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Wind energy's contribution to U.S. electricity grows every year. U.S. Department of Energy research says wind could provide up to 20% of the United States’ electricity mix by 2030 and 35% by 2050. As wind energy companies grow to reach this potential—and to meet America’s demand for clean, renewable energy—wind energy has the potential to provide an increasing number of jobs in the future.
As the United States dramatically expands wind energy deployment, the industry is challenged with developing a skilled workforce and addressing public resistance. Wind Powering America's Wind for Schools project addresses these issues by: 1) Developing Wind Application Centers (WACs) at universities; WAC students assist in implementing school wind turbines and participate in wind courses. 2)Installing small wind turbines at community 'host' schools. 3) Implementing teacher training with interactive curricula at each host school.
As the United States dramatically expands wind energy deployment, the industry is challenged with developing a skilled workforce and addressing public resistance. Wind Powering America's Wind for Schools project addresses these issues by developing Wind Application Centers (WACs) at universities; WAC students assist in implementing school wind turbines and participate in wind courses, byinstalling small wind turbines at community 'host' schools, by implementing teacher training with interactive curricula at each host school. This poster provides an overview of the first two years of the Wind for Schools project, primarily supporting activities in Colorado, Kansas, Nebraska, South Dakota, Montana, and Idaho.
As the United States dramatically expands wind energy deployment, the industry is challenged with developing a skilled workforce and addressing public resistance. Wind Powering America?s Wind for Schools project addresses these issues by: 1) Developing Wind Application Centers (WACs) at universities; WAC students assist in implementing school wind turbines and participate in wind courses. 2)Installing small wind turbines at community 'host' schools. 3) Implementing teacher training with interactive curricula at each host school.
As the United States dramatically expands wind energy deployment, the industry is faced with the need to quickly develop a skilled workforce and to address public acceptance. Wind Powering America's Wind for Schools project addresses these challenges. This poster, produced for the American Wind Energy Association's annual WINDPOWER conference, provides an overview of the project, includingobjectives, methods, and results.
The U.S. Department of Energy's (DOE's) 20% Wind Energy by 2030 report recommends expanding education to ensure a trained workforce to meet the projected growth of the wind industry and deployment. Although a few U.S. higher education institutions offer wind technology education programs, most are found in community and technical colleges, resulting in a shortage of programs preparing highly skilled graduates for wind industry careers. Further, the United States lags behind Europe (which has more graduate programs in wind technology design and manufacturing) and is in danger of relinquishing the economic benefits of domestic production of wind turbines and related components and services to European countries. DOE's Wind Powering America initiative launched the Wind for Schools project to develop a wind energy knowledge base among future leaders of our communities, states, and nation while raising awareness about wind energy's benefits. This fact sheet provides an overview of wind energy curricula as it relates to the Wind for Schools project.
This fact sheet provides an overview of wind energy curricula as it relates to the Wind for Schools project.
This report provides an overview of the U.S. Department of Energy, Wind Powering America, Wind for Schools project. It outlines teacher-training activities and curriculum development; discusses the affiliate program that allows school districts and states to replicate the program; and contains reports that provide an update on activities and progress in the 11 states in which the Wind for Schoolsproject operates.
A robust workforce is essential to growing domestic wind manufacturing capabilities. NREL researchers conducted research to better understand today's domestic wind workforce, projected needs for the future, and how existing and new education and training programs can meet future needs. This presentation provides an overview of this research and the accompanying industry survey, as well as the Energy Department's Career Maps, Jobs & Economic Development Impacts models, and the Wind for Schools project.
Wind Powering America national technical director Ian Baring-Gould made this presentation about workforce development in the wind energy industry to an audience at the American Wind Energy Association's annual WINDPOWER conference in Anaheim. The presentation outlines job projections from the 20% Wind Energy by 2030 report and steps to take at all levels of educational institutions to meet thoseprojections.
A robust workforce is essential to growing domestic wind manufacturing capabilities. This presentation provides an overview of an NREL analysis of wind-focused education at American colleges and universities. The second part of the presentation discusses DOE/NREL workforce-related projects, such as the Wind Career Map, the Collegiate Wind Competition, and the Wind for Schools project.
The U.S. Department of Energy's Wind Powering America initiative engages in technology market acceptance, barrier reduction, and technology deployment support activities. This fact sheet outlines ways in which the Wind Powering America team works to reduce barriers to appropriate wind energy deployment, primarily by focusing on six program areas: workforce development, communications andoutreach, stakeholder analysis and resource assessment, wind technology technical support, wind power for Native Americans, and federal sector support and collaboration.
This document will teach students about careers in the wind energy industry. Wind energy, both land-based and offshore, is expected to provide thousands of new jobs in the next several decades. Wind energy companies are growing rapidly to meet America's demand for clean, renewable, and domestic energy. These companies need skilled professionals. Wind power careers will require educated peoplefrom a variety of areas. Trained and qualified workers manufacture, construct, operate, and manage wind energy facilities. The nation will also need skilled researchers, scientists, and engineers to plan and develop the next generation of wind energy technologies.
This document will teach students about careers in the wind energy industry. Wind energy, both land-based and offshore, is expected to provide thousands of new jobs in the next several decades. Wind energy companies are growing rapidly to meet America's demand for clean, renewable, and domestic energy. These companies need skilled professionals. Wind power careers will require educated people from a variety of areas. Trained and qualified workers manufacture, construct, operate, and manage wind energy facilities. The nation will also need skilled researchers, scientists, and engineers to plan and develop the next generation of wind energy technologies.
A primary concern of stakeholders when considering a new wind project is the potential negative effects wind turbines may have on home values. Yet, what has been surprisingly overlooked in the literature and general discourse around wind energy is that the well-researched positive economic development and fiscal and amenity benefits of wind energy (e.g., increased tax base, tax revenue, better public services and employment gains) might positively affect jurisdiction-wide housing values. With a focus on school districts in the United States, we compare home values in school districts with wind energy installations, before and after a wind energy installation becomes operational, to home values in other school districts located in the same county but without a wind energy installation to provide some of the first causal evidence on the relationship between wind energy projects and district-wide property values. We find that wind projects lead to economically meaningful increases in district-wide housing values of approximately 3 %, when those values are compared to similar homes located in school districts in same-county without wind energy. The effect is strongly correlated with wind project size. The mechanisms, our research suggests, are likely related to relatively large increases in school district per-pupil revenues and expenditures, which are also correlated with wind project size. We suggest other possible mechanisms for the increased values as well.
The NASA-OAI High Performance Communication and Computing K- 12 School Partnership program has been completed. Cleveland School of the Arts, Empire Computech Center, Grafton Local Schools and the Bug O Nay Ge Shig School have all received network equipment and connections. Each school is working toward integrating computer and communications technology into their classroom curriculum. Cleveland School of the Arts students are creating computer software. Empire Computech Center is a magnet school for technology education at the elementary school level. Grafton Local schools is located in a rural community and is using communications technology to bring to their students some of the same benefits students from suburban and urban areas receive. The Bug O Nay Ge Shig School is located on an Indian Reservation in Cass Lake, MN. The students at this school are using the computer to help them with geological studies. A grant has been issued to the friends of the Nashville Library. Nashville is a small township in Holmes County, Ohio. A community organization has been formed to turn their library into a state of the art Media Center. Their goal is to have a place where rural students can learn about different career options and how to go about pursuing those careers. Taylor High School in Cincinnati, Ohio was added to the schools involved in the Wind Tunnel Project. A mini grant has been awarded to Taylor High School for computer equipment. The computer equipment is utilized in the school's geometry class to computationally design objects which will be tested for their aerodynamic properties in the Barberton Wind Tunnel. The students who create the models can view the test in the wind tunnel via desk top conferencing. Two teachers received stipends for helping with the Regional Summer Computer Workshop. Both teachers were brought in to teach a session within the workshop. They were selected to teach the session based on their expertise in particular software applications.