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Projects with Industry and Building Energy Use Lead Institution: West Virginia University, Morgantown, WV Collaborating Institutions: Government agencies, non-profits, industry Category: Capstone/School-Government partnerships Date Implemented: 1997 Website: www.mae.cemr.wvu.edu Program Description: This program is designed as a capstone program was the highpoint of their college experience and gave design experience for senior mechanical engineering students. them a real sense of accomplishment. Many realized previously The projects are supported by the West Virginia Division of unknown leadership abilities and other talents. Alumni surveys Energy with the purpose of helping West Virginia industries, show that this team-oriented design project helps with current schools, and institutions to become energy efficient and jobs. Many companies and school systems have realized competitive. It is taught each semester and different projects are millions of energy units in savings, and many companies have developed for each class. The class is divided into hired some of the students in the teams. Some of teams of 4-7 students that focus on a particular those students who were hired have brought in new industry, county school system, or other institution. student teams from our program because they The projects deal with a wide variety of topics realize the value of the program. County School including energy efficiency, heat recovery, building Systems have used the results of the student energy efficiency, manufacturing efficiency, and projects to save energy, certify eligible buildings as robotics. In industry projects, the student team goes Energy Star Buildings, and seek funding for energy to the factory or plant to be acquainted with the renovations. problem, take measurements, and meet company Assessment Information: The student projects are officials. They often go through safety training at the continually being upgraded and evolved as new plant. More than one visit is conducted at the site as the project technology enters the workplace. New software for modeling is develops. They will spend the semester developing designs to now in use, making the students more valuable to employers as resolve the task assigned. At the end of the project, they will they seek jobs. We are also developing expert systems for use write a final report which has been edited and corrected and with plants and school buildings to help administrators make give a final presentation to plant management and engineers. In the right energy choices. These will be continually upgraded as the Building Energy Use Projects student teams look at all the the program moves on. We also use the feedback we get from schools in a West Virginia County and determine their current companies and school officials to improve the way we conduct energy use using utility bills over a two-year period. The the student projects. Assessment is performed by the state schools are benchmarked and compared to other comparable agency in three ways. First, quarterly reports are submitted to school in a large database. If the schools are at or above the the West Virginia Division of Energy giving a full account of 75th percentile in comparison, the school may be considered an current and future projects, the number of students involved and Energy Star school. The student team must study the building the topics of study. Second, when final presentations are given and its operation to ensure compliance. The support of the West by the student teams at their respective project sites a member Virginia Division of Energy has made it possible to go to every of the agency attends the presentation to review the work. corner of the state to perform these projects. The students get to Third, every item spent on the operation of the program is leave the academic environment and be placed in the actual reviewed by the agency officials. We perform a self-assessment situation where conditions are not always ideal. Several based on the project results and the feedback obtained from the master's theses have been derived from work on the various industrial partners and the school systems. projects. These theses have resulted in very beneficial tools Funding/Sustainability: Initial funding was approximately being developed for West Virginia schools and industries. $40,000 per year for industrial assistance to West Virginia Anticipated and Actual Outcomes: Student outcomes are: (1) industries. Some special emphasis was placed on the glass using teamwork and previously learned material to apply industry in the early years of funding. The project scope has engineering design principles and related techniques to develop grown to include assistance to buildings and school buildings in energy-efficient, environmentally friendly solutions for enhanc- particular. The current funding level is $100,000 per year. This ing production; (2) enhancing writing, analyzing, and present- money is used for professors' salaries, graduate assistant ing skills; (3) learning new ideas and what engineers and salaries, student team travel to the project sites, instrumenta- companies do, equipping them to seek employment among tion, and computers for the design laboratory in the Engineering industrial corporations; and (4) becoming a lifelong learner. In Sciences Building. The source of this funding is the West addition, the companies and school systems receive valuable Virginia Development Office and the West Virginia Division of information to use in manufacturing and energy efficiency Energy. efforts. Many students have reported in exit interviews that this 13