• Printable Version
  • Bookmark and Share

Roles and Responsibilities for Wind for Schools Participants

The following section describes the roles and responsibilities of each entity involved in a Wind for Schools project. Note that the structure was not rigidly defined to allow each state to implement the project as was most appropriate.

School and Community

In order for a Wind for Schools project to succeed, many people in the school community supported the concept, including the science teacher, the school principal and administration, the district superintendent and administration, and the school board. The school provided land for the project, support for the wind turbine interconnection to the school electrical system, facilities support, financial support, and support for the project in community meetings, site permitting, and other organizational events. After the installation, the science teacher used the wind turbine as a teaching aid in energy-related curricula. The program supplied curricula, educational kits, and training to teachers to support wind curricula implementation in the classroom. Although project financial structures varied from state to state, the schools own and are responsible for the wind turbine systems. The schools saved a minimal amount of money by offsetting power generation and agreed to make the turbine data public.

Back to Top

Wind Application Center

The Wind Application Center was implemented at a state university or college under the leadership of an interested university professor. The Wind Application Centers provided technical assistance to rural schools (wind resource and energy usage analysis, siting, permitting, land use, financials, overseeing the installation of the power and the data acquisition system, and performance data analysis). Typically students from the Wind Application Center conducted analysis and system permitting during the fall academic semester. The turbines were usually installed in the spring, often as a junior or senior academic project. This project implementation experience, combined with wind curricula offered through the Wind Application Center, helped to produce graduate engineers and systems analysts knowledgeable in the wind application process and interested in pursuing wind energy as a career.

After the 3-year implementation period, the Wind Application Center assumed the responsibilities of the state facilitator (described below) and became the primary repository of wind energy applications knowledge and expertise. Schools, small business owners, residential users, state policymakers, regulators, and other stakeholders used the Wind Application Center as a source of information for wind energy applications. Although Wind Powering America and the National Renewable Energy Laboratory provided technical and financial support to develop the Wind Application Center, after the implementation period the Wind Application Center had to identify independent funding sources.

Back to Top

State Facilitator

This individual or organization assisted Wind Powering America staff in developing the Wind for Schools project in each state. The facilitator's primary responsibility was to identify candidate K-12 host schools and support the project's development by working with the local communities and school administrators. The state facilitator was also responsible for working with Wind Powering America and the Wind Application Center to line up funding and implement each project. The facilitator's role was designed to last about 3 years, at which point the Wind Application Center assumed the facilitator responsibilities. Wind Powering America provided initial funding for the state facilitators.

Back to Top

Wind Powering America

In each state, Wind Powering America provided technical and financial assistance to the Wind Application Center and state facilitator during the first few years of the project, including:

  • Conducting the annual Wind Energy Applications Training Symposium
  • Assisting in the analysis of Wind for School projects
  • Providing analysis models and other tools to support project development
  • Providing turbine installation and commissioning procedures training
  • Providing wind resource assessment equipment
  • Assisting in curricula development for the K-12 schools and the Wind Application Center
  • Hosting students, professors, and teachers with summer projects at the National Renewable Energy Laboratory

Back to Top

Local Utility or Electric Cooperative

A successful Wind for Schools project usually included involvement and support from the local electricity provider, who often provided technical expertise (in terms of installation and education) and assisted in the installation of the wind turbine and associated hardware. The school and state facilitator (or the Wind Application Center after the initial years) were expected to secure the support and assistance from the local provider. Community education was one goal of the Wind for Schools project, and the local electricity provider was a critical project partner to insure success.

Back to Top

State Energy Office

The state energy or development office provided technical, financial, and managerial support for the project as appropriate, generally through the Wind Application Center and state facilitator. The state energy office also helped to identify grants and other funding opportunities for Wind for Schools projects.

Back to Top