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PROGRAM FOR NORTH AMERICAN MOBILITY IN HIGHER EDUCATION, 2006 APPLICATION

1. Consortium Identification No.: NARET

2. Project Director: Robert M. Macrae, School of Renewable Resources, Selkirk College, 301 Frank Beinder Way, Castlegar, British Columbia, Canada, V1N 3J1 telephone: 250.365.1441 fax: 250.365.1255 E-mail: [email protected]

3. Consortium members:

Canada Mexico United States Selkirk College (lead) Universidad Tecnólogica de Tabasco Golden West College Cégep de la Gaspésie et des Îles

Universidad Tecnologica de Tulancingo Turtle Mountain Community College

4. Project Title: North American Renewable Energy Technology Program

5. a. Discipline: Renewable Energy Technology

b. The NARET Consortium proposes a North American Renewable Energy Technology program. Each partner will offer common core and unique elective courses. The latter reflecting each partner’s expertise. Graduates of the first two semesters will receive a North American Renewable Energy Technician certificate. Graduates of the third and fourth semesters will receive a North American Renewable Energy Technology diploma. The program will articulate with universities offering a degree in electrical engineering. The curriculum will be offered on-line to enable working technologists to complete in-service training. A maximum of twelve (12) students per institution will be sent abroad during the life of the project.

6. Duration of Project: four (4) full years (see schedule below), starting date: October 1, 2006

7. Total Amount requested over 4 Years in Canadian dollars:

Year Level of Government funds requested total budget 1st short year: Oct. 1, 2006 - Mar. 31, 2007

$7,506.08 $9,787.32

2nd full Year: Apr. 1, 2007 - Mar.31, 2008

$16,408.47 $53,714.30

3rd full Year: Apr. 1, 2008 - Mar. 31, 2009

$52,320.84 $87,700.87

4th full Year: Apr. 1, 2009 - Mar. 31, 2010

$52,320.84 $87,700.87

5th short year: Apr. 1, 2010 - Sept. 30, 2010

$29,931.53 $52,978.07

Total $158,487.75 $291,881.43 8. Certification by Authorising Official: The undersigned certifies to the best of her knowledge that the data In

this application is accurate and that the filing of the application has been duly authorised by the governing body of the applicant.

Marilyn Luscombe Selkirk College President April 10 2006

Name Title Signature Date

T:\LF-CL\WPC\2_Submissions\203_Selkirk College\12-14-07 NARET proposal.doc of 44

1.0.0 One Page Summary

The central purpose of this proposal is to establish a North American program in renewable energy technology. The success of the proposal will be evaluated by the number and percent of graduates who:

• obtain employment in the emerging field of renewable energy,

• obtain employment in the related field of electrical technology, or

• elect to continue their education in electrical engineering.

Demand for workers skilled in renewable energy technology across North America is expanding as a result of environmental concerns related to conventional electrical power development, declining number of sites or resources for conventional electrical power development, and emergence of technologies that have made renewable electrical power generation cost competitive with conventional power.

The maximum number of students from each institution to be exchanged is twelve (12) over the life of the project.

The objectives of the NARET Proposal are to train graduates with the applied skills and knowledge of electrical generation, electronic analysis, process control and design necessary to function as renewable energy technicians or technologists throughout North America. Graduates may transfer to a university to complete a degree in electrical engineering. Graduates will be able to work alone or add value to teams competing for renewable electrical power generation and distribution construction projects, upgrade projects, and maintenance projects. Graduates will be able to apply principles of energy conservation for industrial, commercial or residential retrofits or new projects. Graduates will be able to design micro and small-scale hydro, solar photo-voltaic, wind, geothermal, biomass and tidal stand-alone or North American grid-connected generators. Graduates may work throughout North America with electrical utilities; consulting firms; resource industries; electrical power and control system designers or construction supervisors; inspection agencies; and manufacturers of renewable energy technologies.

Key features of this project include:

• developing a North American curriculum for an emerging, “sunrise” discipline,

• establishing full academic credit recognition between partner institutions,

• allowing partner institutions flexibility in course delivery to reflect their expertise and culture,

• creating an articulated post-secondary program where credits are portable and each institution can infuse the program with its expertise so students may obtain key competencies at any institution and specialized skills by attending a specific institution;

• real-time conferencing so students across North American can share educational experiences,language acquisition and exposure to cultures of North America; offering students practicums or work-related experiences;

• increasing co-operation and exchange among academic personnel from the institutions, and extending partnerships beyond educational and training institutions to include business, professional associations, and public authorities in the three countries.

A list of activities to be undertaken during the four years to support the objectives is in section 2.4.0 of the proposal. The table describes each partner’s role as well as expected results and time lines.


2.0.0 PROJECT DESCRIPTION

The following describes the NARET proposal including a project overview, project objectives, strategies for achieving the objectives, annual expected outcomes, and evaluating the success of the project using a detailed evaluation plan which uses both qualitative and quantitative evidence. The plan will be implemented in a co-ordinated manner to ensure that success is being measured consistently throughout the consortia. The nature and the scope of the project is addressed in a subsequent section.

2.1.0 Project Overview

This section addresses the central purpose, how project partners were selected, the demand for program graduates, and response from an ad hoc advisory group of representatives from the renewable energy and hydro-electric power sector.

2.1.1 Central Purpose

The central purpose of this proposal is to launch a North American program in renewable energy technology.

2.1.2 Selection Criteria for Institutional Partners

Institutional partners were invited to participate in this consortium if the institution:

• offered environmental technology or renewable resources technology programs,

• offered electrical technology or electrical apprenticeship training,

• was engaged in renewable energy projects such that hydro, wind, biomass, tidal, solar phot-voltaic and geothermal generated electricity were represented to a degree in the consortium,

• was from a different Canadian province or from different Mexican or American states, and

• represented different North American cultures.

2.1.3 Demand for Program Graduates

The demand for graduates skilled in renewable energy technology across North America is expanding as a result of:

• environmental concerns related to conventional electrical power development,

• a declining number of sites or resources for conventional electrical power development, and

• the emergence of technologies that have made renewable electrical power generation cost competitive with conventional electrical power development.


The North American shift from conventional to renewable energy is coupled with a need for workers with distinct skills. Renewable energy draws from a large number of smaller sources whereas conventional electric power draws from a smaller number of large output sources. Connecting smaller sources to the North American grid requires different technologies. Renewable energy sources vary in daily or seasonal generating capacity. Therefore, renewable system optimization requires a different criteria than conventional sources. The following illustrates the North American shift from conventional to renewable energy and the growing demand for workers in this field.

• North American growth in small hydroelectric power generation in is typified by Algonquin Power Systems which generates 153,000 kilowatts across Canada and the USA. It has emerged as one of the largest continental operators of independent small hydroelectric generating facilities.

• In the last decade, production costs of wind-powered electricity have dropped from $0.30 to $0.06 per kilowatt hour. Every time global wind energy capacity doubles, costs fall 15% as a result of economies of scale, technical improvements and computerized controls.

• Since the Chernobyl and Three Mile Island episodes, wind power development has outpaced nuclear development. Germany leads, followed by the USA, Spain and Denmark. Denmark obtains 20% of its power from the wind. Canada has earmarked $250 million to encourage wind turbine development, as part of its strategy to reduce carbon emissions.

• Globally, in 2001 wind-generated electricity grew by more than 30%. In contrast, since 1995, thermo-electric power generation from coal has declined by 9%.

• Vision Quest Wind Electric has more than 50,000 acres across Canada with potential for in excess of 750 MW of wind energy development. It has 67 turbines that can supply 18,000 homes. Vision Quest sells both electricity and carbon emission offsets.

• In the Gaspé region of Québec, Axor Group Inc. operates a 100 MW wind farm using advanced turbines. Cost of production is competitive with conventional, Hydro Québec energy sources.

• The Canadian Wind Energy Association expects to supply 5% of Canada’s total energy needs by 2010. This would create between 80,000 to 160,000 permanent jobs.

• In 2000, California had 13,000 wind turbines which supplied only 1.3% of the state's total demand. The cost of wind energy in California has decreased four fold since 1980 and the State estimates that newer technologies can further reduce that cost. A recent scientific study shows that coal-powered energy costs more than wind energy once costs for smog, global warming and lung diseases are included.

• The America Wind Energy Association estimated that through the early 1990s, 1,200 direct jobs in California's wind industry, with as many as 4,000 indirect jobs, were created. Total private investment in wind energy in California amounted to $3.2 billion since 1991.

• In the 24 August 2001 issue of Science, Jacobson and Masters reported that in the USA, “the cost of wind energy is less than the cost of coal [energy] ... shifting from coal to wind would address health, environmental, and energy problems.”

• In 1984, the Sacramento Municipal Utility District (SMUD) installed two 1 MW solar photo-voltaic electric generating plants on the site of a former nuclear power plant. A decade later, energy analysts say that SMUD has lower utility rates, lower debt and better prospects than it could have achieved even with a smoothly running nuclear plant.


2.1.4 Response From An Ad Hoc Advisory Group

An ad hoc committee of representatives who work in the renewable energy field and with hydro-electric generating utilities were consulted in preparation for this submission. These representatives stated:

• Presently electrical technology graduates do not have all the skills and understanding required to work specifically on hydro-electric generating systems.

• In the area served by Selkirk College, every stream with potential for small-scale hydro generation has at least two applications for hydro-power development.

• Representatives indicated that with a modest increase in wholesale power prices, there will be a high demand for technologists skilled in renewable energy technology.

2.2.0 Program Objectives

The objectives of the NARET Proposal are:

1. To train graduates with the advanced knowledge of electrical generation, electronic analysis, process control and design necessary to function as renewable energy technicians or technologists throughout North America.

2. The program will be structured to allow graduates transfer to a university to complete a degree in electrical engineering.

3. Graduates will be able to work alone or add value to teams competing for renewable electrical power generation and distribution construction projects, upgrade projects, and maintenance projects.

4. Graduates will be able to apply principles of energy conservation for industrial, commercial or residential retrofits or new projects.

5. Graduates will be able to design micro and small-scale hydro, solar, wind, geothermal, biomass and tidal stand-alone or North American grid-connected generators.

6. Graduates may work throughout North America with electrical utilities; consulting firms; resource industries; electrical power and control system designers or construction supervisors; inspection agencies; and manufacturers of renewable energy technologies.


Key features of this project include:

• developing a standard North American curriculum for an emerging, “sunrise” discipline,

• establishing full academic credit recognition between partner institutions;

• allowing partner institutions flexibility in course delivery to reflect their expertise and culture,

• creating an articulated post-secondary program with portable credits and allowing each institution to infuse the program with its unique expertise;

• real-time conferencing so students across North American can share educational experiences,

• language acquisition and exposure to cultures of North America;

• offering students practicums or work-related experiences;

• increasing co-operation and exchange among academic personnel from the institutions, and

• extending partnerships beyond educational and training institutions to include business, professional associations, and public authorities in the three countries.

The NARET program will be two academic years in length. Each year will include the equivalent of two fourteen week semesters. On the basis of fourteen week semesters, there will be twenty-eight hours of instruction per week divided between lecture and laboratory work. There will also be a practicum in the final semester whereby students can work with a renewable energy power producer or on a renewable energy applied research project. Upon successful completion of the first two academic semesters, graduates will receive a certificate as Renewable Energy Technician. Upon completion of the third and fourth academic semesters, graduates will receive a diploma in Renewable Energy Technology. The program will be designed to articulate with a university or universities offering a degree in electrical engineering. Furthermore, curriculum will be offered on-line to extend access to the program and to enable technologists working in the field to complete in-service training. The format for the Renewable Energy Technology Program reflects recommendations from an ad hoc committee of representatives who work in the renewable energy field and with hydro-electric generating utilities.

2.3.0 Strategies for Achieving the Objectives

Several strategies have been incorporated into the proposal to meet the program objectives.

First, the program has a educationally progressive design. Students who complete the first two semesters will obtain a Renewable Energy Certificate, those who complete the third and fourth semesters will obtain a diploma in Renewable Energy Technology and qualify to continue their education towards a degree in electrical engineering. The program will be offered on-line so technologists working in the field may complete the program as in-service training.

Second, the course offerings allow each institution flexibility in meeting program educational objectives. Course descriptions (Appendix 1: Tentative Course Matrix and Generic Course Descriptions) are generic. All partners already offer some courses in language training, environmental technology, renewable resource technology, electrical apprenticeship, or university-level math, physics and language courses. Institutions will not have to create an entirely new matrix of courses. By allowing each institution to match NARET objectives with existing course offerings, fewer new courses will need to be developed and the probability of program success will be greater.

Third, the program design and course matrix encourage full integration of exchange students into the normal academic and cultural milieu of the host institution and community. With the exception of language instruction, exchange students will take all of their courses from the regular offerings at the host institution alongside native students, rather than special courses for foreign students.


Fourth, the proposed Renewable Energy Systems (E215, E315 and E415) and Practicum (E400) courses require special comment. They are strategic in meeting the NARET objectives. Partners have been selected so that each institution’s renewable energy resources and expertise will differ. These differences are an advantage. Students will take the Renewable Energy Systems courses concurrently. At that time, students will use real-time, conferencing educational technology so all students at all institutions may share their educational experiences and explore differences.

Fifth, when students meet members of their cohort at partner institutions using real-time conferencing, a sense of being a team member in a North American cohort will be engendered. This sense of being a part of a continental organization may foster success.

Sixth, there will be language training and cultural preparation for students so that they are better equipped to understand the context for renewable energy in different North American regions.

Seventh, there will be support personnel, an orientation, assistance with accommodation and meals, opportunities for exchange students at each partner institution to comment upon their experience as it transpires so necessary change may be effected quickly.

Eighth, there will be formal advisory committees for each partner institution. These committees will have members representing individuals or agencies working in the renewable energy field. These advisory committees will meet at least once annually. They will receive reports on the program and they will offer recommendation on trends in the renewable energy field, training requirements and other topical advice.

Ninth, the practicum or work experience course will vary for each student and at each institution. This course also takes advantage of each institution’s areas of renewable energy expertise. The practicum is in the fourth semester so students are prepared for involved practicum work. Students will have a choice for their practicum. With practicums scheduled strategically in the fourth semester, some students may receive offers of employment.

Tenth, there are several occasions for program evaluation. There are opportunities for all stakeholders, including students, instructors, administrators from all partner institutions as well as and community partners to comment. There is time to incorporate recommendation for change. There will be an on-going and inclusive process of trial, evaluation, correction and repeated trial.

Eleventh, there are opportunities for faculty from partner institutions to meet colleagues at partner institutions to exchange information and to discuss the program.

Twelfth, the use of prior educational assessment will be used to determine what courses applicants need to complete and what courses they can receive credit. A standard and fair system for assessing applicants prior education will be established in partnership with all institutions. The use of a prior educational assessment will support the success of the NARET proposal.


2.4.0 Annual Expected Outcomes

The following table lists annual expected outcomes and provides both quantitative and qualitative tools for measuring the success of the outcomes.

Activities Expected Outcomes and Tools for Measuring Success Time Frames

YEAR 1

establish outcomes obtain written agreement between all partners on outcomes for:

• memo of understanding between partner institutions • renewable energy technicians, technologists and for an

associate degree in engineering / environmental technologies

Oct. 1, 2006 - Dec. 31, 2006

define admission criteria

obtain written agreement between all partners on common admission requirements

Oct. 1, 2006 - Dec. 31, 2006

faculty visits and participate in NAMHEP annual meeting

• build goodwill between partners • clarify each institutions areas of expertise and resources • representatives attend NAMHEP annual meeting • develop collaboratively an “end of the semester”

evaluation template • establish a common prior educational assessment

template • confirm the terms of the full academic credit recognition

between partner institutions

Oct. 1, 2006 - Dec. 31, 2006

promote program recruit and fill institution’s sections with qualified applicants Jan. 1, 2007 - Aug. 31, 2007

develop common curriculum

• create written, detailed course outlines for each course at each institution for each semester

• reconcile outcomes with course outlines • all partners will collaborate on written statement defining

work practicums in terms of scheduling, total hours, weekly hours, daily hours, institutional obligations, student obligations, practicum supervisor obligations, liability, etc

Jan. 1, 2007 - Mar. 30, 2007

negotiate practicum work

obtain at least three memos of understanding per institution for business and research groups regarding practicums

Jan. 1, 2007 - Mar. 30, 2007

course preparation partners at each institution will write manuals, prepare lab exercises, plan field trips, order supplies, advise audio-visual departments and libraries of needs, co-ordinate language instruction, prepare cultural orientation programs consistent with program objectives

Mar. 31, 2007 - Sept. 1, 2007

Report Evaluate first year and prepare annual report Mar. 01 2007 - Mar. 31, 2007


YEAR 2

begin cohort A and first semester concurrently at all institutions

• cohort A completes first semester • all partners will complete and evaluate first semester at

their institutions using “end of semester” evaluation template

• all partners / representatives participate in NAMHEP annual meeting

Sept. 1, 2007 - Dec. 31, 2007

begin second semester concurrently at all institutions

• cohort A completes second semester • partners will complete and evaluate second semester

using evaluation templates • partners will collect applications for students in cohort A

who wish to attend the fourth semester in a different institution

• partners will collaborate to balance applications / seats

Jan. 1, 2008 - Apr. 30, 2008

promote program recruit and fill institution’s sections with qualified applicants for following semester

Apr. 30, 2008 - Aug. 31, 2008

NARET partners site visits

share experiences, review expectations for third year, review details for student exchanges, review evaluation templates and evaluation data

Apr. 30, 2008 - Aug. 31, 2008

finalize student exchanges

each partner will co-operate to confirm student exchange details for cohort A (Jan. - Mar., 2009) including continuation of language training, travel, accommodation, health, passports, insurance, support, etc.

Apr. 30, 2008 - Aug. 31, 2008

finalize practicums confirm at least six practicums per institution such that students may gain applied experience in renewable energy

Apr. 30, 2008 - Aug. 31, 2008

report evaluate second year and prepare annual program report Apr. 30, 2008 - Aug. 31, 2008


YEAR 3

begin cohort B and a third semester concurrently at all institutions

attend NAMHEP annual meeting

• cohort A completes third semester • cohort B completes first semester • partners complete and evaluate third semester • all partners participate in NAMHEP annual meeting

Sept. 1, 2008 - Dec. 10, 2008

begin fourth semester concurrently at all institutions

• cohort A completes fourth semester • cohort B completes second semester • partners complete and evaluate fourth semester • evaluate practicum, exchange experiences and share data • partners will collect applications for students in cohort B to

attend the fourth semester at a different institution • partners will collaborate to balance applications / seats

Jan. 1, 2009 - Apr. 30, 2009

NARET partners site visits

share experiences, review expectations for third year, review details for student exchanges, review evaluation templates and evaluation data

Apr. 30, 2009 - Aug. 31, 2009

finalize student exchanges

each partner will co-operate to confirm student exchange details for cohort B (Jan. - Mar., 2010) including continuation of language training, travel, accommodation, health, passports, insurance, support, etc.

Apr. 30, 2009 - Aug. 31, 2009

finalize practicums confirm at least six practicums per institution such that students may gain applied experience in renewable energy

Apr. 30, 2009 - Aug. 31, 2009

report evaluate third year and prepare annual program report Apr. 30, 2009 - Aug. 31, 2009


YEAR 4

begin fifth semester concurrently at all institutions

NAMHEP annual meeting

• cohort B completes third semester • partners complete and evaluate fifth semester • evaluate exchange experiences and share data with

partners • attend NAMHEP annual meeting

Sept. 1, 2009 - Dec. 31, 2009

begin sixth semester concurrently at all institutions

• cohort B completes fourth semester • partners complete and evaluate sixth semester • evaluate practicum experiences and share data

Jan. 1, 2010 - Apr. 30, 2010

NARET partners site visit

review evaluation data, plan for continuation of project Apr. 30, 2010 - Aug. 31, 2010

finalize practicums confirm at least six practicums Apr. 30, 2010 - Aug. 31, 2010

NARET final evaluation prepare NAMHEP final evaluations and final program report Apr. 30, 2010 - Aug. 31, 2010


2.5.0 Evaluating Project Success

Tools to evaluate the progress of the NARET proposal are included in the preceding table. Since the central purpose of the proposal is to deliver training so graduates are immediately employable, it will be a measure of success if graduates find employment:

• evaluating sites for their potential or suitability for renewable power generation,

• completing environmental assessments and obtaining permits for “grid-connected” or “stand alone” projects,

• designing projects including selecting appropriate technology,

• costing projects,

• making grid connections,

• starting operations,

• maintaining and optimizing systems,

• and installing PLC controls.

The program will be sufficiently broad in scope to ensure that graduates can work in related disciplines like conventional electrical technology. The program will be delivered with sufficient academic rigour so graduates may elect to continue their post-secondary education at university.

The NARET program will be considered successful if within two years of program completion, 75% of graduates:

• obtain employment in the emerging field of renewable energy,

• obtain employment in the field of electrical technology, or

• elect to continue their education in electrical engineering.


Additional measures of project success will be:

• the number of students who receive introductory, intermediate or advanced-level competence in a second language will be at least 85% of those initially enrolled at the beginning of each academic year or 0.85 x 20 students per institution x 6 institutions = 102 students per year in the first year and 204 students per year in the subsequent years,

• the number of joint projects undertaken between partner institutions and between institutions and local partners - the target will be two per projects per institution,

• the number of students participating in international teamwork - the target will be twelve (12) per institution over the life of the project,

• demonstrated internationalization of curriculum at six institutions - the criteria for this measure will be defined during the preparatory term,

• the number of transfer credit agreements will be reported as a function of the maximum number of credit agreements possible and a target will be agreed upon during the preparatory term,

• the targeted number of students participating in exchanges has been set at twelve (12) per institution (see above),

• the number of student research projects incorporating an international dimension - during the practicum term there will be opportunities for students to participate in applied research projects, however a targeted number of such projects cannot be accurately forecast, but it will be established and performance will be reported,

• detailed plans for evaluation of the project by students and faculty have been previously described,

• extension of the tri-lateral collaboration agreement at the end of the project is an ideal goal which will be discussed throughout the undertaking - progress with respect to this goal will be reported and institutions will be encouraged to work toward this end,

• the educational quality of the project will be determined by rate of student completion, the employment patterns of graduates (see above),

• an attempt by each institution to raise support in cash or in-kind from the local business and industry communities for ongoing support of the mobility program will be undertaken in a timely manner once the value of the project has been demonstrated - reporting on this initiative will be made in the annual evaluation.

This evaluative plan will be implemented in a co-ordinated manner to ensure that success is being measured consistently throughout the consortia.


2.6.0 Nature and Scope of Project

The NARET Proposal mirrors the nature of renewable energy which is diverse in its origins across North America. For example, the Selkirk College service area is well-disposed for hydro-electric energy while the Cégep de la Gaspésie et des Îles is naturally positioned for wind-energy. Cégep de la Gaspésie et des Îles also has tidal energy potential like Mexico and California. The latter are in advantageous sites for solar photo-voltaic energy projects. All of the sites may be used for geothermal and biomass energy, but each site will face different challenges in these undertakings.

Renewable energy, unlike non-renewable thermal power plants which differ in the choice of fuel and scale of operation, exploits a broad range of renewable resources and technologies. The Program for North American Mobility in Higher Education is vital to the program. Student mobility, actual or virtual, is central so students from across North America understand and appreciate the diversity and distinctiveness of renewable energy.

A national and international consequence of successfully completing the NARET project is to facilitate a seamless transition from conventional to renewable energy usage. This goes beyond purely technical considerations. There is a need for a transformation in energy management values. Renewable energy management is demand-based. A fundamental tenant of renewable energy management is conservation. Under this paradigm, energy-consuming applications are designed to draw the least and use that power efficiently. In contrast, conventional energy management reflects an older paradigm of supply-management. If more power is needed, so the conventional paradigm goes, then dam another river or build another thermal generator.

Institutions of higher education are continuously reinventing themselves. They respond to and lead social evolution. Renewable energy, which contains new social metaphors like demand-management, minimal environmental footprint, and diversity of origins is emblematic of current social change. While in the longer term it is important for the NARET concept to succeed; in the shorter term, it is equally important that it be attempted.

Institutions of higher education are the laboratories of social change. Their experiences are models for shifts within society and their errors illuminate pitfalls along the way.


3.0.0 Consortia Partnerships

The NARET consortium has two active partners from higher education or training institutions from each of the three countries. The Canadian institutions are from two different provinces. Partners from the United States and Mexico are from different states.

Consortium members:

Canada Mexico United States Selkirk College (lead) Universidad Tecnológica de Tabasco Golden West College Cégep de la Gaspésie et des Îles Universidad Tecnologica de

Tulancingo Turtle Mountain Community College

Canada

College Selkirk College Cégep de la Gaspésie et des Îles

Contact Robert M. Macrae Lorraine Blais

Address 301 Frank Beinder Way 96 rue Jacques-Cartier

City Castlegar Gaspe

Province / State BC Quebec

Country Canada Canada

postal code V1N 3J1 G4X 2S8

telephone number 250.365.1441 418.368.2201

fax 250.365.1255 418.368.7003

e-mail [email protected] [email protected]


USA

College Golden West College Turtle Mountain Community College

Contact Marius Cucurny Mr. Larry Henry

Address 15744 Golden West St. PO Box 340

City Huntington Beach Belcourt

Province / State CA North Dakota

Country USA USA

postal code 92647-2748 58316

telephone number 714.892.7711 ext. 52180 701.477.7862

fax 714.892.3985 701.477.7870


Mexico

College Universidad Tecnólogica de Tabasco Universidad Tecnológica de Tulancingo

Contact Bruno Ehuan Pino Dulce Barberena Serrano

Address No. 524 Admón ICP 86000, Vhsa. Tabasco Camino a Huehuetitla No. 301 Colonia Las Presas

City Parilla Tulancingo

Province / State Centro Tabasco Hidalgo

Country Mexico Mexico

postal code CP 86280 CP 43842

telephone number 011.52.993.312.6131 011.52.775.755.8210

fax 011.52.993.358.2223 01.52.775.755.2760


In addition to the College partners listed, there are supporting partners who have submitted letters of support (attached).


3.1.0 Submission of An Annual Performance Report

An annual performance report will be submitted to the Program for North American Mobility in Higher Education. This report will be written collaboratively by all partner institutions. It will contain summaries of program evaluations, and recommendations for improvement. It will be submitted in accordance with administrative time lines.

3.2.0 Student Costs and Stipends

For periods of study abroad, students will pay the usual tuition and fees at their home institution and they will incur no additional fees or payments from the host institution. This includes fees for tuition, registration, examinations, and the use of library and laboratory facilities. During the study period abroad, students will receive any grants or loans to which they are normally entitled as if they were studying at their home institution.

3.3.0 Student Support and Services

Communication will be central to supporting students while they are studying at a partner institution. Students wishing to participate in an exchange will be solicited well in advance of their travel. A detailed schedule of what students need to accomplish prior to travelling will be prepared. Students will be invited to comment and actively participate in the creation of this schedule.

In terms of pre-departure preparation, students will not study at a partner institution until their fourth semester. In this way, students will have received three semesters of language and cultural training or they will have been assessed to establish that they have an equivalent level of language training and cultural preparation.

Students will have met, virtually, members of their cohort at other institutions as a result of the video conferencing during the Renewable Energy Systems courses in the second and third semesters. This will ease the transition from one institution to another.

At partner institutions, there will be a designated employee available to assist with problems and to provide support for the exchange students.

Accommodation and meals arrangements will be made in advance for each exchange student in consultation with the student and the receiving institution. International Academic Mobility grant funds received from HRSDC will be used to cover the cost of Canadian students’ room and board expenses per the budget description.

A reception and orientation program will be prepared for students arriving at each partner institution. This will include an introduction to the designated employee who will provide support, a campus tour, introduction to students and instructors, familiarization with local travel, and a visit to each student’s accommodation with explanation regarding provisions for board.

Upon return to the home institution, there will be an opportunity for each student to debrief, evaluate their mobile experience and present to their peers what they learned by studying and living abroad.


3.4.0 Personnel Information

The following describes the key personnel associated with this proposal.

CANADA

Selkirk College

Robert M. Macrae, B.Sc. Agr., M.Sc. will be director for the NARET project at Selkirk College.

Mr. Macrae teaches in the Selkirk College School of Renewable Resources. He began the NARET proposal on the basis of personal research and initiative, advice from colleagues, information from the Association for Canadian Community Colleges Renewable Energy Advisory and Training Committee, input from renewable energy trade associations like the Canadian Geoexchange Coalition, the Canadian Solar Energy Association, the Canadian Wind Energy Association, the Canadian Biomass Association, and the BC Sustainable Energy Association. Mr. Macrae established an ad hoc advisory committee to comment on the need for a continental program in renewable energy technology. Mr. Macrae has taught environmental technology for sixteen years. He has delivered training contracts for local industries on behalf of Selkirk College. He recently negotiated over $6,000 in grants to offset capital costs of a geoexchange heating and cooling system for the Mir Centre for Peace at Selkirk College, he organized and delivered a two day workshop on renewable energy, “It Pays to be Green” in 2005, he successfully co-ordinated the restoration of an abandoned landfill, and he completed a contract to write and deliver a public education course on drinking water. Mr. Macrae obtained over $25,000 in grants from different agencies to create three summer positions for students to quantify wood waste from local sawmills, and analyze the composition of solid waste entering a regional landfill. Mr. Macrae assisted with environmental research undertaken by the Lower Trent Region Conservation Authority and he received grants in response to applications to the Ontario Environmental Youth Corps program to create summer jobs for students, to the Shell Environmental Fund for a site rehabilitation project, and to the Rotary Foundation for a scholarship to fund research completed at the University of Tokyo. Previous to college instruction, Mr. Macrae worked as a Quality Assurance Supervisor for Griffith MicroScience.

John Josafatow, B.Sc.(Physics) , B.Ed.(Math and Physics), M.Sc.(Applied Mathematics)

Mr. Josafatow is a mathematics, engineering, and physics instructor who is looking forward to developing curriculum and teaching in the renewable energy technology program. Mr. Josafatow has over ten years of teaching experience and he has research interests in mathematical modelling of fluid flow, boundary layer theory, stability analysis, and energy transfer.


Elroy Switlishoff, P.Eng. diploma Electronic Engineering (Selkirk College), B.A.S. (UBC), M. Eng. (University of Idaho)

Mr. Switlishoff teaches engineering and AutoCAD courses at Selkirk College. He is a professional engineer with over 20 years of industrial, electrical utility and private sector experience. Mr. Switlishoff is the principal partner in a successful engineering consulting firm operating in the BC electrical energy sector. He is a fully qualified Industrial Energy Manager under BC Hydro’s PowerSmart energy conservation program. His experience includes many aspects of electrical energy generation and conversion, including hydro-electric, photovoltaic and wind generation and AC and DC electrical systems. Mr. Switlishoff is very interested in teaching in the renewable energy technology program and in particular, electrical power generation and transmission courses, and courses in micro and small hydro and grid integration. Mr. Switlishoff is familiar with many local small and large-scale hydro projects on the Kootenay and Columbia rivers as well as smaller tributaries and creeks all within short distances of Selkirk College. He sees hydro generated power as a natural advantage for Selkirk College to share within the NARET consortium

Bill Winegarden certified electrician

Mr. Winegarden has 20 years of experience in the installation and maintenance of all types of electrical installations. He has been an Selkirk College electrical apprenticeship program instructor for 11 years. Mr. Winegarden designed and built a small photovoltaic system for educational use that provides power for the college’s hand tools. Mr. Winegarden is currently constructing a wind generating system for residential use. He is an enthusiastic proponent of renewable energy who wholeheartedly supports the NARET program. He is interested in teaching the basic electricity and circuits courses, the applications courses, a course in solar photo-voltaic systems, and assisting with the delivery of the labs.

Doug Henderson B.A.S. (UBC), M.A.S. (UBC)

Mr. Henderson is an instructor and science tutor at Selkirk College. He is an electrical engineer with a specialization in power engineering and a masters degree in math. Mr. Henderson has worked in three different departments at BC Hydro. He worked on a computer analysis of the high-voltage grid to handle future load demands. He is very interested in teaching courses in heat transfer systems like geoexchange, biomass and solar thermal renewable energy technologies, but he also recognizes that Selkirk College has considerable hydro power expertise - a field where he can contribute.


Wayne Chernoff, Certified Engineering Technologist (Selkirk College)

Mr. Chernoff has many years of experience designing, installing and maintaining industrial controls and instruments, teaching electronic engineering technology at Selkirk College, serving as department head, and doing contract work for the IBEW and North American industries. Currently, Mr. Chernoff is a math and physics faculty assistant and he maintains the Selkirk College Aviation Program flight simulators. He is interested in teaching applied courses in power generation, instrumentation, control systems, and systems analysis.

Ross Bates B.Sc.(Hon.) Applied Math (UWO), M.Sc. in Physics (UBC), Ph.D. Physics (UBC)

Dr. Bates is currently a math, engineering and physics instructor at Selkirk College. He has received many academic awards. In addition to teaching, Dr. Bates has been employed by the Department of National Defence. Dr. Bates has an interest in energy efficiency & conservation, renewable energy systems able to increase energy security and provide competitive economic advantage. He is interested in optimizing efficiencies in the North American grid and power storage. He is looking forward to teaching the energy conservation and core science courses.

Cégep de la Gaspésie et des Îles

There are several of Canada’s largest and most established commercial wind power projects within a short distance of Cégep de la Gaspésie et des Îles. The number of such projects locating within the region is increasing rapidly. A new call for tenders for installation of 2000 MW is underway (2009-2013) which has prompted industries that build components for wind turbines to locate within the region. For example, Montreal-based Axor built Canada's first large-scale wind farm in Cap Chat, near Matane, in 1999. Wind projects in Matane, Murdochville and Riviere au Renard followed. Kwatroe Consultants Inc., a sub-contractor to Danish turbine-maker Vestas Wind Systems has opened a branch in the Gaspé and the Danish firm LM Glasfiber, has built a plant in Gaspé to manufacture blades for wind turbines. It employs approximately 188 who, if current trends continue, will be working seven days a week for 10 years to fill contracts. Hydro-Québec pays 7.8 cents per kilowatt-hour for electricity produced from the wind farms in the Gaspé which is less than 8.8 cents paid per kilowatt-hour for power from conventional sources required during energy shortfalls. Cégep de la Gaspésie et des Îles has built an excellent supporting role with this emerging wind power industry.

Lorraine Blais

Lorraine Blais, Director at Cégep de la Gaspésie et des Îles is the primary contact for NARET. Cégep de la Gaspésie et des Îles is the undisputed leader in Canadian wind energy technology training. This institution is the sole Canadian college to have a functioning, commercial-scale wind turbine as an educational resource. The wind turbine complements a high-tech, dedicated laboratory for studying wind energy technologies and a research program to evaluate wind systems best suited to the region. These resources are used by the programs in Industrial Electrical Technology, Industrial Maintenance Technology, and a 1395 hours program leading to a certificate in Wind Turbine Maintenance. Ms Blais has indicated that these resources will be made available for NARET students electing to study at Cégep de la Gaspésie et des Îles.


Paul St. Germain

Paul St. Germain is a consultant with Kwatroe and an instructor with the wind technology program at Cégep de la Gaspésie et des Îles. M. St. Germain was instrumental in establishing the wind program and he is very interested in teaching NARET courses.

Christian Babin

Christian Babin is an Industrial Maintenance Technology Instructor at Cégep de la Gaspésie et des Îles who has been seconded by the TechnoCentre éolien to both support and train personnel to work with the advanced technical wind power generating systems. M. Babin is also looking forward to teaching NARET courses.

Other professors are presently updating their qualifications to be able to respond to this growing industry.

UNITED STATES

GOLDEN WEST COLLEGE

Marius Cucurny, Professor of Languages and Environmental Technology/Studies, will be Project Co-Director and key faculty at Golden West College for the NARET Project.

Credentials: Ingeniero Industrual Universidad de Barcelona, Spain MA, Spanish, California State University Long Beach MVE, Bilingual Vocational Education, California State University Long Beach

Mr. Cucurny is a professor of Spanish and Environmental Technology/Studies in the Coast Community College District where he has developed and taught courses in solar energy systems design and applications and Spanish language since 1981. He has been project co-director for two FIPSE international student mobility grant programs. The INUNED: Bridging the Gap in Undergraduate education consortium links colleges and industry in Spain, France, Portugal and the US and 3DEE: Three Dimensional Environmental Education links colleges and industry in Canada, Mexico and the US. He is co-author of an international credit recognition program International Credit Recognition System for Vocational Education Training (ICRS-VET) which was also funded by FIPSE.. Professor Cucurny has experience as project and design engineer of solar energy applications and energy conservation systems. He has directed study abroad programs in Spain and Costa Rica. He has served as an instructor of chemical engineering in Ecuador and as an instructor of mathematics and science in Spain. He has been a guest lecturer on solar energy applications in Costa Rica. He is a native speaker of Spanish and Catalan, and is also fluent in French and Norwegian. He translates technical and engineering documents, articles and books in a variety of topics such as energy, environment and mechanical systems as well as linking of schools, colleges and industry. He has experience in online course development and delivery.


Thomas C. Hersh, Professor of Engineering Technology and Environmental Technology/Studies, will be Project Co-Director and key faculty at Golden West College for the NARET Project.

Credentials: MA Vocational Education, California State University Long Beach BS Engineering/Industrial Technology (Electronics Option) California State University Long Beach.

Professor Hersh has a multifaceted background. He holds many certificates in areas ranging from electric vehicles, airframe and power plant mechanics, avionics, MasterCAM, to ISO 9000 trainer. He has developed and taught alternative vehicle courses, developed and implemented environmental and alternative energy curriculum, designed, developed and authored SEMATECH national technician curriculum among others. He has served as Master Teacher for the National Renewable Energy Laboratory’s Office of Education for the past two years. He has converted several internal combustion engine vehicles to electric. He has been project co-director for two FIPSE international student mobility grant programs. The INUNED: Bridging the Gap in Undergraduate Education consortium links colleges in Spain, France and Portugal and the US and 3DEE: Three Dimensional Environmental Education links colleges in Canada, Mexico and the US. He is co-author of the International Credit Recognition System for Vocation Education Training (ICRS-VET) which was also funded by FIPSE. He has served as author and principal investigator for several grants including NSF grant, Department of Commerce grant, In-service training grant, California Chancellor’s Office grants and many local vocational education grants.

Professor Hersh has served for over 20 years as an instructor of electronics and environmental studies. He has developed and taught several distance education online courses in the areas of electronics and environmental studies. He has worked with many industries to develop specific training modules. Professor Hersh is active in the community working with several environmental groups. He serves as co-ordinator of electronics competition for the Orange County Youth Expo. He is advisor to Rotary International, and a founding board member of the Robotics Society of Southern California. His activities include membership in the following organizations: Instrumentation Society of America (ISA), Aircraft Electronics Association (AEA), Robotics Association of Orange County, Society of Mechanical Engineers (SME), Electric Vehicle Association, and the Association of Career and Technical Education (ACTE).


TURTLE MOUNTAIN COMMUNITY COLLEGE

TMCC offers a nine-month certificate in electronics technology. This is the starting point for the TMCC contribution to the NARET initiative. Instructors in this program have many years of experience training graduates for careers as electronics and instrumentation technologists. Graduates from this successful program are able to transfer to another North Dakotan college to complete a second year in electronics technology and receive an associate degree.

TMCC has the advantage of a small on-campus wind turbine. North Dakota has the most abundant wind resource of any state in the continental US. The turbine and the wind will be available as educational resources for the NARET training.

TMCC also features geothermal heating and cooling of virtually all of its college buildings thus making the entire college a laboratory for the study of this renewable energy heating and cooling system. The people who designed, installed and maintain this system will be available to share their expertise with the NARET students.

TMCC is particularly interested in the NARET project since it will provide TMCC students with a chance to study throughout North American and an opportunity for students from across North American to visit TMCC and learn first hand the Chippewa culture.

Larry Henry

Larry Henry is Academic Dean at Turtle Mountain Community College and primary contact for the NARET project. Turtle Mountain Community College is an autonomous Indian controlled college on the Turtle Mountain Chippewa Reservation. The college focuses on general studies, undergraduate education, vocational education, direct scholarly research, and continuous improvement of student learning. Turtle Mountain Community College strives to create an academic environment in which the cultural and social heritage of the Turtle Mountain Band of Chippewa has a presence throughout the curriculum. The college administration, faculty, and student body seek to lead and provide service within the community.

Ms Audrey LaVallie, Environmental Education Co-ordinator

Ms LaVallies co-ordinates environmental programs at TMCC. She will be involve in NARET program co-ordination and student exchange.


MEXICO

Universidad Tecnólogica de Tabasco

Bruno L. Ehuan Pino

Bruno L. Ehuan Pino works in the Department of Internationalization and Innovation at the Universidad Tecnólogica de Tabasco and he is the primary contact for NARET at this institution. The Universidad Tecnólogica de Tabasco is a two year technical college with a strong environmental technology program. The Universidad Tecnólogica de Tabasco also offers courses in English and French. This Universidad is a member of two other North American Mobility in Higher Education Program consortia. It brings that expertise to this partnership. The Universidad Tecnólogica de Tabasco is in partnership with the New Brunswick Community College and Capilano College on a tourism project and with Université de Sherbrooke and College Alfred (University of Guelph) on a project exploring environmental education in three dimensions

Universidad Tecnologica de Tulancingo

The Universidad Tecnologica de Tulancingo is interested in participating the NARET program. This technical institution delivers training in a number of disciplines and is eager to create internationalization opportunities.

Dulce Marisa Barberena Serrano, Directora de Vinculación at the Universidad Tecnologica de Tulancingo has expressed full support for this proposal.

Biographies of one of the Mexican instructors and a description of Universidad Tecnologica de Tulancingo are appended.


3.5.0 Budget and Budget Narrative

The appended (Appendix 2) budget follows the format in the application. Given the nature of the academic year, September to April is when predominantly instruction will occur. From April to September is when predominantly preparation, evaluation, and travel to annual meetings and faculty exchange will occur.

The proposed total costs in Canadian dollars for the project for the two Canadian institutions are summarized in the following table.

Year HRSDC Contribution

Institutions’ Contribution (direct)

Institutions’ Contribution (in-kind)

Other Funding Sources

Total Project Value

Project Total $158,487.75 $23,954.41 $109,439.28 $0.00 $291,881.45

The amount requested from HRSDC is $158,487.75. The grant from HRSDC represents 54% of costs.

Regarding other funding sources, it is expected that those agencies offering practicums will provide students with either or an honorarium or in-kind payment in addition to work experience. The Association of Canadian Community Colleges (ACCC) has a committee, the Renewable Energy Advisory Committee on Training (REACT) that provides workshops for Canadian college faculty working in various renewable energy disciplines. Their events will provide additional support and resources for curriculum development and networking.

Student mobility costs have been budgeted at $93,692.15 - 32% of the total budget. Given that twelve (12) student from each Canadian institution, or twenty-four (24) students in total will travel during the life of the program, and a total of $89,900.00 of the HRSDC grant has been allocated for Student Mobility Direct Costs in the budget, then an average of $89,900.00/24 = $3,745.83 will be allocated per student. This average amount will vary as the cost to travel to, to live, and to study at different partner institutions varies.

Student Mobility - Related Costs cover student recruitment. The colleges will undertake 81% of these costs through their marketing budgets, and press releases. HRSDC grant funds will be used specifically to create special promotional materials for the NARET program that link it with the International Academic Mobility program.

Internationalization of curriculum has been allocated a total of $45,954.64. Fifty-one percent is from the HRSDC grant, the balance from in-kind and direct institutional contributions. For items in this section, the basic unit is 1% of a Selkirk College top-of-scale instructor’s annual salary and benefits - $1,011.24. For example, the amount of the HRSDC grant for distance learning activities in year one. Curriculum experts will be hired or faculty will be seconded to complete the curriculum development projects and a temporary replacement will be hired to undertake the seconded faculty’s regular teaching assignment.


Within this category, there are three tasks.

First, writing curriculum for a program in renewable energy technology that is suitable for delivery in all three countries (i.e. internationalization).

Second, adapting curriculum for on-line delivery format. On-line education varies from “in-class” delivery. Once internationalized curriculum has been created, it will have to be converted to a format such that it can be presented on-line using instructional software like Moodle©.

Third, faculty exchanges to facilitate the first two tasks are required. Faculty will need to visit partner institutions to learn instructional conventions. delivery methods, and institutional cultures so the curriculum can be incorporated and be delivered effectively at all partner institutions.

These three tasks are highly collaborative and are central to the development and delivery of a truly internationalize program.

Sample cost calculations

Student Mobility Direct Costs ($3,745.83 per student x 24 students) Amount

Travel (airfare for 24 Canadian students @$1,100 per year regardless of North American destination)

$26,400.00

Accommodation /Living (24 students at $150 for 14 weeks) $50,400.00

Health Insurance / visa (24 students at $100) $2,400.00

Work Placement (24 students at $100) $2,400.00

other (sum of other items x10%) $8,160.00

total $89,760.00

Travel Expenses (used for travel to annual meetings and faculty exchange - rounded to $2000.00 in the budget)

Amount

travel (for one faculty per year to one meeting per year in Mexico, 2006; Canada, 2007; USA, 2009; Mexico, 2010 - meeting are held in the fall of each year)

$750.00

4 nights accommodation @US $100/night @Cdn $ 1.40/US $1.00 $560.00

meals & per diem 5 x @US $52.00/day @Cdn $ 1.40/US $1.00 $364.00

transfer and ground travel $100.00

other (sum of other items x10%) $177.40

Total $1,951.40


Curriculum Development by curriculum expert Amount

contracts based on multiples of top-of-scale, instructor $101,124/yr for a top-of-scale benefit loaded instructor ($101,124 x 1% = $1,011.24)

$1,011.24

Project Administration Salaries Amount

project administration salaries are calculated by 50% of curriculum development cost (50% x $1,011.24 = $505.62)

$505.62

Evaluation: an amount equal to curriculum development cost Amount

contracts based on top-of-scale, instructor $101,124/yr for a top-of-scale benefit loaded instructor ($101,124 x 1% = $1,011.24)

$1,011.24

Student Recruitment and Selection

Selkirk College has started to be active in the field of renewable energy technology. A two day workshop was held in April, 2005, “It Pays to Be Green” that profiled a number of renewable energy technologies. Selkirk College is also rebuilding an eighty year old farm house on campus and including a geothermal heating and cooling system. Through the Selkirk College School of Continuing Studies, a evening presentations are being offered on renewable energy. Through these activities, Selkirk College is building a reputation for renewable energy training, and inquiries are already coming to the college from students seeking a program in renewable energy technology.

However, if this application is successful, there will be press releases, announcements on the College web page, notices in the College calendar, notices to local high schools, promotional material, etc. that will be distributed at the College’s regular student recruitment events and activities.

Partner organizations like the BC Sustainable Energy Association (BCSEA) will promote the program on their web site and in their newsletters.

Students will be selected on the basis of first fully qualified applicants to apply will be accepted until all seats are full, and then a waiting list will be established. The selection process will be consistent with Selkirk College admissions policy which is similar to most publicly funded Canadian college admissions policies.

The criteria for being fully qualified will need agreement within the NARET consortia. Typically, students admitted into college-level technology programs require a certain minimum academic grade in designated courses. Equivalent courses and grades will have to be discussed during the first year of the project.


Total Amount of Funds Requested by Mexican and US Partners From Their Respective Governments

The total amount requested from the American government by the US partners and expressed in US dollars is $223,000.

The total amount requested from the Mexican government by the Mexican partners and expressed in Mexican Pesos is 627,000.

3.6.0 Planning Timetable with Outcomes to Be Achieved for Each Year of the Project

See the table in section 2.4.0 titled Annual Expected Outcomes for the planning timetable with outcomes matched to dates.

The student mobility chart shows target flows of students between each consortium partner. There are matrices for January 2009 to March, 2009, and January 2010 to March, 2010. There is no matrix for the first year (2006 - 2007) as this year is for organization, nor in the second year (2007 - 2008). There is no matrix in the second year so students have time to prepare for the exchanges (language and cultural study in addition to academic studies).

The matrices shows a maximum of twelve (12) Canadian students per institution will travel over the life of the project. Travelling students will have completed the first three academic semesters, the necessary language and cultural preparation. They will have completed a sufficient amount of the academic technology curriculum so that they may undertake practicum work at the host institution.

The duration of each student’s travel abroad will be a minimum of six (6) weeks. The precise duration will be negotiated during the planning year and be a function of allowing sufficient time for the student to complete course work and/or a related work practicum.

Students will receive a travel stipend in increments. An advance of not more than 75% of their requested amount to a maximum of $3,745.83 will be released to students after they have confirmed travel plans, admission into a partner institution, and met other conditions negotiated by NARET consortium members. The final 25% of their stipend will be paid after they return from their travel and submit a final report and request for final payment.

Given that twelve (12) student from each Canadian institution, or twenty-four (24) students in total will travel during the life of the program, and a total of $89,900.00 has been allocated for Student Mobility Direct Costs in the budget, then an average of $89,900.00/24 = $3,745.83 will be allocated per student. This average amount may vary as the cost to travel to, to live, and to study at different partner institutions will vary.


For January, 2009 to March, 2009

Host Institutions

USA Mexico Canada

1 2 1 2 1 2

1 2 students

2 students 2 students USA

2 2 students 2 students 2 students

1 2 students 2 students 2 students Mexico


1 2 students 2 students 2 students Hom

e In

stitu

tions

Canada


Note: The number 1 or 2 beside or below each country indicates one of the two partner institutions.


For January, 2010 to March, 2010

Host Institutions

USA Mexico Canada

1 2 1 2 1 2

1 2 students

2 students 2 students USA


1 2 students 2 students 2 students Mexico


1 2 students 2 students 2 students Hom

e In

stitu

tions

Canada


Note: The number 1 or 2 beside or below each country indicates one of the two partner institutions.


3.7.0 Endorsement Letters

Marilyn Luscombe, President of Selkirk College has signed this application as an indication of her support.

There are endorsement letters attached from:

• Alex Atamanenko, MP for BC Southern Interior,

• Melissa Berry, P. Eng. of Colt Engineering,

• Audrey Repin of Columbia Power Corporation

• Barry Milner of GeoTility Geothermal Systems

• Blair Weston of FortisBC

• Denis Tanquay of Canadian GeoExchange Coalition

• Donald Scarlett, P.Eng.

• Claudia Trudeau of Kootenay Association for Science and Technology

• Guy Dauncy, President of the BC Sustainable Energy Association,

• Bruce Sampson, Vice President of Sustainability, BC Hydro, and

• Carl J. Hannigan Vice President of the Alpine Club of Canada

• Integrated Power Systems, Kelowna, BC


Appendix 1: Tentative Course Matrix and Generic Course Descriptions

Post Diploma in North American Renewable Energy Engineering Technology Course Matrix

Course Code, Course Title, lecture hours, and laboratory hours

Semester 1 Semester 2

*L 100 English I 2 0 *L 200 English II 2 0

*L 110 French I 2 0 *L 210 French II 2 0

*L 120 Spanish I 2 0 *L 220 Spanish II 2 0

*L 130 First Nations Studies 2 0 *L 220 First Nations Studies 2 0

M 100 Math I 3 0 M 200 Math II 3 0

100 Physics 3 3 P 200 Physics 3 3

E 100 Electric Circuits I 2 2 E 200 Electrical Circuits II 2 2

E 110 Electrical Systems Fabrication

2 2 E 212 Electronic Circuits 2 2

E 215 Renewable Energy Systems I

2 2

C 100 GIS 3

C105 Programming 2 2 C 205 Control Systems I 1 2

hours / week 16 12 hours / week 17 11


Post Diploma in North American Renewable Energy Engineering Technology Course Matrix

Course Code, Course Title, lecture hours, and laboratory hours

Semester 3 Semester 4

*L 300 English III 2 0 *L 400 English IV 2 0

*L 310 French III 2 0 *L 410 French IV 2 0

*L 320 Spanish III 2 0 *L 420 Spanish IV 2 0

*L 330 First Nations Studies 2 0 *L 430 First Nations Studies 2 0

E 300 AC Power 2 2 E 400 Practicum 0 5

E 310 Electrical Systems Fabrication I

3 3 E 410 Electrical Systems Fabrication II

3 3

E 312 Industrial Electronic Systems I

2 3 E 412 Industrial Electronic Systems II

2 3

E 315 Renewable Energy Systems II

2 3 E 415 Renewable Energy Systems III

2 2

C 300 CAD - Electrical 2 2 C 405 Control Systems II 2 2

hours / week 15 13 hours / week 13 15

* Students may take up to two language (L) courses per term depending on their assessed competency upon admission. Students have the option of substituting a maximum of two language courses for First Nations Studies courses.

Course Descriptions

The following are course descriptions of the electrical/electronic technology (E), language (L), mathematics (M), and physics (P) courses. This Program is a post-diploma engineering technology program, so all applicants must have an engineering technology diploma from a North American post-secondary institution. Because of the anticipated diversity of courses already completed, language competencies or past work experience, Program applicants may apply for either advanced standing or prior learning assessment to a maximum of 50% of the Program courses. However, applicants must advise the Registrar within three weeks of acceptance into the Program if they intend to seek advanced standing or prior learning assessment.

Explanation of Course Headings

The course code is followed by the course name and in parentheses are the hours per week of lectures and laboratories. The first digit in the course code indicates in what semester the course is offered.


Electrical/Electronic Technology Courses

Applicants may elect to have their electrical/electronic technology skills assessed prior to admission in order to obtain credit for prior learning or course exemption.

E100 - Electrical Circuits I (2+2): Introduces methods to calculate currents and voltages in direct current (DC) series, parallel, and series/parallel circuits. Also covered are circuit analysis theorems, such as Thevenin's Theorem, Norton's Theorem, and the Superposition Theorem. These methods will allow the student to predict values they will expect to find before entering the laboratory.

E110 - Electrical Systems Fabrication (2+2): Introduces basic fabrication techniques used in industry. Students will design and construct a printed circuit board based power supply.

E200 - Electrical Circuits II (2+2): This course introduces student to alternating current (AC) circuit analysis techniques. It covers generation of the sine wave and its relationship between frequency, peak values, RMS value, and phase angle. It uses vector mathematics to calculate reactance, impedance, voltage, current and phase angle. These techniques are then applied to AC circuit theorems such as Thevenin's Theorem. In the lab, students learn to use electronic test equipment. Students will demonstrate their ability to use the oscilloscope and other measuring equipment to measure amplitude, frequency and phase angles for reactive circuits.

E212 - Electronic Circuits (2+2): Students will examine the atomic structure of semiconductors; diode theory and applications; special purpose diodes; bipolar transistors and their characteristics; biasing circuits, NPN and PNP and common-emitter amplifiers. This will establish the foundation for understanding the circuits found in computers today. In the lab, students will build discrete component semiconductor circuits using diodes and transistors, and analyze these circuits for expected values. The students will then employ standard measuring and troubleshooting techniques to verify electronic circuit parameters.

E 215 Renewable Energy Systems I (2+2): This is the first of three courses considering conservation, as well as solar, hydro, geothermal and wind electrical power generating technologies. Students will study topics like synchronizing and load sharing of generators and systems; transmission and distribution line parameters; and protective relaying. In labs, students will study relay control and PLC tasks, electrical protection, distribution fuses, circuit breakers, motor overload and distribution system protective relay devices and sample applications engineering tasks. There may be site visits to utility and industrial plants may augment laboratory work.

Since the renewable energy resources at each institution will differ (i.e. hydro, solar, wind etc.) the curriculum of this course will be enriched with a real-time, trilateral exchange between students. This course will use distributed educational technologies so students enrolled concurrently in E 215 at all six institutions will meet virtually and share their experiences.

E300 - AC Power (2+2): This course examines in greater depth, AC waveforms, power and power factor. The theory of power demand and energy consumption will be studied. The students will study three phase power including delta and wye connections as well as transformer theory and applications.


E 310 Industrial Electrical Systems Fabrication I (3+3): Students will examine and construct motors, generators, relays, switches, fuses and other industrial electrical components. Students will study applications for these individual components as well as combining components into systems. Evaluating system design, efficiency and cost will be covered.

E 312 Industrial Electronic Systems Fabrication I (2+3): Students will examine various types of semi-conductor circuits and their application to small signal amplifiers, power amplifiers and operational amplifiers. Oscillator circuits will be analyzed. Student will progress to more advanced study of industrial devices such as operational amplifiers, power supplies, thyristors, and control circuits. In labs, students will construct basic semiconductor circuits. They will verify the operation of the circuit using test equipment and various techniques.

E315 Renewable Energy Systems II (2+3): This course builds on Renewable Energy Systems I (E215). Its objectives will be defined in more detail during the preparatory phase.

E 400 Practicum (0+5)

The practicum or work experience course will vary from student to student and from institution to institution. The objective will be for students to obtain “hands-on” experience with somebody working in the field of renewable energy or to work on an applied renewable energy research project. Scheduling of practicum time, students’ responsibilities, evaluation are all course elements that need further work during the preparatory phase.

E 410 Industrial Electrical Systems Fabrication II (3+3): This course will build on E310. Specific objectives will be established during the preparatory phase.

E 412 Industrial Electronic Systems Fabrication II (2+3): This course will build on E312. Specific objectives will be established during the preparatory phase.

E 415 Renewable Energy Systems II (2+2)

This course will expand on E 315. E 415. Emphasis at each institution may differ depending on the renewable energy expertise. Details for this course will be defined during the preparatory phase.

C-100 - Geographic Information Systems for Renewable Energy (0+3): This course reviews geographic information system (GIS) applications specific to the renewable energy field like collecting wind data and presenting the information in a digital format.

C105 - Programming and Computer Logic (2+2): This course introduces digital logic systems found in all computers. Students will focus on number systems, binary arithmetic, logic gates, Boolean algebra, integrated circuits. Also covered are technical logic and programming training using the Visual BASIC language. Topics covered include functions of a computer, differences between programming languages, the Visual BASIC environment, introduction to structured programming and problem solving, fundamental statements, elements of entering and outputting data, elements of decision structures, applying decision structures to menus, modular programming, loop structures, functions and their applications, arrays and control arrays.


C 205 Control Systems I (1+2): The student will learn the proper procedures for the development, creation and editing various logic controller programs for the ON-OFF operation of electric actuators. Emphasis is placed on interlocking, timing, and counter operations. A complete PLC application project is to be submitted at the end of the course.

C 300 CAD - Electrical (2+2): This course is an introduction to Computer Aided Drafting (CAD) using AutoCAD software. The student will focus on all 2-D commands of AutoCAD including basic drawing and editing functions, plotting, and general drawing file maintenance. The drawing assignment material is directed to the reproduction of electrical schematics, process flow diagrams, electrical wiring, and motor control ladder logic diagrams. A major project is assigned towards the end of the semester that allows students to choose a complex drawing of an electrical nature.

C 405 Control Systems II (2+2): This course is designed to expand the student’s knowledge regarding the capabilities of programmable logic controllers. Advanced instruction sets such as data manipulation, program control, word and file moves, and sequencers are discussed using realistic industrial control problems. An understanding of the configuration of specialized hardware such as analog and numerical data I/O used in conjunction with the advanced instructions will allow the student to program a PLC for a continuous closed-loop control application. Students will also learn safe start-up and troubleshooting procedures using the PLC programming software. This course is designed to reinforce the theory presented in Control Systems I, involving the advanced capabilities of programmable logic controllers. The student will be required to successfully configure and program a PLC system to satisfy various industrial control problems. Lab exercises include the application of timers and counters, handling numerical data inputs and data manipulation, improving program scan time using program control instruction and subroutines development of a program involving time and event driven sequential operations, SFC programming for an event driven process and configuring analog I/O and programming a system for a continuos process control application.

Language Courses

Applicants will have their English, French and Spanish language skills assessed prior to admission. Students accepted will be advised as to what language courses they are required to complete. Students admitted may take a maximum of two language (L) courses per term. Students have the option of substituting two language courses for First Nations Studies courses.

L 100 - L 400English as a Second Language level 1 - IV (2+0): Introductory to advanced English as a second language including basic conversation, reading and writing. These courses will focus on English language conventions used in North America.

L 110 - L 410 French as a Second Language level 1 - IV(2+0): Introductory to advanced French as a second language including basic conversation, reading and writing. These courses will focus on French language conventions used in North America.

L 120 - 420 Spanish as a Second Language level 1 - IV(2+0): Introductory to advanced Spanish as a second language including basic conversation, reading and writing. These courses will focus on Spanish language conventions used in North America.

L 130 - 430 First Nations Studies level 1 - IV (2+0): First Nations of North America studies courses including language, pre-and post-contact history and culture subject to the discretion of each institution.


Mathematics and Physics Courses

Applicants will be required to have their mathematics skills assessed prior to admission. Students accepted into the program will be advised as to what mathematics courses they are required to complete. Applicants will be required to have their physics skills assessed prior to admission. Students accepted into the program will be advised if they are required to take P100.

M 100- Math I: Technical Mathematics for Electronics (3+0): Covers systems of linear equations, determinants, application to DC networks, logarithmic and exponential functions, application to electric transients, decibels, logarithmic and semi-logarithmic graphs, trigonometric functions, identities, solution of triangles applied to impedance and admittance diagrams. Also covered are complex numbers, rectangular/polar conversions and phasor representation of sinusoidal waveforms applied to AC networks. The derivative, differentiation, implicit differentiation, maxima/minima applied to electrical functions.

M 200 - Math II: Calculus for Electronics (3+0): Covers implicit differentiation, related rates, approximation using differentials with application to electronic technology, anti-differentiation, the indefinite and definite integral including evaluation of areas, average value and RMS value of a periodic waveform, differentiation and integration of trigonometric, logarithmic, exponential and damped sinusoidal functions, integration techniques including change of variables, integration by parts and partial fractions, first and second order differential equations with application to electronics technology.

P 100 - Physics for Electrical and Electronic Technology I (3+3): Covers translational and rotational motion, including statics, kinematics, force, torque, mechanical energy and power. Properties of matter, thermal energy and thermodynamics, simple harmonic motion including vibrations with particular reference to mechanical waves. Technological applications are identified throughout the course, where appropriate. The lab emphasises measurement, data analysis and experimental techniques as they relate to lecture materials. Mathematical treatment requires algebra, trigonometry, and vectors.

P 200 - Physics for Electrical and Electronic Technology II (3+3): Covers electrostatics, electrodynamics (elementary), magnetism, magnetic materials, LR circuits, geometrical optics (as it relates to fibre optics), electromagnetic waves, vector diffraction and interference of waves and relevant concepts of modern physics as they apply to solid state devices. The lab emphasises measurement, data analysis and experimental techniques. Technological applications are identified throughout the course, where appropriate. Mathematical treatment requires algebra, trigonometry, and vectors.


YEARHRDC Contribution

Institution'sContributionDirect

Instititutions' ContributionIn-kind


Total ProjectValue check

YEAR I: SHORT YEAROCT 1, 2006 - MARCH 31, 2007

Student Mobility -Direct Costs

Travel $0.00 $0.00 $0.00 $0.00 $0.00Accommodation/Living $0.00 $0.00 $0.00 $0.00 $0.00Health Insurance/Visa $0.00 $0.00 $0.00 $0.00 $0.00Work Placement $0.00 $0.00 $0.00 $0.00 $0.00

Subtotal $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

Student Mobility - Related Costs

Student Recruitment $500.00 $0.00 $0.00 $0.00 $500.00Language Preparation $0.00 $0.00 $0.00 $0.00 $0.00Pre-Departure/Post-Return $0.00 $0.00 $0.00 $0.00 $0.00Foreign StudentIntegration $0.00 $0.00 $0.00 $0.00 $0.00Other (e.g. practicum orientation, WCB fees, safety equipment) $50.00 $0.00 $0.00 $0.00 $50.00

$0.00 $0.00 $0.00Subtotal $550.00 $0.00 $0.00 $0.00 $550.00 $550.00

InternationalizationCurriculum/CD

Distance LearningActivities $1,011.24 $0.00 $0.00 $0.00 $1,011.24Faculty Exchange $500.00 $500.00 $500.00 $0.00 $1,500.00Curriculum development $2,022.48 $1,011.24 $50.00 $0.00 $251.12

Subtotal $3,533.72 $1,511.24 $550.00 $0.00 $5,594.96 $2,762.36

Project AdminFaculty/staff travel

a. Project Organ /Planning $1,011.24 $0.00 $0.00 $0.00 $1,011.24b. Annual ProgramMeeting $2,000.00 $0.00 $0.00 $0.00 $2,000.00Salaries $0.00 $0.00 $0.00 $0.00 $0.00Operational costs $0.00 $0.00 $0.00 $0.00 $0.00Communication $100.00 $100.00 $100.00 $0.00 $300.00Evaluation $0.00 $0.00 $0.00 $0.00 $0.00Other (e.g . postage, fax, office supplies, printing) $311.12 $10.00 $10.00 $0.00 $331.12

subtotal $3,422.36 $110.00 $110.00 $0.00 $3,642.36 $3,642.36

Total: Year 1OCT. 1, 2006 - MARCH 31 2007 $7,506.08 $1,621.24 $660.00 $0.00 $9,787.32 $9,787.32

Appendix 2: Budget







YEAR 2APRIL 1, 2007 - MARCH 31, 2008


Travel $0.00 $0.00 $0.00 $0.00 $0.00Accommodation/Living $0.00 $0.00 $0.00 $0.00 $0.00Health Insurance/Visa $0.00 $0.00 $0.00 $0.00 $0.00Work Placement $0.00 $0.00 $0.00 $0.00 $0.00

Subtotal $0.00 $0.00 $0.00 $0.00 $0.00 $0.00


Student Recruitment $500.00 $0.00 $2,750.00 $0.00 $3,250.00Language Preparation $1,011.24 $1,011.24 $2,022.48 $0.00 $4,044.96Pre-Departure/Post-Return $1,011.24 $50.00 $2,022.48 $0.00 $3,083.72Foreign StudentIntegration $0.00 $0.00 $1,011.24 $0.00 $1,011.24Other (e.g. practicum orientation, WCB fees, safety equipment) $252.25 $106.12 $780.62 $0.00 $1,138.99

Subtotal $2,774.73 $1,167.36 $8,586.82 $0.00 $12,528.91 $12,528.91


Distance LearningActivities $1,011.24 $0.00 $3,033.72 $0.00 $4,044.96Faculty Exchange $2,000.00 $0.00 $2,022.48 $0.00 $4,022.48Curriculum development $3,033.72 $0.00 $3,033.72 $0.00 $6,067.44

Subtotal $6,044.96 $0.00 $8,089.92 $0.00 $14,134.88 $14,134.88


a. Project Organ /Planning $2,022.48 $2,022.48 $3,033.72 $0.00 $7,078.68b. Annual ProgramMeeting $2,000.00 $1,011.24 $3,033.72 $0.00 $6,044.96Salaries $1,011.24 $758.43 $2,022.48 $0.00 $3,792.15Operational costs $353.93 $265.45 $2,022.48 $0.00 $2,641.86Communication $500.00 $500.00 $1,000.00 $0.00 $2,000.00Evaluation $1,011.24 $1,011.24 $1,011.24 $0.00 $3,033.72Other (e.g . postage, fax, office supplies, printing) $689.89 $556.88 $1,212.36 $0.00 $2,459.14

subtotal $7,588.78 $6,125.72 $13,336.00 $0.00 $27,050.51 $27,050.51

Total: Year 2APRIL 1, 2007 - MARCH 31, 2008 $16,408.47 $7,293.09 $30,012.74 $0.00 $53,714.30 $53,714.30







YEAR 3APRIL 1, 2008 - MARCH 31, 2009


Travel $13,200.00 $0.00 $0.00 $0.00 $13,200.00Accommodation/Living $19,800.00 $0.00 $0.00 $0.00 $19,800.00Health Insurance/Visa $600.00 $0.00 $0.00 $0.00 $600.00Work Placement $1,200.00 $0.00 $1,264.05 $0.00 $2,464.05

Subtotal $34,800.00 $0.00 $1,264.05 $0.00 $36,064.05 $36,064.05


Student Recruitment $500.00 $0.00 $2,750.00 $0.00 $3,250.00Language Preparation $1,011.24 $0.00 $2,022.48 $0.00 $3,033.72Pre-Departure/Post-Return $1,011.24 $0.00 $2,022.48 $0.00 $3,033.72Foreign StudentIntegration $1,011.24 $0.00 $2,022.48 $0.00 $3,033.72Other (e.g. practicum orientation, WCB fees, safety equipment) $353.37 $0.00 $881.74 $0.00 $1,235.12

Subtotal $3,887.09 $0.00 $9,699.18 $0.00 $13,586.28 $13,586.28


Distance LearningActivities $1,011.24 $0.00 $2,022.48 $0.00 $4,044.96Faculty Exchange $2,000.00 $0.00 $2,022.48 $0.00 $4,022.48Curriculum development $3,033.72 $0.00 $2,022.48 $0.00 $6,067.44

Subtotal $6,044.96 $0.00 $6,067.44 $0.00 $12,112.40 $14,134.88



subtotal $7,588.78 $5,013.36 $13,336.00 $0.00 $25,938.15 $25,938.15

Total: Year 3APRIL 1, 2008 - MARCH 31, 2009 $52,320.84 $5,013.36 $30,366.68 $0.00 $87,700.87 $87,700.87







YEAR 4SEPT 1, 2009 - MARCH 31, 2010


Travel $13,200.00 $0.00 $0.00 $0.00 $13,200.00Accommodation/Living $19,800.00 $0.00 $0.00 $0.00 $19,800.00Health Insurance/Visa $600.00 $0.00 $0.00 $0.00 $600.00Work Placement $1,200.00 $0.00 $1,264.05 $0.00 $2,464.05

Subtotal $34,800.00 $0.00 $1,264.05 $0.00 $36,064.05 $36,064.05


Student Recruitment $500.00 $0.00 $2,750.00 $0.00 $3,250.00Language Preparation $1,011.24 $0.00 $2,022.48 $0.00 $3,033.72Pre-Departure/Post-Return $1,011.24 $0.00 $2,022.48 $0.00 $3,033.72Foreign StudentIntegration $1,011.24 $0.00 $2,022.48 $0.00 $3,033.72Curriculum development $353.37 $0.00 $881.74 $0.00 $1,235.12

Subtotal $3,887.09 $0.00 $9,699.18 $0.00 $13,586.28 $13,586.28


Distance LearningActivities $1,011.24 $0.00 $3,033.72 $0.00 $4,044.96Faculty Exchange $2,000.00 $0.00 $2,022.48 $0.00 $4,022.48Other (e.g. printing lesson plans and curriculum) $3,033.72 $0.00 $2,022.48 $0.00 $6,067.44

Subtotal $6,044.96 $0.00 $6,067.44 $0.00 $12,112.40 $14,134.88



subtotal $7,588.78 $5,013.36 $13,336.00 $0.00 $25,938.15 $25,938.15

Total: Year 4SEPT 1, 2009 - MARCH 31, 2010 $52,320.84 $5,013.36 $30,366.68 $0.00 $87,700.87 $87,700.87







YEAR 5 SHORT YEARAPRIL 1, 2010 - SEPT. 30, 2010


Travel $7,700.00 $0.00 $0.00 $0.00 $7,700.00Accommodation/Living $11,550.00 $0.00 $0.00 $0.00 $11,550.00Health Insurance/Visa $350.00 $0.00 $0.00 $0.00 $350.00Work Placement $700.00 $0.00 $1,264.05 $0.00 $1,964.05

Subtotal $20,300.00 $0.00 $1,264.05 $0.00 $21,564.05 $21,564.05


Student Recruitment $291.67 $0.00 $1,604.17 $0.00 $1,895.83Language Preparation $589.89 $0.00 $1,179.78 $0.00 $1,769.67Pre-Departure/Post-Return $589.89 $0.00 $1,179.78 $0.00 $1,769.67Foreign StudentIntegration $589.89 $0.00 $1,179.78 $0.00 $1,769.67Other (e.g. practicum orientation, WCB fees, safety equipment) $206.13 $0.00 $514.35 $0.00 $720.48

Subtotal $2,267.47 $0.00 $5,657.86 $0.00 $7,925.33 $7,925.33


Distance LearningActivities $0.00 $0.00 $0.00 $0.00 $0.00Faculty Exchange $2,000.00 $0.00 $0.00 $0.00 $2,000.00Curriculum development $0.00 $0.00 $0.00 $0.00 $0.00

Subtotal $2,000.00 $0.00 $0.00 $0.00 $2,000.00 $2,000.00


a. Project Organ /Planning $0.00 $1,011.24 $3,033.72 $0.00 $4,044.96b. Annual ProgramMeeting $2,000.00 $1,011.24 $1,011.24 $0.00 $4,022.48Salaries $1,011.24 $758.43 $2,022.48 $0.00 $3,792.15Operational costs $353.93 $265.45 $2,022.48 $0.00 $2,641.86Communication $500.00 $500.00 $1,000.00 $0.00 $2,000.00Evaluation $1,011.24 $1,011.24 $1,011.24 $0.00 $3,033.72Other (e.g . postage, fax, office supplies, printing) $487.64 $455.76 $1,010.12 $0.00 $1,953.52

subtotal $5,364.06 $5,013.36 $11,111.28 $0.00 $21,488.69 $21,488.69

Total: Year 5 SHORT YEARAPRIL.1, 2010 - SEPT. 30, 2010 $29,931.53 $5,013.36 $18,033.18 $0.00 $52,978.07 $52,978.07







Project totals


Travel $34,100.00 $0.00 $0.00 $0.00 $34,100.00Accommodation/Living $51,150.00 $0.00 $0.00 $0.00 $51,150.00Health Insurance/Visa $1,550.00 $0.00 $0.00 $0.00 $1,550.00Work Placement $3,100.00 $0.00 $3,792.15 $0.00 $6,892.15

Subtotal $89,900.00 $0.00 $3,792.15 $0.00 $93,692.15


Student Recruitment $2,291.67 $0.00 $9,854.17 $0.00 $12,145.83Language Preparation $3,623.61 $1,011.24 $7,247.22 $0.00 $11,882.07Pre-Departure/Post-Return $3,623.61 $50.00 $7,247.22 $0.00 $10,920.83Foreign StudentIntegration $2,612.37 $0.00 $6,235.98 $0.00 $8,848.35Other (e.g. practicum orientation, WCB fees, safety equipment) $1,215.13 $106.12 $3,058.46 $0.00 $4,379.71

Subtotal $13,366.38 $1,167.36 $33,643.05 $0.00 $48,176.79


Distance LearningActivities $4,044.96 $0.00 $8,089.92 $0.00 $13,146.12Faculty Exchange $8,500.00 $500.00 $6,567.44 $0.00 $15,567.44Curriculum development $11,123.64 $1,011.24 $7,128.68 $0.00 $18,453.44

Subtotal $23,668.60 $1,511.24 $20,774.80 $0.00 $45,954.64


a. Project Organ /Planning $7,078.68 $5,056.20 $12,134.88 $0.00 $24,269.76b. Annual ProgramMeeting $10,000.00 $4,044.96 $10,112.40 $0.00 $24,157.36Salaries $4,044.96 $3,033.72 $8,089.92 $0.00 $15,168.60Operational costs $1,415.74 $1,061.80 $8,089.92 $0.00 $10,567.46Communication $2,100.00 $2,100.00 $4,100.00 $0.00 $8,300.00Evaluation $4,044.96 $4,044.96 $4,044.96 $0.00 $12,134.88Other (e.g . postage, fax, office supplies, printing) $2,868.43 $1,934.16 $4,657.21 $0.00 $9,459.81

subtotal $31,552.77 $21,275.81 $51,229.29 $0.00 $104,057.86

Total: for Year 1 to Year 5OCT. 1, 2006 - SEPT. 30 2010 $158,487.75 $23,954.41 $109,439.28 $0.00 $291,881.45 $291,881.45

% column totals/total 54 8 37 0 100

% mobility expenses/total 31


Appendix 3: Endorsement Letters

Note: In the original proposal, these letters were submitted as hard copy attachments. For this application, I have scanned the letters received as hard copies and inserted them into this document. I have inserted copies of the electronic endorsement letters as well.














F – BUDGET BREAKDOWN

CATEGORIES FUNDER

HRSDC Institution Cash Institution In-Kind

Other Sources

Project Staff (fully loaded) $4,044.96 $3,033.72 $8,089.92 $0.00 Project Staff MERC’s (included in previous value)

Total HRSDC $4,044.96 $3,033.72 $8,089.92 $0.00Total Recipient – in cash $3,033.72Total Recipient – in-kind $8,089.92

Total Other sources $0.00

Personal Support - StudentHRSDC Institution Cash Institution In-

KindOther Sources

1. Living, Accommodation, Travel Expenses $85,250.00 $0.00 $0.00 $0.002. Work Placement $3,100.00 $0.00 $3,792.15 $0.003. Health Insurance / Visa $1,550.00 $0.00 $0.00 $0.004. Language Preparation $3,623.61 $1,011.24 $7,247.22 $0.005. Cultural Preparation6. Pre-Departure/Post-Return $3,623.61 $50.00 $7,247.22 $0.007. Others (WCB fees, safety equipment) $1,215.13 $106.12 $3,058.46 $0.00sub-total for personal support - students $98,362.35 $1,167.36 $21,345.05 $0.00

Total HRSDC $98,362.35Total Recipient – in cash $1,167.36Total Recipient – in-kind $21,345.05

Total Other Sources $0.00

Activity Costs HRSDC Institution Cash Institution In-Kind

Other Sources

Professional Fees $0.00 $0.00 $0.00 $0.00Travel CostsProject staff/project management/volunteers

1. Faculty Exchange Travel $8,500.00 $500.00 $6,567.44 $0.002. Travel – Staff

Project Organization/Planning3. Travel – Staff

Annual Program Meeting4. Others (specify)

sub-total for actiity costs $25,578.68 $9,601.16 $28,814.72 $0.00General Project Costs

HRSDC Institution Cash Institution In-Kind

Other Sources

1. Curriculum/Course Development $11,123.64 $1,011.24 $7,128.68 $0.002. Student Recruitment $2,291.67 $0.00 $9,854.17 $0.003. Distance Learning Activities $4,044.96 $0.00 $8,089.92 $0.004. Foreign Student Integration $2,612.37 $0.00 $6,235.98 $0.005. Communications $2,100.00 $2,100.00 $4,100.00 $0.006. Evaluation $4,044.96 $4,044.96 $4,044.96 $0.007. Others (postage, fax, office supplies, printing) $2,868.43 $1,934.16 $4,657.21 $0.008. General Operational Project Costs $1,415.74 $1,061.80 $8,089.92 $0.00sub-total for general projects costs $30,501.77 $10,152.16 $52,200.84 $0.00

Sub-Total HRSDC $30,501.77 $23,954.40 $110,450.53 $0.00Sub-Total Recipient – in cash $10,152.16

Sub-Total Other sources $52,200.84Sub-Total Other sources $0.00

GRAND TOTAL HRSDC $158,487.76 $23,954.40 $110,450.53 $0.00GRAND TOTAL RECIPIENT – IN CASH $23,954.40GRAND TOTAL RECIPIENT – IN KIND $110,450.53GRAND TOTAL OTHER SOURCES $0.00

TOTAL PROJECT AMOUNT $292,892.69

Budget Summary

COST CATEGORIES(CSGC)

Cash In-kindWAGESProject Staff $4,044.96 $3,033.72 $8,089.92 $15,168.60Project Staff MERC’s $0.00 $0.00 $0.00 $0.00A - Project Wages and MERC’s total $4,044.96 $3,033.72 $8,089.92 $15,168.60SUPPORT TO INDIVIDUALSB - Student Personal Support $98,362.35 $1,167.36 $21,345.05 $120,874.76PROJECT OVERHEAD (activity) COSTSProfessional Fees $0.00 $0.00 $0.00 $0.00Travel Costs $15,578.68 $5,556.20 $18,702.32 $39,837.20

Project Staff/Project Management/ Volunteers $10,000.00 $4,044.96 $10,112.40 $24,157.36General Project Costs $30,501.77 $10,152.16 $52,200.84 $92,854.77C - Project Overhead Costs total $56,080.45 $19,753.32 $81,015.56 $156,849.33GRAND TOTAL (A+B+C) $158,487.76 $23,954.40 $110,450.53 $292,892.69

HRSDC FUNDS FROM RECIPIENT & OTHER SOURCES

TOTAL

$10,000.00 $4,044.96 $10,112.40 $0.00

SUPPORT TO INDIVIDUALS

PROJECT OVERHEAD

$7,078.68 $5,056.20 $12,134.88 $0.00

NAME OF RECIPIENT :COST BREAKDOWN

BREAKDOWNWAGES

T:\LF-CL\WPC\2_Submissions\203_Selkirk College\09-25-06 budget breakdown and summary.xls

Appendix 3: Endorsement Letters

Note: In the original proposal, these letters were submitted as hard copy attachments. For this application, I have scanned the letters received as hard copies and inserted them into this document. I have inserted copies of the electronic endorsement letters as well.














Colt Engineering (Ontario) Corporation 1086 Modeland Rd., Bldg 1040, 2nd Floor, Sarnia, Ontario N7S 6L2 (519) 332-0160 Fax (519) 344-1186 e-mail: [email protected] April 5, 2006 To Whom It May Concern: I am writing this letter to share my support for the Program for North American Mobility in Higher Education initiative in which Selkrik College, B.C. and Cégep de la Gaspésie et des Îles, Quebec, are to take part. I was part of a team at Lambton College in Sarnia, ON, that developed a Sustainable Energy Engineering Technology program. During our development process we became involved with the Association of Canadian Community Colleges and their initiatives to promote renewable energy studies in Canada. The efforts of this council and the one at Lambton College have shown that there is indeed an emerging job market in Canada for Renewable Energy Technologists and hence college programs to provide training. The continued effort of the government in Canada to provide subsidies for renewable energy production is a key indicator that this technology will continue to grow. Lambton College was also given the valuable opportunity of attending several sessions put on by the Michigan organization NextEnergy. The experiences of the larger automotive and agriculture industries and as well as the larger colleges/universities in the United States helped us to develop a better picture of the job market and the skill set that would be required. It also allowed for resource/course material sharing and excellent networking. This type of co-operation has proven to me that opportunities such as the Program for North American Mobility in Higher Education in which there is co-operation between different countries and education institutes allows for ease in idea sharing and for each individual school to develop a more complete program. The chance for students to travel between countries within linked programs will be a terrific opportunity to be exposed to different technologies within the industries and different methodologies/functionality of governmental organizations. Best of luck to all involved Sincerely, Melissa Berry Process Engineering Department Colt Engineering Sarnia, Ontario

Engineering – Project Management – Construction Sarnia – Toronto – Calgary – Edmonton - Anchorage

March 24, 2006 Mr. Robert Macrae Integrated Environment Planning Technology Selkirk College PO Box 1200 Castlegar, B.C. V1N 3J1 Dear Mr. Macrae,

RE: North American Mobility in Higher Education Thank you for the email of March 3, 2006 regarding your grant application for the above mentioned program. I wholeheartedly support the initiative and commend Selkirk College for your vision and leadership in renewable energy technology. As the marketing director for GeoTility Systems and board member for both the Okanagan chapter of the BC Sustainable Energy Association and the Okanagan Green Building Council, I can attest to the need and urgency for a program of this nature. North America is desperately lagging behind in the global investment and adoption of renewable energies. The synergy created by having a collaboration between countries and geographical regions will certainly broaden the advancement and continuity of the new energy era. This is not a one size fits all transition and certain applications of renewable energy may be very region specific. The structure of the proposed program will offer students the access and exposure to a vast number of technological options. We stand a far greater chance of affecting change as a team than single players. If you require any further information or clarification, please do not hesitate to contact me. Yours truly, Barry Milner Marketing Director GeoTility Systems Corp.

GEOTILITY SYSTEMS CORPORATION 200 – 1649 CARY ROAD, KELOWNA, BRITISH COLUMBIA V1X 2C1

KELOWNA (250) 762-5776 FAX (250) 762-0206 VERNON (250) 558-1035 VANCOUVER (778) 229-3644

www.geotility.ca

From: "Donald/Elizabeth Scarlett" <[email protected]> To: "Robert Macrae" <[email protected]> Date: 3/4/06 2:44PM Subject: [BULK] Letter of support for Program for North American Mobility in Higher Education Re: The Program for North American Mobility in Higher Education I greatly admire the support Selkirk College has given to the renewable energy sector in the southern British Columbia Interior region. I participated in a program the College conducted during 2005, in which students and members of the public were able to meet and learn from entrepreneurs and local experts in several renewable energy fields, including solar, wind, biomass and microhydro. The associated trade show sponsored by the College was the first of its kind in the West Kootenays for a number of years and allowed the public and renewable energy workers to identify and connect with sources of products and expertise. As a worker in the microhydro field and a member of the British Columbia Sustainable Energy Association, I fully support the work Selkirk College has been doing to stimulate the renewable energy sector in this region. I think this work would be greatly enhanced if Selkirk College were able to co-ordinate its programs and exchange students with other North American post-secondary institutions in the Renewable Energy technology field. Regards, Donald Scarlett, P.Eng. P.O. Box 634 Kaslo, B.C. V0G 1M0 Canada Phone/fax (250)353-2563

March 14, 2006 Mr. Robert Macrae, B.Sc. Agr., M.Sc. Selkirk College 301 Frank Beinder Way Castlegar, BC V1N 3J1 Mr. Macrae: I am writing to offer the Canadian GeoExchange Coalition’s unreserved support for the North American Renewable Energy Technology (NARET) consortium’s application for a North American Mobility in Higher Education grant. Renewable energy will be a meaningful part of our collective future. A transition to a renewable energy based economy is in progress, and that progress will accelerate over the coming years. There are already substantial markets for renewable energy technologies, be they heat transfer technologies like geoexchange or electricity generating technologies like solar and wind. Specifically, geoexchange markets have expanded over the past ten years, and there is an emerging need for skilled personnel in all industries. In the geoexchange sector, there is demand for skilled technicians and technologists to design, install operate, maintain, inspect and commission geoexchange systems. The NARET proposal recognizes a common North American renewable energy market and addresses North American training needs. This is timely: I can imagine a general technologist working on tidal energy, marine heat transfer, tidal power, geoexchange, wind energy, and small hydro projects across North American during their career. As a consortium of community colleges and technical training institutions, the NARET proposal is refreshing. Canadian community colleges have generally been quick to respond to training needs and to collaborate with industries in the creation of relevant educational programs. The NARET proposal will help support the growth and development of renewable energy technologies. This is consistent with the Canadian GeoExchange Coalition’s vision of sustainable industry development. We look forward to working with you in future and thank you for your ongoing commitment to effective market transformation for integrated geoexchange in Canada. Please do not hesitate to contact us if you have any questions. Sincerely, Denis Tanguay Executive Director

March 10, 2006 Robert M. Macrae, B.Sc. Agr., M.Sc. Instructor, Integrated Environmental Planning Technology Selkirk College PO Box 1200, Castlegar, BC, Canada, V1N 3J1 Dear Robert, I am writing to express our strong support for the programs on renewable energy that you are proposing to run at Selkirk College. We have been operating as a non-profit association for two years now, and during that time, we have attracted over 450 members, and formed 7 Chapters around BC. It has been interesting to note how many of our members are young, in their twenties. They know instinctively that there is much that needs to be changed in the world, and that coal, oil and gas represent the past era of energy, not the future, and they are hungry to learn more about renewable, sustainable forms of energy such as wind, solar PV, microhydro, groundsource, solar hot water, wave and tidal, geothermal, green hydrogen, etc, as well as about greater energy efficiency. Some of these people want to develop a career in the field, and I am often having to field phone calls and emails from young people asking “How can get a training?”. Right now, there is almost nothing available, so I recommend to some that they train for a regular electrician’s ticket, since I know that this will be a useful step. I am sure, based on the real world situation, and on the growing demand among young people, that within five years we will see colleges in every province of Canada offering part-time and full-time courses with a focus on sustainable energy technologies, policies and applications. What is needed now is for colleges to get their feet wet by launching short courses on renewable energy, so that they can begin to develop the in-house knowledge about local specialists who can be drawn on to help design and teach the courses, and other local resources. I would like to encourage any agency, business or organization to lend you whatever support they may be able to give. For our part, we will be doing our best to help, with the voluntary resources of our Chapters and members. Yours sincerely, Guy Dauncey, President, BC Sustainable Energy Association

Some of these people want to develop a career in the field, and I am often having to field phone calls and emails from young people asking “How can get a training?”. Right now, there is almost nothing available, so I recommend to some that they train for a regular electrician’s

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