Author(s):
Traditional means of energy production from fossil fuels releases CO2, a major greenhouse gas and driver of climate change, to the atmosphere. To curb CO2 emissions from energy production will require increased reliance on renewable energy. A skilled STEM workforce is needed to support this growing industry. Here, we aim to 1) understand the correlation between student environmental knowledge and attitudes and perceived preparedness and willingness to pursue environmental careers, particularly those in renewable energy; 2) evaluate the gap between needed capabilities in sustainable industries and those perceived by students; and 3) assess changes in students’ environmental knowledge, attitudes, willingness and perceived preparedness for a career in renewable energy industries as a result of educational interventions. Towards this, we have developed metrics to survey student knowledge, attitudes, and perceived readiness for such careers as well as assess the needed skills for these industries. Educational interventions, in the form of new educational modules, interactive laboratories, and career panels, have been developed and integrated into undergraduate engineering courses at Auburn University, a large, public PWI institution in SE AL and Tuskegee University, a small, private HBCU in SE AL. Here, we present details on the integrated educational interventions as well as results from pre- and post- semester surveys to gauge impacts of such inventions on student’s knowledge, attitudes, and perceived preparedness to pursue careers in renewable energy industries.
Coauthors
Lauren E. Beckingham, Auburn University, Auburn, AL; Hang Song, Auburn University, Auburn, AL; Karen S. McNeal, Auburn University, Auburn, AL; John Solomon, Tuskegee University, Tuskegee, AL; Kelly Lazar, Clemson University, Clemson, SC
