TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

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Name(s) of instructor(s)

Frederic Liebrand

Name of university

Walla Walla University

Level of preparation for the program being described: elementary, middle school, high school (or combination)

Combination.

We already teach separate preparatory classes for physics, chemistry

And biology.

University course number

In preparation for submission.

University course title

Environmental Projects of K-12 Participation

University course catalogue description

This course acquaints the teacher with basic methods of involving students

in environmental activities (renewable energy projects, habitat restoration, etc.) . A single project is chosen each time the course is taught.

Objectives

(big ideas are fine)

We want to teach the K-12 teacher how to be an environmental activist, giving them the tools they will need to involve students in activities that

have a visible beneficial impact on their communities. For example, we

would teach them how to install solar or wind systems that tie into the grid, so that students can see the energy produced.

Description of the experience(s) the pre-service teachers had to learn EE-ESE strategies

(This is the main, detailed description)

Our first courses are planned to revolve around renewable energy systems. The responsible teacher is currently organizing a community solar project with his students, and plans to use that experience within this year to develop the curriculum.

The chief planned experience is to guide pre-service teachers through installed systems on our campus, and then to follow through the steps necessary to do a safe installation of solar and wind systems. They will learn the functions of each component of a grid-tied system, and the applicable code. Finally, they will do a small installation themselves in groups.

Classroom work will detail materials on sustainability and environmental impact of energy production.

Materials/equipment needed for the pre-service teacher experience (include technology that may have been used)

At least one solar panel and one inverter, together with mounting hardware.

Were preK-12 children involved? (Yes or no). If yes, describe their involvement and ages.

Has not been taught yet.

Was this an indoor or outdoor project (or both)?

Describe the setting.

Planned as both.

Were other subject area professors involved? Yes or no. If yes, what subjects were integrated? How?

We plan to involve campus electricians, as well as guest lectures from our

our environmental science program.

Were there community/ agency/institution partners? Yes or no. If yes, how was the partnership structured?

The community project we are using as the model is based in an area

municipality, and the area utilities are involved.

How was the program evaluated? What did the pre-service teachers have to say?

N/A. The course is still in the planning stages.

Other?

N/A

If another grant was written to support your EE-ESE work, what types of things would you hope to accomplish?

I am hoping to obtain a grant to develop course materials (i.e. – texts, worksheets, etc.) for this work, with the emphasis being on both making the project happen and then assessing the community impact of students’ involvement.

Thank you!