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Nanoporous metal oxide ceramic coatings, deposited using sol-gel techniques, have the potential to impart self-sintering and self-cleaning coatings to silicon oxide glass. When used on solar photovoltaic modules, these coatings can impart anti-static properties, improve wetting behavior, and degrade soiling deposits through photocatalytic activity. This paper reports on a field trial of a mixed silicon and titanium oxide thin film coating conducted in the upper midwestern U.S. Coated modules demonstrated increased electrical generation relative to uncoated controls. The results are encouraging for the commercialization of this coating technology, and provide a strong motivation for further research and development efforts. 

Over the past few years, education at all levels has been greatly disrupted by the COVID pandemic. For many schools, face-to-face interactions were reduced or restricted to only those activities that have been determined to be essential for student instruction. The pandemic has also had a great impact on teacher professional development programming, which traditionally has been delivered largely in face-to-face settings. This paper examines the implementation of a series of energy technology teacher professional development workshops that were delivered virtually using online meeting apps. The results of the workshops are presented including participant measures of learning gains, and feedback describing how faculty participants used the information gained to modify their curriculum and instruction. The discussion includes observations and recommended practices to promote the effective incorporation of tools and equipment for remotely delivered workshops. 

The CREATE Supervisory Controls and Data Acquisition (SCADA) project is an industry driven initiative brought about by three colleges, working with an industry utility partner. The project began in July 2019 with the goal of integrating 21st century SCADA technology into existing energy education programs. The project delivered both in-person and online faculty professional development for 28 faculty representing 17 U.S. states. Products produced and distributed through the project network include a SCADA job task analysis, curriculum modules, control board trainers and lab activities, computer-based labs, and a web based open-source SCADA platform. The SCADA open-source platform allows colleges to connect their renewable energy generating systems and provide analytical training to their students using their own data, along with data from other regions and simulation sets. This resource will foster student engagement and ownership of learning through generation, visualization, and analysis of long term and large data sets. This study demonstrates the value of collaboration between multiple academic institutions, and how educational programs can benefit from collaboration with industry partners. 

This paper presents the results of a recent energy education stakeholder survey that was conducted to examine energy industry trends and educational programming needs for the next decade. The survey was sent to over 700 faculty ranging from middle school to university level along with 150 industry representatives. The survey generated a response rate just over 10% for both the educator and industry groups. The top three technologies identified as areas for growth in the next decade were solar photovoltaics, energy storage, and electric vehicles. The biggest obstacle faced by faculty were a lack of tools, materials, and supplies necessary to provide hands-on learning with energy technology. Educators expressed a strong preference for face-to-face instruction that included access to tools and equipment, and also indicated a need for electronic open educational resources that were compliant with website accessibility requirements. The results of the survey are presented along with analysis, conclusions, and recommendations for engineering educational programs that address energy technology. 

This paper explores the potential for universities, colleges, and K-12 schools to implement solar electric infrastructure projects on their campuses that not only provide financial savings, but also provide learning environments and instructional opportunities for students. A recent case study at Madison College is presented for a 1.85 MW photovoltaic system that is the largest solar rooftop installation in the State of Wisconsin. The system was designed with several unique features to facilitate public access, provide students with hands-on interaction, and compare and contrast several different types of solar equipment. Special engineering design considerations should be made when installing solar on schools, and recommended practices from the Madison College experience are detailed. Madison College completed a Solar Roadmap in order to prioritize and sequence investment in solar across the multiple buildings and campus locations operated by the college. The featured installation was the first project within that plan. A ten-step guide on how to create a solar roadmap is shared, so that other schools can learn from Madison College’s experience and replicate the process for their own institutions.