Energy-Transition Education in a Power Systems Journey: Making the Invisible Visible and Actionable.
We describe an approach to educating for systemic change in energy systems by integrating technical knowledge of solutions with reflection on paradigms and norms, facilitated by experiential and art-based forms of learning. The course, "Power Systems Journey: Making the Invisible Visible and Actiona...
| Publicado en: | American Journal of Economics & Sociology Vol. 79; no. 3; pp. 981 - 1023 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
May2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=145292190&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 145292190 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00029246 AES jtl: American Journal of Economics & Sociology issn: 00029246 maglogo: Y pubinfo: dt: May2020 vid: 79 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 145292190 10.1111/ajes.12347 ppf: 981 ppct: 42 formats: fmt: @attributes: type: P size: 2.7MB tig: atl: Energy-Transition Education in a Power Systems Journey: Making the Invisible Visible and Actionable. aug: au: BRIGHAM, JONEE KULMAN IMBERTSON, PAUL affil: Senior Research Fellow, Minnesota Design Center, College of Design, University of Minnesota Teaching professor, electrical and computer engineering, University of Minnesota su: University of Minnesota Learning Climate change Paradigm (Theory of knowledge) Earth system science sug: subj: Learning Climate change University of Minnesota Paradigm (Theory of knowledge) Earth system science ab: We describe an approach to educating for systemic change in energy systems by integrating technical knowledge of solutions with reflection on paradigms and norms, facilitated by experiential and art-based forms of learning. The course, "Power Systems Journey: Making the Invisible Visible and Actionable," is part of the University of Minnesota interdisciplinary grand-challenge curriculum. Students take on the challenge of public science communication about how to change the electric-grid system (from power generation to consumption) as part of an energy transition to respond to climate change. The course integrates electrical engineering, history of science and technology, systems thinking, design thinking, paradigms, art, humanities, science communication, storytelling, experiential learning, and the creation of GIS story-maps and museum exhibits. The design context and elements of the course are described and include: the grand challenge of the energy transition itself, the context of energy-transition education, the nature of the grand-challenge curriculum, the collaborative and teaching philosophy, the role of students, the interdisciplinary course framework, the special focus on the role of arts and humanities in energy education, and the course-curricular structure, which uses the "Earth Systems Journey" curriculum model. The centerpiece of the article describes the "Power Systems Journey" experience in narrative form to match the pedagogical approach of the course using artwork examples from students as they investigated the grid. The article concludes with reflections from students and teachers on what the course offers and where to go from here. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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