This study documents the impact of National Science Foundation-funded Renewable Energy Academies delivered by Madison Area Technical College from 2010-2016, examining how intensive faculty professional development creates multiplier effects that transform renewable energy education nationwide. The program trained 284 educators from 41 U.S. states and territories through week-long workshops in biofuels, solar photovoltaics, and wind energy, with follow-up assessment measuring both immediate and long-term impacts on teaching practice and student outcomes.
The researchers argue that traditional educational institutions have struggled to keep pace with rapid renewable energy industry growth and technological advancement, creating an urgent need for innovative approaches to faculty development. With the renewable energy industry employing over 8 million people worldwide and experiencing exponential growth that consistently exceeded expert predictions, the scale of workforce preparation needed requires systematic professional development approaches.
The study identified several key outcomes from the intensive training model. Participants showed significant immediate learning gains, with 96% reporting increased interest in renewable energy and statistically significant improvements in pre- and post-test scores across all technology areas. The hands-on, experiential learning approach using real equipment and systems built participant confidence through direct installation, troubleshooting, and commissioning experience that they could replicate with their own students.
Long-term impacts demonstrated the program's effectiveness in creating lasting educational change. Follow-up surveys revealed that 86% of participants helped educate colleagues and community members, 81% enhanced classroom lessons and laboratories, and 79% modified course curriculum. The multiplier effect reached over 35,000 students taught by participants, with approximately 28,000 receiving direct renewable energy instruction using academy content and pedagogy.
The research revealed how intensive professional development creates sustainable change through multiple pathways. The week-long format enabled sufficient depth for meaningful skill development, while industry partnerships provided real-world credibility and current best practices. Peer learning communities formed during the intensive experiences created lasting professional networks that extended support beyond the initial training period.
Success factors included emphasis on practical, experiential learning with real equipment, systematic industry partnership integration rather than superficial advisory relationships, collaborative activities and teacher sharing sessions that fostered knowledge exchange, and focus on proper safety procedures and industry standards that enabled responsible implementation.
The program's success led to establishment of the Center for Renewable Energy Advanced Technological Education (CREATE) to continue nationwide professional development through multi-institutional collaboration and diversified funding sources. For environmental educators, this demonstrates how targeted professional development investments can create significant multiplier effects in emerging STEM fields, with relatively modest educator training investments reaching thousands of students and transforming educational capacity. The model shows that hands-on learning approaches, industry partnerships, peer learning communities, and ongoing support systems are essential components for effective professional development in rapidly evolving technical fields.
The Bottom Line
This study documents the impact of the National Science Foundation-funded Renewable Energy Academies delivered by Madison Area Technical College from 2010-2016. The program trained 284 educators from 41 U.S. states and territories through intensive week-long workshops in biofuels, solar photovoltaics, and wind energy. Results showed 96% of participants increased their interest in renewable energy, with statistically significant knowledge gains measured through pre- and post-tests. Follow-up surveys revealed widespread curriculum changes, with over 35,000 students taught by participants and approximately 28,000 receiving direct renewable energy instruction using academy content. The success led to the establishment of the Center for Renewable Energy Advanced Technological Education (CREATE) to continue nationwide professional development efforts.