Clean Energy and Smart Grids Program – College of Engineering and Sciences – Electrical and Computer Engineering – Purdue University Northwest

Program Report: Clean Energy Education Initiative

A Multi-Stakeholder Collaboration Advancing Sustainable Development Goal 17

Purdue University Northwest (PNW) has launched the “Clean Energy and Smart Grids” program, a collaborative initiative with East Chicago Central High School and Hammond Central High School. This partnership, supported by a grant from the NiSource Charitable Foundation and Northern Indiana Public Service Company LLC (NIPSCO), exemplifies a strategic multi-stakeholder model in line with Sustainable Development Goal 17 (Partnerships for the Goals). The program unites academia, public education, and the private sector to achieve shared sustainability objectives.

Enhancing Quality Education (SDG 4) through Experiential Learning

The program is fundamentally designed to deliver high-quality, relevant education to students and teachers, directly contributing to SDG 4 (Quality Education). It utilizes an experiential learning framework that combines on-campus instruction with real-world site visits to foster a comprehensive understanding of clean energy technologies.

Campus Connection: Smart Grid Design Lab

A central feature of the program is the Smart Grid Design Lab at Purdue University Northwest. This hands-on learning environment allows participants to engage directly with the technologies driving the future of energy.

• Learners operate small-scale electric modules that simulate renewable energy systems.
• The modules replicate a smart grid, which is a digital network that monitors and manages electricity flow from various sources.
• Activities are designed to address real-world challenges in managing and distributing renewable power.

Real-World Insights through Site Visits

To supplement laboratory work, the program includes site visits to operational energy facilities, such as the St. Joseph Solar Farm. These visits provide critical context and practical insights into the energy sector.

• Participants observe the challenges of maintaining reliable power generation from renewable sources.
• The visits connect theoretical knowledge to the tangible infrastructure of the clean energy transition.
• This exposure helps prepare students for future careers in the sustainable energy field.

Fostering Clean Energy (SDG 7) and Climate Action (SDG 13)

The curriculum’s focus on renewable energy and smart grid technology directly supports the objectives of SDG 7 (Affordable and Clean Energy) and SDG 13 (Climate Action). By educating future leaders and community members, the program contributes to building more Sustainable Cities and Communities (SDG 11) in Northwest Indiana.

Core Educational Objectives:

1. To educate participants on the principles and applications of clean and renewable energy sources.
2. To demonstrate the role of smart grid technology in creating more efficient, reliable, and sustainable energy distribution networks.
3. To build a foundational understanding of the technologies necessary to combat climate change and transition to a low-carbon economy.

Program Stakeholders

The initiative is made possible through the commitment of its primary sponsors and partners:

• Purdue University Northwest
• East Chicago Central High School
• Hammond Central High School
• NiSource Charitable Foundation
• Northern Indiana Public Service Company LLC (NIPSCO)

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article highlights issues and initiatives that are directly connected to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education – The core of the article is about an educational program designed for high school students and teachers.
• SDG 7: Affordable and Clean Energy – The educational program’s subject matter is “clean energy,” “smart grids,” and “renewable energy systems.”
• SDG 17: Partnerships for the Goals – The program is described as a “collaboration” and partnership between a university, high schools, and private companies.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the program’s description and objectives, the following specific targets can be identified:

1. SDG 4: Quality Education

   • Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development…”
     
     Explanation: The “Clean Energy and Smart Grids program” is explicitly designed to “educate students and teachers” on clean energy, a key component of sustainable development. The hands-on activities with modules that “simulate renewable energy systems” provide learners with the direct knowledge and skills mentioned in this target.

2. SDG 7: Affordable and Clean Energy

   • Target 7.a: “By 2030, enhance international cooperation to facilitate access to clean energy research and technology, including renewable energy, energy efficiency…”
     
     Explanation: While the program is local, it embodies the spirit of this target by facilitating access to knowledge about clean energy technology. The “Smart Grid Design Lab” and “site visits to energy facilities” like the St. Joseph Solar Farm are mechanisms for providing students and teachers with access to and understanding of clean energy technology and research.

3. SDG 17: Partnerships for the Goals

   • Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships…”
     
     Explanation: The article explicitly describes such a partnership. It is a “collaboration” between Purdue University Northwest (public university), East Chicago Central and Hammond Central High Schools (public schools), and is supported by the “NiSource Charitable Foundation and Northern Indiana Public Service Company LLC (NIPSCO)” (private sector entities). This initiative is a clear example of a public-private partnership for education and sustainable development.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article implies several indicators that can be used to measure progress:

1. For Target 4.7 (Education for sustainable development):

   • Indicator: The existence of educational programs promoting sustainable development.
     
     Evidence: The article is centered on the launch of the “Clean Energy and Smart Grids program.”
   • Indicator: The number of learners and educators reached.
     
     Evidence: The program targets “students and teachers at East Chicago Central High School and Hammond Central High School.” While not giving a specific number, it identifies the target groups and institutions.

2. For Target 7.a (Access to clean energy research and technology):

   • Indicator: The establishment of learning facilities and programs focused on clean energy.
     
     Evidence: The article mentions the “Smart Grid Design Lab” at Purdue University Northwest and the program’s “on-campus learning sessions and site visits to energy facilities.”

3. For Target 17.17 (Public-private partnerships):

   • Indicator: The number and nature of partnerships formed.
     
     Evidence: The article identifies a specific multi-stakeholder partnership involving a university, two high schools, a charitable foundation, and a public service company.
   • Indicator: The mobilization of resources from private entities for sustainable development initiatives.
     
     Evidence: The program is “Supported by a grant from the NiSource Charitable Foundation and Northern Indiana Public Service Company LLC (NIPSCO).”

4. Table of SDGs, Targets, and Indicators

Source: pnw.edu