delivery of the courses. Students will also evaluate each course at the end and mid-points of each term. This will include an evaluation of the teaching as well as an evaluation of the learning. Special attention will be given to technology and how the application of green theory to technology helps to address different learning styles (e.g. converging versus assimilating). Mid-semester evaluation will allow for improvements to be embedded into these pilot courses as they unfold. Due to the combination of the nature of the subject matter material, the interdisciplinary collaboration inherent with the subject, and the fact that this program includes a professional focus, the student learning assessment factors are critical. Specifically, this program calls for the assessment tools such as article assessments, issue topic papers, book assessments, case studies, regional and country studies, student participation, authentic project assessment, exercises as well as quizzes and exams. The courses within this series will be assessed both formatively and summatively. At the end of the first delivery of courses summative evaluation will take place. By looking at the larger group of students, the instructional designers will be able to evaluate the learning materials and learning process and revamp sections of the courses for the next delivery of the course. These types of assessments (formative and summative) will take place prior to and after the launching of each course (August, December and May). Section 6. Dissemination Plan The key personnel plan to write articles about the certificate and the individual courses and disseminate those to relevant conferences and journals listed below. Due to its focus, our initial conference path is the ICEE: An International Conference on Engineering Education which is themed in the three categories of sustainability, globalization, and education. Our initial journal path is the International Journal of Sustainable Development and Planning, which is an interdisciplinary journal covering various sustainability topics and education. We will also disseminate to the American Society of Engineering Education and the Journal of Engineering Education for their national impact. Locally, we will make presentations to our various industrial advisory boards in order to market this certificate program to our industry stakeholders. IUPUI Center for Teaching and Learning www.ctl.iupui.edu Section 7. Project Timeline This project will unfold in phases as follows and will be organized around the concept of development preceding delivery and that delivery will occur in incremental stages, so that assessment and evaluation can be used to improve and alter courses that are in the developmental stages. This follows the notion of piloting several components of the overall certificate program so that improvements can be added quickly and problems and successes can be spotted and acted upon at a smaller scale. Phase 1: Developmental: June 2011-August 2011 This will involve the development of three courses by three instructors (and 2 student helpers) for launch/pilot in the Fall 2011 Term. The courses are as follows: TECH 20000 Introduction to Sustainable Principles and Practices TECH 30000 Renewable Energy Technologies TECH 30000 Green Building- LEED During this stage we will also seek out training in distance learning from IUPUI experts (CTL) (although most faculty involved currently teach on-line courses and several have received Jump-Start grants). The development of the courses will also be preceded by a review of best practices and successful prototypes of sustainable/green course development. At the end of this session formative evaluation of the courses will take place by other faculty. Each faculty member involved in the development of the courses will also review the work of the other developers. Phase 2: August 2011-December 2011 This phase will address the development of two more courses within the certificate program and will launch the delivery of the three courses developed over the summer months. More faculty may be brought on board to develop specific courses if needed. Assessment and evaluation will also occur at the end and midpoints of this semester: student, faculty (self assessment) and faculty (peer assessment). Mid-semester assessments will allow for improvement and corrections during the term. Phase 3: January 2012-June 2012 Phase three will involve the development of the remaining courses within the certificate program and will launch the two courses developed during the Fall 2011 term. This phase will also include final assessment: student, faculty (self assessment) and faculty (peer assessment) as well as final reporting. To ensure the sustainability of the program industry support and assessment will also be sought out with the intent of securing an industry sponsor for the program. This will aid in the financial backing of the program and should serve to jumpstart the program into the degree stage. Presentations to industrial advisory boards will also be included in order to market this certificate program to our industry stakeholders and to announce our first graduates. IUPUI Center for Teaching and Learning www.ctl.iupui.edu Section 8. Budget Category Grant Amount School/Dept Match Total Personnel Faculty stipend Release time Graduate student Undergraduate student Other $13,000 $ $1,000 $1,000 $ $ $12,000 $2,000 $1,000 $ $13,000 $12,000 $3,000 $2,000 $ Travel* Air, bus, rental Mileage Ground transportation Parking Lodging Per diem Registration $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ Other Books Software Supplies Library needs Equipment Other $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ TOTALS $15,000 $15,000 $30,000 *IU Travel Management Services rates should be used (http://www.indiana.edu/%7Etravel/) IUPUI Center for Teaching and Learning www.ctl.iupui.edu Section 9. Budget Justification Provide detailed narrative for the amounts listed in budget. Section 10. Biographical Sketch(es) See attachments. Section 11. Results of Previous CTL Funding (if applicable) Goodman, D. – Not Applicable. Fox, P. – Not Applicable. Cowan, D. (PI). Jump-Start XL Program, IUPUI Center For Teaching and Learning ($5,000): Summer 2007. Cowan, D. (PI). Jump-Start Program IUPUI Center for Teaching and Learning ($5,000): Summer 2004. One of these grants (Jump Start XL) supported our newly created Masters Degree Program in Facilities Management. As this degree program is completely on-line, this degree track has seen the largest influx of students in any of the Masters degree tracks in Technology. Where once this course developed from the Jump Start grant was offered only in the Fall term, it is now being offered both in the fall and spring due to the increase in demand for these courses. The 2004 grant was used to develop a hybrid course in Commercial Construction. This material (reusable learning objects) has been extremely helpful as other instructors have taken on this course. As it is a course required of several majors it effects 20 students per term. Section 12. Support Letter See attachments. IUPUI Center for Teaching and Learning www.ctl.iupui.edu