BEST PRACTICES IN PV INSTRUCTION

Professional Development Workshop March 25, 2011

Oakland, California

Final Report

This event was supported by a grant to the California Community College Chancellor’s Office

from the US Department of Energy

DE-EE0002092

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Introduction California has long been an early adopter and world leader in solar energy. Rising fossil fuel costs, heightened concerns about our air quality and the environmental impact of coal-produced electricity have acted as incentives for the state’s commitment to 30% renewable energy sources by 2020. The Million Solar Roofs Initiative (SB-1, enacted in 2009), increased federal tax credits and local incentives have made residential solar photovoltaic (PV) systems very popular. Seeing new skills and job-training needs and opportunities in this growth, more than 60 of 112 community colleges in California have started programs in PV instruction. Many of these programs have benefited from various grant funds, including the American Recovery and Reinvestment Act (ARRA), Workforce Investment Act (WIA), and funding from various State and Federal agencies. Additionally, there are many other PV offerings by career technical education (CTE) centers, adult and career education schools, ROP's, workforce development centers, community education providers, university extensions, and private schools. These programs range from short workshops to degree-track programs of a year or longer, with varying course content, equipment and teaching methodologies. Historically, community colleges have set the bar for technical education; a pattern holding true for solar PV instruction. It is essential for the future of the PV industry that the community college programs aspire to a high standard of instruction that provides students with the tools necessary to continue and maintain the largest solar industry sector on the continent. In the current climate of deep budget cuts for post-secondary education, it is vital that our colleges work together to keep programs sustainable, insure that instruction is current and that faculty have the resources to teach PV to the very diverse student population of California. With this in mind, the California-Hawaii Regional Training Provider (RTP) of the US Department of Energy's Solar Instructor Training Network (SITN) deemed it timely and important to convene a "Best Practices in PV Training" event for instructors from community college programs throughout the state. A full day, invitation-only workshop was held in conjunction with the California Community College Association of Occupational Educators (CCCAOE) annual conference in Oakland on March 25, 2011. This report provides the findings from this faculty workshop. While the California-Hawaii RTP is grateful for the assistance of all workshop participants (identified on the last page of this report), we are especially indebted to those individuals who spent countless hours summarizing, compiling and editing the workshop documents to produce this summary report. The RTP extends its most grateful appreciation to Brian and Catherine Hurd of Hands-on-Solar for their assistance with workshop organization, transcription and summarization of results, and the preparation of the initial draft report. And we extend our appreciation and gratitude to Wendy L. Miller, Program Coordinator of the City College of San Francisco’s Advanced Transportation Technology and Energy (ATTE) program for her insightful assistance with this final report. Gerald W. Bernstein Principle Investigator (P/I) California-Hawaii RTP July 2011

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Best Practices in PV Instruction, March 25, 2011 Workshop Structure and Content

Twenty five top solar instructors from California community colleges came to Oakland to attend the all-day workshop on "Best Practices in PV Instruction." The morning session featured presentations on the Interstate Renewable Energy Council's (IREC) "Best Practices" publication, (2010 revised edition), an excellent resource prepared by top professionals in the field of alternative energy education and educational design. The NABCEP Entry Level Learning Objectives and training trends of top programs from around the country were also discussed. All agreed that it is essential that California community college Solar PV programs be aligned with nationally-recognized requirements, best practices and training protocols. The afternoon focused on hearing from the invited faculty about the best teaching practices employed by PV programs around the state of California. "What is working?" and "what can be improved on?" were the key questions considered. There was also lively discussion on more effective ways to collaborate, while leveraging diminishing resources. The participants were divided into five groups of five for a series of round table discussions on specific topics. Each group spent approximately 25 minutes at each of the five stations, where the following major areas were discussed:

1. What We Must Teach: Following national guidelines (IREC, DOE, NABCEP) to keep our course offerings relevant and aligned with industry needs

2. Setting Up Effective Labs and Appropriate Lab Activities: Indoor and outdoor labs, and the types of lab activities that are essential

3. PV Instructor Development and Continuing Education: The most effective ways to bring

new instructors up to speed and to keep instructors current

4. Working Together and Staying Connected: Viable methods of communication, sharing instructional resources, equipment donations, etc.

5. Workforce Development and Connecting Students with Jobs: Ways to improve our connections to local industry, Workforce Investment Boards, CA Employment Development Department, and other economic development entities

For each of these topics, this report provides in detail:

• Key areas considered during the roundtable sessions • Suggestions and recommendations from the faculty • Barriers to effective implementation.

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Conclusions

1. What We Must Teach

Ideally, colleges have established, or can set prerequisite requirements for those enrolling in PV classes. In lieu of prerequisites, it was agreed that, at a minimum, students should be assessed for reading comprehension and math skills in advance of training. Assessing potential students for knowledge of basic electricity would also be beneficial to successful PV instruction. Students with these basic core competencies will have a better opportunity for success in the technical field of PV.

Although there were some concerns with the NABCEP Entry Level Exam program, most schools embrace those learning objectives as the best guide and clearest road map for PV instructional programs. The IREC "Best Practices" document was also cited as a great starting point for implementing PV instruction. Faculty agreed there is no substitute for hands-on training with plenty of repetition. Contractors hiring our graduates want workers who know what is expected on the job site, so programs must include thorough safety training. Graduates entering the workforce already holding their OSHA 10 and OSHA 30 cards are more appealing to employers. Several instructors stressed that we need to teach a variety of job skills to meet the current demand, since there are many jobs in the solar PV industry besides installers. These could include site analysis, customer service, sales, rebates and incentives, public relations, design and permitting, and system maintenance. Contractors want well-rounded workers with the proper training.

2. Setting Up Effective Labs and Appropriate Lab Activities To a person, everyone agreed that PV training is not complete without effective, well planned, lab activities. It was suggested that basic labs be posted in the future on a PV Faculty Forum website to give college instructors access to proven hands-on lab training and activities. Safety remains the number one concern for any hands-on lab activity, with OSHA safety training deemed essential. A minimum of OSHA 10 training, and ideally OSHA 30 Fall Protection training should be made available to PV students at community colleges. Class size and student-teacher ratios are a big safety concern, especially when there is only one instructor per class during lab activities. The group thought that a cap of 20 students per lab would be appropriate.

It was agreed that every student should learn every key skill, with "standing around and watching activities" limited. Adequate lab time is essential, and lab participants should be evaluated on performance, identification and explanation exams. Mastering tool and part recognition and proper use is vital for the entry level worker. The gradual approach of mastering one skill at a time leads to more effective learning and knowledge retention. Trade math is very important to enable students to calculate quantities of product required for various layouts, and perform accurate electrical calculations. Adequate lab time should be devoted to measuring, calculating areas and layouts.

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Field trips to actual installations go hand in hand with installation practice and help the students visualize what they are learning on a larger scale. This is another reason for strong advisory committee support and networking with local PV contractors. Seeing actual installations of systems and products that are trending now, such as micro-inverter systems, AC modules and quick mounting systems, reinforces the learning process. 3. PV Instructor Development and Continuing Education, and 4. Working Together and Staying Connected

Although these were separate discussions, the resulting recommendations from faculty overlapped, since communication among faculty and collaboration were deemed an important part of the professional development continuum. It is critical that our instructors are properly trained and prepared to teach the technical subject matter of PV at a level that complies with industry-set standards. Many of our teachers are transitioning from related fields of instruction, and need training that covers subject matter content. Other instructors are coming to teaching from industry, and need training in how to teach and maintain control and discipline in the classroom. In California, there is a climate of cooperation, with schools all over the state sharing curriculum and other resources to improve PV education. The faculty suggested that the best way to stay connected and effectively collaborate would be to create a ‘home base’ website for PV instructors. The site could include a faculty directory, links to websites, equipment resources, curriculum; and classroom instructional materials such as slides, power points, videos and handouts. It would also serve as a forum to discuss areas of concern, and a bulletin board to post important events, job links, and topics of interest. 5. Workforce Development and Connecting Students with Jobs

Connecting students to internships, work experience opportunities and jobs at the end of training is critical to the success of PV programs, and is part of teaching PV. In some instances, job placement is a requirement of continued funding of programs, so all our students need to be trained for employability. Faculty agreed that program advisory committees, industry partners, and connections among teachers were the greatest asset in connecting students with jobs. They also recommended that programs work with established job placement and workforce development entities to provide support and resources to job-seeking graduates. Providing students with realistic and accurate information about hiring trends, minimum requirements, and needed soft skills will help them successfully pursue employment. This requires that faculty are themselves knowledgeable. And, just as teachers need continuing education to stay current in their field, faculty suggested resources for our graduates to do the same.

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Roundtable Discussion Outcomes Topic 1. What We Must Teach This roundtable station focused on adequate course content, and what must be taught for well-rounded instruction in photovoltaics. It was agreed that adhering to acceptable standards of training and staying current with national trends are equally important concerns. While many of the community college programs in California are not yet NABCEP-registered entry level providers, most schools follow the NABCEP Entry Level Learning Objectives. These objectives were reviewed during the morning session, with an emphasis on those rated "important" or "critical". Increasing numbers of schools throughout the country are also looking to the IREC Best Practices publication as an aide in organizing their PV programs, and this is also true in California. Instructors agreed with the NABCEP and IREC key guideline that appropriate PV instruction should have teacher-student interaction, and should be learner-focused training. Because of the depth and breadth of PV training required, instructors were encouraged to assign outside learning activities on a regular basis. For every hour of classroom instruction students should spend 2 to 3 hours on outside study. Use history, site evaluation, load analysis and basic system design are a few of the topics that can be given as homework reading assignments, reports and papers. Because of the technical nature of photovoltaics and the inherent dangers associated with high voltage DC, there was consensus that the one week short course variety of PV training is not adequate in most cases—they often lack context and safety training, and are potentially dangerous. The groups were also in agreement that hands-on training should be stressed as an integral part of PV education, and that course offerings should include hands-on labs, especially for entry level installer. • Key Areas of Consideration

1. Student pre-assessment and appropriate prerequisites 2. Aligning with the NABCEP Entry Level Learning Objectives, and following

suggested guidelines from IREC 3. Identification of critical skills for inclusion in a program 4. Instructional resources, curriculum, textbooks, online resources 5. Course offerings and instructional sequences 6. Networking with industry 7. Safety for PV (fall protection, OSHA safety instruction, CPR, etc.)

• Suggestions and Recommendations from Faculty

1. Student pre-assessment and appropriate prerequisites:

Assessment or pre-testing is the best way to have a class of students ready to successfully complete a program. Testing should be conducted before enrollment, and should include, at a minimum, both math and reading skills. It is important to have trade-related

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contextualized remedial instruction available for those identified as weak in reading, math, etc. CASAS (www.casas.org) and TABE (www.tabetest.com) assessment tests are good tools for evaluating academic level in reading and math, with CASAS being free.

2. Aligning with the NABCEP Entry Level Learning Objectives and following suggested guidelines from IREC: The weighted scale (useful, important, critical) in the NABCEP Learning Objectives is invaluable and gives a road map of what should be covered in class. The NABCEP suggestion of 3 hours of work outside of class for every hour in class should be followed by all PV instructors, who should begin preparing students for the difficulty of the Entry Level Exam from day one of instruction. All test questions in class should be modeled after the types of questions on the NABCEP exam, that is multiple choice, with all viable answers. As encouraged by NABCEP, ethics should be stressed in class frequently. The IREC website has a wealth of links to teacher resources (www.irecusa.org), and faculty should be encouraged to obtain an educational membership in IREC. These resources

Who are your students? Knowing your students is the key to teaching them effectively, and teaching methods have to be adjusted to fit the students. Some classes are made up of contractors who want to add PV installation to their ‘tool belt’. Others are workforce development programs that focus on providing training to the unemployed, or those with serious barriers to employment, such as a criminal history. Some teachers are working with young people straight out of high school, others are teaching adults. Finding out what your students already know, either through pre-assessment tests or surveying them early in the program, will help you shape your lesson plans. Having a variety of activities that reach students with different learning styles -- visual, auditory, experiential – will keep them engaged and reinforce the content you are teaching. A great teacher resource for working with diverse CTE students is CCCAOE’s Workbased Learning Connections e-newsletter, “On the QT”. http://wblconnections.com/on-the-qt/

Students must have a GED or high school diploma, or otherwise be qualified for admission to community college. Students with basic electricity, house wiring experience and job safety training under their belt usually pick up PV course content more quickly, and excel at hands-on skills. It is important to include basic electricity and trade mathematics as a minimum prerequisite, while allowing those students from the trades with extensive experience the opportunity to test out of prerequisite requirements. When PV courses have to include math skills and basic electricity training, there is less time to cover the important aspects of PV. Faculty agreed this was a time waster. Since each classroom and group of students is different, faculty recommended conducting a student survey during the first class to learn who the students are, and what they already know. The consensus was that this is as important as pre-assessment or basic skills testing.

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include webinars, reports and great links, and make membership extremely valuable.

3. What are the critical skills for inclusion in a program? Faculty agreed on the importance of following the NABCEP Entry Level learning objectives as a road map to training, and holding students to a high standard. Again, they recommended surveying each class to see what skills and knowledge they already have. The teachers enumerated critical skills to cover in PV instruction. These included construction skills such as measuring, safely and properly using power tools, and house wiring. Equally important are the real day-to-day job skills needed on a PV jobsite: how to load/unload trucks, how to work on a roof. The need for safety training and following safety procedures in class was stressed throughout the entire workshop. Besides the gadgets like Solmetric SunEye and DayStar meter, we must teach students how to use a calculator to calculate electrical and PV equations Homework should be stressed as a course requirement. Some teachers have asked students to sign a contract outlining teacher expectations for student behavior and work during the course. Courses should include hands-on design project training with real world applications or work experience whenever possible. Faculty also cited the need for teaching soft skills, such as jobsite etiquette, customer relations, interviewing skills, appropriate workplace behavior, and ethics.

4. Instructional resources, curriculum, textbooks, online resources: Faculty listed a variety of resources that have helped them effectively teach solar PV. The standard textbook is James Dunlop’s Photovoltaic Systems. Some teachers referred to the great support materials available at www.jimdunlopsolar.com. Other faculty noted that the book does not contain basic electricity information, and little about safety. It is not ideal for students with weak reading or math skills. The SEI book, Photovoltaics Design and Installation Manual, is easier to read and navigate than Photovoltaic Systems, and has good worksheets and information for beginners. Instructors should use a variety of instructional materials, including manufacturers’ websites, online videos, John Wiles and the “Home Power” magazine archive, and online sources like Sandia Labs, NREL, FSEC, NCSC, US DOE Solar. Faculty also stressed the importance of instructional workshops for teaching ideas and method. An online solar simulator and other online resources should be investigated. For system design work, teachers recommended PV Watts -1 (http://rredc.nrel.gov/solar/calculators/PVWATTS/version1/). Another important free software is RETScreen (www.retscreen.net). Other resources noted by faculty included guest lecturers who can expose students to the real work of the PV business, free safety videos, and information from Clean Power Finance (www.cleanpowerfinance.com).

5. Course offerings and instructional sequences:

Most PV courses are stand-alone instruction offering a certificate of completion. These courses should be at least a semester in length, and should include hands-on lab content. Because of the technical content, and the fact that many schools don't vet applicants, the average attrition rate is around 15% per semester. A sequence of courses about PV systems (for example PV-1, PV-2, PV-3), often for credit, are popular and seem to turn out more well-trained graduates. However, attrition is over 30% from PV-1 to PV-3. In such a sequence, faculty recommended that the first course include PV theory, basic PV

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terminology, math for PV, basic electricity, and safety. Continuing education alternatives should be offered after a PV sequence. A few colleges have degree track programs leading to AA or AS degrees, and these degree programs are desirable to a growing number of students. Although colleges are operating with budget constraints, PV instructors must make sure that course content is adequate. Most PV courses are aimed at installation technicians, and faculty wondered about training for other jobs in solar. Colleges can and do teach more than just the technical aspects of PV. Coursework could include customer relations, permitting, rebates, operations, and other topics related to the operational aspects of the solar PV industry.

6. Networking with industry:

Faculty agreed on the importance of networking with industry. It is a vital way for schools to get input on what students should be learning. It can lead to donations of product and equipment to programs, and be a source for professionals to serve as guest lecturers. It is how potential opportunities for student internships and job placement are created.

7. Safety for PV (fall protection, OSHA safety instruction, CPR): Safety training should be

documented, and students consistently reminded about safety. It must be part of the curriculum in the classroom and the lab. Schools can work with local unions to offer OSHA 10 and 30 safety training to the students. Graduates with OSHA safety training are more employable. Safety soft skills, such as wearing sunglasses, sunscreen, long-sleeve shirts, correct shoes and gloves should also be stressed. There are many free safety videos on You Tube, as well as news stories about construction accidents that can be used as classroom examples.

• Barriers

1. Too much training, too few jobs: A familiar refrain echoed through the room: "Lots of PV training (especially in the San Francisco Bay Area) for too few jobs." Although PV is experiencing unprecedented growth, the residential market is not as strong as had been forecast in recent years. Larger systems of 1 megawatt and greater are becoming more common, and the landscape is changing from many small contractors to a market controlled by fewer and larger contractors. Students need to be made aware of the possible need to relocate to get steady installation work in the current economy.

2. Basic skill level of students: Many teachers are concerned that the skill levels of incoming students in math and English are much lower than they were even 5 years ago. A larger percentage of students require remedial math classes at the community college level, and this trend seems to be statewide. Faculty finds many older students are turning up in PV classes, especially night classes. Adults who have been laid off from jobs in construction, real estate, and retail sales see solar training as a ticket to a job. These students may not have studied algebra or geometry in years, and although very eager to learn, they have a hard time breaking down the word problems and doing the math expected of them. One instructor’s perspective was, "We have to hold them to a high standard, demand a lot, and we will get a lot;" but this view was not universal. It is important to tie the math problems to real world situations. Because many of our students are visual and hands-on learners, it is important that we keep instruction balanced with lecture and hands-on activities. This approach has benefits for all students since most stay better focused when they are physically doing things.

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3. Lack of soft skills: Faculty also noted the lack of basic job skills in many of our younger students. Showing up on time, for instance, should be required and should be consistently demonstrated by the student before they go out to interview for a job. Soft skills training needs to be stressed, including what to wear to work, how to talk to customers and punctuality.

4. Concerns about the NABCEP Learning Objectives: Concerns that the NABCEP Learning Objectives do not have a requirement for hand-on activities were voiced by many of the teaches present. Most of our students need hands-on training to better grasp the technical aspects of installation. Also, some teachers said that it was rare to find a student who initially thinks at the level that the NABCEP exam requires.

Topic 2. Setting Up Effective Labs and Appropriate Lab Activities

Regardless of the skill level of the students when they enter the program, having appropriate lab set-ups and activities is important to develop the skills necessary for entry level PV workers. It is no coincidence that the better programs in California have a balanced blend of classroom and practical hands-on labs. This follows the example set by the leading programs in the country: Hudson Valley Community College, NY; Diablo Valley Community College, CA; East Los Angeles Skills Center, CA; Cape Cod Community College, MA. All of these programs demonstrate that instruction with strong hands-on labs turn out well-rounded entry level workers. This theme spurred thorough and passionate discussion. The focus was on balancing what should be covered in PV lab activities with what can actually be covered within the restrictions of a community college. At the beginning of this roundtable group discussion, participants reviewed the following list:

• Key Areas of Consideration

1. What must be taught in the lab 2. Lab routines and procedures 3. Appropriate indoor and outdoor lab set ups, mock-ups, displays 4. Safety training and OSHA standards 5. Safety gear, equipment, devices 6. Required lab gear, equipment, and tools 7. Critical lab activities 8. Suggested PV labs for programs on a tight budget 9. Keeping up with changing trends

• Suggestions and Recommendations from Faculty

1. What must be taught in the lab: Faculty were clear that an organized instructional methodology for lab time was crucial. An introduction to lab activities should be covered first, so that all students understand the objectives and expected outcomes of the activity. Students did best when they understood the ‘what’ and ‘why’ of labs. Starting with simple projects, breaking them down into manageable steps, and allowing students to have small successes along the way leads to better student learning outcomes. The hands-on activities should focus on the NABCEP Learning Objectives that are rated ‘critical’, with inclusion of those rated

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‘important’ as time permits. Working safely in teams should always be stressed. Instructors felt that integration of math, measuring, calculations, safe tool use and construction skills into all hands-on lab activities was important. To this end, each student must learn tool recognition and proper tool use, parts recognition, how to safely load and unload trucks, bending conduit and basic house wiring. Labs should include various roofing products and operations, with students learning how to cut composite shingle roofing. Each student should learn how to use and read every diagnostic tool common to the trade, and practice installing the most common racking systems in use today. Siting, site assessment, electrical output needs assessment, system sizing, electrical and mechanical design should all be taught using available parts and equipment. Site evaluation exercises using the Solar Pathfinder or Solmetric Suneye help students master these concepts. Lab activities that teach students how to analyze module output under various shading and light conditions or correcting for temperature and irradiance will help students learn how to design and size systems. System sizing exercises should emphasize using actual modules, inverters, and Balance of System (BOS) components in the lab, and should be conducted in everyday install situations. Use of the California Solar Initiative (CSI) calculator should be taught for production estimates, at least in California. Teachers suggested conducting a system design exercise based on site selection, using Google Earth or RoofRay to do a site assessment, followed by an exercise to calculate basic system sizing. Although faculty recommended that each student master every basic installation skill, students need to learn about specialization in the real world. Giving students a clear understanding of the various roles (site evaluator, sales, installer, electrician, project manager) from a real time lab perspective will serve them well as entry-level workers. Finally, all faculty recommended the inclusion of an off-grid practice install as a vital part of lab instruction.

2. Lab routines and procedures: Lab routine should be established and consistent, with safety

being the primary concern. Faculty recommended mimicking the workplace by beginning every lab with a related safety tailgate meeting. Students should generate a bill of materials for each lab project, essentially bidding the job by creating a complete price quotation with at least material and labor, possibly even overhead and profit. This can be given as a lab homework assignment. Setting up the activity is as important as finishing it. Having students organized as teams, as on actual jobsites, then changing the composition of the teams, ensures that each student learns everything. Faculty found that teams of 2 to 4 students have the best results. Everyone has a turn, but everyone works together to complete the activity. Area cleanup is equally important, in the lab as on the job, with tools and gear collected and properly stored. For students new to construction, an introduction to lab activities should be mandatory. It was noted that students with a fear of heights, or not suited for work on the roof should be weeded out from programs as early and safely as possible.

3. Appropriate indoor and outdoor lab set ups: Instructors were very specific about the need for a variety of lab areas to effectively teach PV. Simulated roofs directly on the floor of the lab are the safest sets-ups for students to learn mechanical attachments, racking, and mounting; they are also inexpensive to construct and maintain. A wall mount area for inverters, combiners, disconnects, etc. should be available to each work group; teachers agreed that optimally they would have one such station set up for every 4 students. Roof area

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mock-ups and work areas at different angles and elevations are critical for students to learn how to work on actual jobsites. There should be designated areas for ladder training, both indoors and out. The need to be able to perform all post-install measurements or certification tests to simulate realistic troubleshooting was also suggested. A fully functional grid-tied PV system would be preferred by most instructors as necessary for a comprehensive PV design and installation laboratory. Ideally, the campus facilities and electrical department administration should work with college administration to have at least one interconnection (grid tied) demonstration array. This could be a small PV system and should be accessible for PV training and monitoring.

4. Safety training and OSHA standards: OSHA Safety instruction should be a cornerstone of

PV lab activity. If possible, formal OSHA training can be arranged in advance to include OSHA 10 and OSHA 30. Students who have earned these OSHA cards are more employable. Additionally, safety provisions in the National Electrical Code (NEC) should be stressed. Practical safety concerns should also be included, such as using sunscreen, sunglasses, wearing appropriate shoes and work clothing, and staying hydrated. Teachers felt that CPR training would benefit students. Some specific areas for safety training recommended by faculty were ladder safety and fall protection training with harnesses. The latter can be adequately covered at ground level. Making safety part of the PV curriculum, and consistently stressing the importance of lab and job site safety are critical. Teachers pointed out that there are good safety videos available free on YouTube ® and online. Some are scary, some funny. Teachers should choose only those videos appropriate for PV training, then give safety exams after watching the videos while the information is still fresh. All safety training should be documented, with students and teachers signing an acknowledgement form.

5. Safety gear, equipment, devices: A fully-equipped PV teaching facility would include the

following safety equipment for use by students: o Safety harnesses, lanyards, and anchors o Personal Protection Equipment (PPE), including gloves, goggles, helmets, harnesses, back

braces, kneepads, reflective safety vest o An OSHA-approved perimeter barrier on all roof areas over 6 ft above ground o Fiberglass extension and step ladders for mandatory safety training o Face shields for inside service equipment work o Only insulated tools should be used. o Lockout / tag-out provisions and recognition should be emphasized o Appropriate code compliant signage should be explained and used o Only appropriate DC rated meters should be used for diagnostics

6. Required lab gear, equipment, and tools: Tool recognition is an important part of entry-

level lab instruction, and instructors agreed that using tool display boards, tool belts, and tool buckets with the standard tools of the trade can help students master this essential first step. Teachers need to stress which is the correct tool for each job. The well-equipped program will include access to measuring and layout devices and tools, power tools, wiring tools, MC Connector crimping tool, electrician tools, and standard portable power tools. PV racking and system parts recognition is also very important, and display boards for parts are also needed in the lab. Because the goal is for students to learn how to use and read each instrument, labs

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must contain a wide variety of equipment. A well-appointed lab should contain a Solar Pathfinder and Sol Metric SunEye, clamp on ammeter, Kill-a-watt, irradiance meter, roof angle detector, deep framing detector, infrared temperature guns and all other important diagnostic tools-of-the-trade. A Microinverter and centralized inverter module, plus charge controller and deep-cycle batteries, and appropriate battery storage are also needed in such a lab. Some teachers suggested including the latest I-phone and online Aps for site evaluation, which involves access to computers or I-devices.

7. Critical lab activities:

To train well-qualified graduates, faculty listed the following as subjects that must be covered and demonstrated in hands-on labs:o Safety o Measuring and trade math o Tool Use o Ladder safety, staging, and use o Roof work routine o Diagnostic and design tools use o Racking and mounting systems o Layout o Navigating various roof surfaces and pitches o Basic site evaluation skills o Structural considerations o Various types of roofing products o Fixed, adjustable, and tracker systems o Single phase residential o Three phase commercial o Grid-tied and off-grid systems o Microinverters and AC modules o Traditional central inverter systems o Wall mounting o Grounding o Conduit bending o PV Hoisting, lifting, staging, and handling o Monitoring o Trouble Shooting and Maintenance

Tom Chatagnier, of Diablo Valley College, has found that his most engaging lab activities involve the most recent technology.

To help students understand the differences between residential and commercial types of wiring, Chatagnier uses both types of Enphase Microinverters. In addition to 240VAC residential microinverters, he has purchased 3 phase 208VAC commercial systems. “It’s a practical way to show students the difference.”

To teach PV system design, Tom has started to incorporate the Expedited Permit Process for PV Systems, developed by Bill Brooks, into his classes. This process takes a student from the design phase to the implementation phase by incorporating the PV drawing and all the wire and conduit sizing calculations. He also uses the Solmetric PV Design software. This software is not vendor specific, and is as powerful as the software used by large companies (unavailable to colleges).. It works with the Solmetric Eye shade analysis tool, and has rule checking and other built-in functions that allow student designers to try out different design concepts.

Tom Chatagnier is “retired” faculty. Tom is Northern California’s Godfather of Solar Instruction, and has generously shared his knowledge and techniques with faculty throughout the State.

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Brano Goluza has discovered that his students would rather play with equipment than listen to a lecture or study a textbook. He’s come up with activities to entice students to go to the textbook to learn more. Here’s his tip for teaching about temperature coefficients and the effects on voltage. Brano brings a small cooler, joking with his class as they go up to the roof that they’re going up for a beer. He has his students measure the voltage on a hot panel. Then he takes ice water out of the cooler, and has the students watch the voltage go up as they slowly pour the water on the module. When they stop, and the unit warms up again, they see the voltage going back down. “Once they see something happening, they ask why.” Now they can return to the classroom and the textbook, and cover the concept completely. Says Goluza, “Once they’re engaged, they’re mine!” And it’s free, except for $3 for a small cooler. Brano Goluza teaches PV installation at Los Angeles Trade Tech. He is developing a book of lab activities designed to get students engaged, while demonstrating difficult technical concepts.

8. Suggested PV labs for programs on a tight budget: Many PV programs are operating on a very limited budget. Faculty shared ideas on how to obtain free or low-cost lab equipment, and simple ways to create budget-wise lab set-ups. All agreed that we must network with industry and our advisory boards, local contractors, supply houses, public utilities, manufacturers, and even other schools, to obtain donations for labs and equipment. Other departments or programs in your own school, such as campus facilities department, construction, welding or HVAC may have free hardware or materials that would be useful. Some instructors have successfully obtained surplus property from local city and county governments. Many companies were mentioned as generous supporters of PV programs. These included Unirac, which has donated the Clicksys racking system to numerous schools in California. Solmetric offers a deep educational discount on the Suneye, and SunWize has historically donated product to schools. Home Depot and Lowes will donate broken bundles of shingles and plywood with blemishes. Faculty agreed that having roof flats and mock-ups built by students, or in collaboration with construction classes is cost-effective. Roofing flats are easy to build and are inexpensive. Several schools can share resources by building mobile training trailers that can be used by several schools on a rotating basis. Similarly, schools with active construction programs can build mockups, displays and fixtures for several schools at the same time, saving time and money. Rolling array carts with a folding rack system can be easily rolled outside and then stored for future use. Diablo Valley College has created a simple, inexpensive, light-weight ground-mount system using hurricane fence tubing that is easy to assemble and disassemble. Faculty discussed the challenge of high student-teacher ratios in labs. Many suggested seeking retirees from the electrical, roofing and PV trades to help as volunteer lab assistants during lab activities, or using those students with extensive experience in construction, roofing or electrical trades as student assistants.

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9. Keeping up with existing trends in teaching and in the industry:

As with all career technical education, faculty stressed the need to continually consult with local industry to learn what skills and trends are most important to them, and plan hands-on instruction accordingly. Student outcomes benefit from regular visiting instruction from local industry employers and employees, and teachers should include latest trends in their class planning when possible. Some such trends noted by faculty were micro-inverters, integrated inverters, AC Modules, multi-junction products, concentrating PV (CPV), PV-powered charging stations, shade structures, deck covers, 2011 code requirements and system monitoring.

Commissioning the System, a/k/a Anti-Islanding Peter Parrish has all of his students participate in a final 2-session hands-on lab sequence to design and install a grid-tied PV System. The first session involves string-sizing, mechanical layout and performance simulation, while the follow-on session involves building and certifying the PV system. Students mount the PV panels; wire them together; hook up the inverter, the grounding system and the disconnect; and perform their final tests. Then the moment of truth arrives: will the system they designed and installed actually work? They turn on the system, and then they must wait 5 minutes while the anti-islanding feature required of all inverters sold in the USA operates. The inverter performs the countdown from 300 to zero, there is a little click inside the inverter and it powers on. The display shows the AC power building up from zero to a steady state over another 2 or 3 minutes. “The suspense is palpable during that 300 second countdown, and there is invariably a cheer from all the students as their inverter turns on and ramps up to the Maximum Power Point,” says Parrish. “It’s a real Aha! moment.”

Anti-islanding is a requirement of the NEC and the Underwriter’s Laboratory test procedures. A somewhat over-simplified version of “anti-islanding” says that if the grid voltage goes out of the range of 216 to 264 VAC or if the grid frequency goes out of the range 59.9 to 60.1 Hz, the inverter must shut down within one cycle (1/60th of a second). Once in this shutdown mode, the grid must come back into compliance (both frequency and voltage) for 5 continuous minutes before it will turn on again. This is pretty “ho-hum”. However, two of our laboratory sessions involve building a real, grid-connected PV system. So when they go to turn on their system for the first time, they get to experience the “anti-islanding” function first hand. Peter T. Parrish, PhD is President of California Solar Engineering, Inc. He has about 750 hours of PV instruction under his belt, and teaches PV Installation at College of the Desert, Pierce College and Santa Monica College in Southern California. He also teaches at a private technical school.

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Peer mentors and team learning were cited as key instructional methodologies. If there are students in the class who are experienced installers, electricians or contractors, have them share their knowledge and mentor those new to PV or construction. Faculty also agreed that field trips are essential teaching tools. Students get to visit actual job sites, and have the satisfaction of “seeing the meter spin backwards”. To find locations for such field trips, teachers need to identify local supply houses and manufacturers, public utilities, large installs on commercial property, and arrange logistics for the trip. Because PV is becoming a sales-driven industry, we must lay the groundwork in introductory installer classes for students to move into that area of the business. Students need new perspectives to be able to sell systems. To this point, faculty agreed we needed to encourage teamwork, and teach communications, personal responsibility, appropriate personal appearance and demeanor.

• Barriers

1. Experience and basic skills level of students: As noted above, students in PV classes have a wide variety of skills and experience. Many are weak in math, basic electrical knowledge, or have no experience using tools. Time spent covering these foundation skills can reduce the time available for the hands-on portion of PV training.

2. Limited budgets: PV lab set-ups and equipment are expensive, and funding for post-secondary education is being slashed in the current budget crisis. This is forcing some programs to cut back on lab activities, but is also an incentive for instructors to find creative ways to set up and maintain labs on a budget. Our industry partners are more important than ever for donation of equipment and supplies. During the workshop, teachers were encouraged to take all donations; even modules and inverters that are not functioning up to specifications can be used as teaching tools. In these days of limited resources, organizations like NSF CREATE are planning to help member schools by building lab mockups and roofing flats at Cuesta College and distributing them to other campuses, recognizing substantial savings. Another school has plans to build a mobile training lab to rotate between campuses so that every school in the group has access to training on up-to-date equipment and setups.

3. Space restrictions: A common frustration among part-time instructors sharing space with other instructors or classes: there is limited space to store equipment, and restricted space for mock-ups and displays. Others instructors are situated in standard classrooms that are not conducive to lab activities.

4. Student to teacher ratio: Larger class sizes and fewer instructors create potentially

dangerous lab situations, where safety must be a top concern. It is strongly suggested that a lab assistant is needed for a class of more than 15 students.

5. Limited real time situations: Most colleges will not allow PV systems be connected to campus electrical service panels because of liability and procedural issues. This severely limits diagnostic and trouble-shooting lab activities. Many college facility departments prohibit using existing roof areas to practice installations or to mount demonstration arrays.

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Topics 3 & 4. PV Instructor Development and Continuing Education; Working Together and Staying Connected Although these were separate discussions, the resulting recommendations from faculty overlapped, since communication among faculty and collaboration are part of the professional development continuum. PV is a relatively new field of instruction, and many at the community college level have come from related technical fields into teaching PV. These instructors know how to teach tech and electricity, but lack real time PV installation experience, and must become familiar with the details of solar electricity. There are also new instructors from the field of PV installation who are knowledgeable about the technical content, but may not be trained teachers. Learning content or teaching methodology requires both time and commitment on the part of the instructor, months of self-study, and attending appropriate workshops and training events. • Key Areas of Consideration

1. Bring veteran instructors up to speed in PV, and help those from industry transition into the classroom

2. Networking and cooperation with other programs and instructors 3. Resources for continuing education and staying current 4. Grant opportunities

• Suggestions and Recommendations from Faculty

1. Bring veteran instructors up to speed in PV, and help those from industry transition

into the classroom: Faculty agreed that teacher training is key to successful programs. PV instructors from other disciplines should attend a PV class and get real hands-on installation training. Once they have this basic training they can adapt their situation to fit their personal style and particular student body. Those coming to teaching from industry will need to learn how to control a class, keep discipline, and find multiple teaching approaches to accommodate different learning styles of students. Attending a PV class will help them see the teaching methods of professional faculty. Mentoring by more experienced teachers is an important component of faculty professional development; using established programs with well-equipped labs as teacher training facilities was recommended. Collaborating to conduct teacher trainings on new technology will keep instructors current with developments in the field. The importance of team-based teaching was also stressed. Schools with two or more instructors typically give students better-rounded education, since some instructors are naturally better at theory, others hands-on, and those with more real-world experience can help fill in the gaps of job site situations.

2. Networking and cooperation with other programs and instructors: Faculty was unanimous that sharing ideas, news, techniques and resources was the most effective way to promote high-quality instruction. There was lively discussion of what sort of information and resources could be shared, and what were the best methods to make this level of sharing happen. Creating opportunities for faculty to meet, both on-line and in-person is critical to keep instructors abreast of new developments, and optimize PV

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instruction programs. Additionally, everyone stressed the need for those involved in PV instruction to network with industry professionals through advisory boards, and at trade shows, conferences and seminars. The teachers present were clear about what information they wanted:

o who is teaching PV and how to contact them o curriculum, teaching methodologies and instructional materials o new trends in equipment and technology o sources for lab materials and equipment o opportunities for additional teacher training o funding or grant opportunities o news, events, industry and trade events o student success stories

3. Resources for continuing education and staying current: Faculty listed many ways they

have been able to get valuable additional training and stay current in the field of PV. These include:

o Webinars for instructors, such as those provided by NREL o Real time on the job training, especially actual installs o Manufacturers’ online training and webinars (for example Unirac’s) o IREC workshops (Hands On Solar, Jim Dunlop) o KCC – Illinois College, PV Module Lab at www.KCC.edu - Tim Wilhelm o PV teacher development workshops, such as those offered by Diablo Valley College,

ATTEi, IREC, SITN, Hands On Solar, Bill Brooks, John Wiles, Jim Dunlop, etc. o The websites of NABCEP, IREC, DOE, DSIRE (North Carolina Solar Center), FSEC

(Florida Solar Energy Center), NREL - PV WATTS, SANDIA Labs, GoSolarCalifornia

The Energy Faculty Forum is part of the New Energy Workforce, a collaboration developed among Bay Area community colleges. It is a faculty-directed platform for sharing faculty concerns, teaching techniques, lab ideas, equipment resources, best practices and curriculum. Members include college faculty teaching in the renewable energy field, representatives of economic development entities, deans, grant administrators, and other interested stakeholders. The forum meets two to three times per year, and includes presentations and hands-on learning. There is also a shared document repository on Google, and multiple contact lists. This model is now being replicated in Southern California, and could be rolled out in other locales as well.

Many of those present suggested using the Energy Faculty Forum to share information and professional development activities. The teachers thought that the best way to stay connected and effectively collaborate would be to create a dedicated, interactive website for PV educators. Such a website could be set up by the Energy Faculty Forum or ATTEi (Advanced Transportation Technology and Energy Initiative, a grant-funded program of the California Community Colleges Economic and Workforce Development Department). Faculty can stay connected through social media, such as Linked-In or Facebook. The use of web-based platforms such as Moodle for collaborative curriculum development was also recommended.

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o Membership in professional organizations such as CALSEIA, ASES, Solar Tech, IREC, SEPA

o Attending trade shows and events such as Solar Power International o Perkins funding

4. Grant opportunities:

Many of the existing PV installation programs have been developed or enhanced with grant funding. Faculty agreed that staying aware of grant funding opportunities and pursuing those that seem applicable was a necessary part of advancing quality PV instruction. Some grants are unique to the California Community College system. Other resources faculty cited were GoGreen, GrantAssist.com, FreeGrantAssist.com, www.greeneducationfoundation.org, www.mygreeneducation.com/u-s-grants, www.fastweb.com/education.

• Barriers

1. Lack of instructor time: This is largely viewed as the most serious impediment to the process. Both full and part-time instructors are busy with class preparation, teaching, grading, office hours and other faculty administrative duties. This leaves limited time to attend faculty development or other events or to spend much time reading current literature, researching or networking with others.

2. Lack of Administrative Support - Some programs are not totally supported by college administration. During the current budget crisis (at least in California) some fear that their programs might be cut back or closed. Instead of being motivated to become actively involved with PV education at a regional or state level, they are trying to keep a low profile and to concentrate on their own college’s program.

3. Budget Limitations: During this time of reduced spending on education, there is little left in college or department budgets to pay for instructors to travel or attend trainings, conferences or other fee-bearing programs. Teachers are being asked to do more with less, stretching their ability to participate in additional outside activities that might contribute to sharing resources among colleagues.

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Topic 5. Workforce Development and Connecting Students with Jobs

The success of career and technical education (CTE) programs is measured not just in the quality of instruction, but also in job placements for graduates. Federal, State or local grants that have supported PV education in many locations require performance outcomes that must be documented. PV program coordinators and instructors must be actively involved with job programs and network with industry and local contractors for potential job placements. This can be especially challenging during the current economic downturn. In this roundtable, faculty considered strategies to insure that program graduates are trained in the skills that employers actually need, and are connected to real job opportunities.

• Key Areas of Consideration

1. Importance of an effective advisory committee 2. Working with your local Workforce Investment Board (WIB) and Employment

Development Department (EDD) 3. Other work experience and employment resources 4. Hiring trends 5. Continuing education for program graduates

• Suggestions and Recommendations from Faculty 1. The importance of an effective advisory committee: All those present stressed the

importance of establishing and maintaining an active and representative advisory committee. Indeed, the value of a good advisory committee was cited in almost every roundtable discussion at the workshop, from vetting curriculum, to donating equipment, to being a professional development resource for faculty. The members of the committee are the key industry partners for any regional program. They should identify the minimum skills needed and/or desired for entry level employment in the industry, and also evaluate the quality and completeness of instruction. They can suggest additional course offerings that would benefit the industry. In the context of workforce development, a program’s advisory board members can be partners in providing internships and job opportunities for students. They can also connect students to other employers, such as contractors or suppliers. Some faculty suggested that advisory board members be required to commit to a certain number of job placements or internships for program graduates. One teacher said that his advisory board members conducted a series of realistic mock interviews for students. Other advisory boards have offered jobsite tours, guest speakers, and donations of equipment.

2. Working with your local Workforce Investment Board (WIB) or Employment Development Department (EDD): Workforce Investment Boards or the EDD provide a connection to job placement programs, and can assist with soft skills training such as interviewing, resume and application preparation. California’s EDD offers classes in soft skills or will help you include them as part of PV instruction at your school or program. Job developers at the WIB tend to know about public housing energy projects and low income neighborhood energy programs, providing students hands-on opportunities to strengthen their credentials by working on government or public building PV or retrofit programs. Their role is to assist your graduates with jobs leads and internships. Many also have small business

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incubator programs which can assist students who want to start their own businesses.

3. Other work experience and employment resources: There was consensus that work experience improves the employment prospects for PV program graduates. If internships are not available through local contractors, advisory board members or other regional employers, students can still get jobsite experience. Organizations such as Habitat for Humanity, Grid Alternatives or Enterprise Inc. offer on-the-job volunteer work experience. There may be additional programs in your area that are funded by Federal, State or local agencies that can help connect your graduates to work experience or employment opportunities. Faculty also listed their favorite employment websites and links, which included

o CALSEIA o SEIA o Renewable Energy World (renewableenergyworld.com) o Solarjobs.com o Greenjobs.com o SolarjobsUSA.com o Solarworld-usa.com

4. Hiring trends: Faculty needs to stay informed of hiring trends within the PV industry in

order to provide realistic information to their students, and to help connect them to jobs upon graduation. Here, again, they stressed the importance of the advisory committee, staying connected with other PV instructors, and keeping current with industry news and publications. Others mentioned the need to constantly network with suppliers, contractors, large integrators and job staffing companies.

5. Continuing Education for program graduates: Short courses and workshops can help keep your alumni up-to-date. SLI, SEI and other professional organizations provide short-format and online courses, as well as workshops at trade shows and conferences. Local utilities frequently offer free or low-cost workshops, and have good websites that list course offerings and schedules. Additionally, non-profits working in the public policy and workforce development sectors, such as California Center for Sustainable Energy (CCSE), conduct workshops regularly.

• Barriers

1. English language proficiency: Many of our students speak English as a second language. Because English is generally the language used on the PV job site, faculty expressed concern about job placement for English language learners. All those present recommended students take advantage of community college ESL programs to increase their language proficiency.

2. Too Much Training, Too Few Jobs: Although PV is experiencing steady growth, the residential market is not as strong as anticipated by recent forecasts. Larger systems (1 megawatt or greater) are becoming more common. The installation landscape is shifting from many small contractors to fewer and larger contractors controlling a majority of the market. Students need to be made aware that they may need to relocate to get steady installation work.

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Appendix

Workshop Attendees: Mark Barrall, College of Marin David Bell, Santa Rosa Junior College Gerald Bernstein, City College of San Francisco Larry Board, Cerro Coso Community College Joe Buhowsky, Laney College James Collins, San Jose City College Bob Cooley, Diablo Valley College Tom Chatagnier, Diablo Valley College Richard Dahl, Diablo Valley College Brano Goluza, LA Trade Tech College Glenn Gram, Riverside Community College District Brian Hurd, Hands On Solar Catherine Hurd, Hands On Solar Rob Katzenstein, Sierra College Nita Leighton, San Bernardino Valley College Forough Hashmi, Laney Community College Hiram Hironaka, El Camino Community College Mike Mahon, LA Conservation Corps Gregory Mahoney, Cosumes River College Jesse Marez, Santa Monica College Wendy L. Miller, City College of San Francisco Jeff Nagano, Merced College Harlan Ode, Kern Community College District Peter Parrish, Pierce College Clifford Parsley, City College of San Francisco James Smith, Kern Community College District Bill Sullivan, Riverside Community College District Abdie Tabrizi, Evergreen Valley College Omer Thompson, Skyline College Stephen Weldon, Laney College Chris Wood, City College of San Francisco Thank you to our roundtable discussion moderators: Brian Hurd, President Hands On Solar, Inc,“What we must teach” Peter Parrish, Pierce College and President California Solar Engineering, Setting up effective labs and appropriate lab activities” Tom Chatagnier, Diablo Valley Community College, “PV Instructor development and continuing education” Robert Cooley, Diablo Valley Community College and Heliodyne Corp., and Gerald Bernstein, Director ATTE City College of San Francisco, “ Working together and staying connected” Harlan Ode, Kern Community College District, “Workforce development and connecting students to jobs”