Abstract

PO. 027

Wind for Schools: Fostering the Human Talent 

Supply Chain for a 20% Wind Energy Future

Ian Baring-Gould

National Renewable Energy Laboratory, Golden, Colorado, USA

Abstract

As the United States 

dramatically expands wind 

energy deployment, the industry 

is challenged with developing a 

skilled workforce and addressing 

public resistance. Wind 

Powering America’s Wind for 

Schools project addresses these 

issues by: 

• Developing Wind Application 

Centers (WACs) at 

universities; WAC students

Objectives

universities; WAC students

assist in implementing school 

wind turbines and participate 

in wind courses 

• Installing small wind turbines 

at community “host” schools

• Implementing teacher training 

with interactive curricula at 

each host school. Students at Idaho’s Pocatello Community Charter 

School participated in a Wind for Schools project. 

PIX16749/Billie Johnson.

Wind for Schools Project Team

Wind Application Center (WAC): The WACs are formed at universities in each participating 

state to train engineering students in wind applications analysis and deployment. WAC students 

gain valuable experience by providing technical assistance to school installations.

State facilitator: Assists the development of Wind for Schools projects in each state by 

identifying candidate K-12 schools and working with the community, teachers, school 

administration, local utility, and the WAC to implement the school wind project.

Host school, science teacher, school administration, and community: A Wind for Schools 

host school owns the small wind turbine, assists in its installation, and implements a wind energy 

educational curricula. The host school also provides land for the project, interconnection, 

facilities, and nominal financial support and agrees to make data from the turbine public. 

Wind Powering America/National Renewable Energy Laboratory/U.S. Department of 

The Wind for Schools project goals are to:

• Equip college juniors and seniors with an education in wind energy applications

• Engage America communities in wind energy applications, benefits, and challenges

• Introduce teachers and students to wind energy.

Results

• Active programs in 11 states (Alaska,

g gy y p

Energy: Provide technical and financial assistance to the WAC and facilitator over the first few 

years of the project in each state to help implement the activity. Provide wind measurement 

equipment to assess potential school sites and assist in curricula development at the university 

and K-12 levels.

Community: The community (including the local utility and business groups) assists in project 

development, funding, and implementation.

State government: Provides funding support for the wind turbines. 

p g ( ,

Arizona, Colorado, Idaho, Kansas, 

Montana, Nebraska, North Carolina, 

Pennsylvania, South Dakota, and 

Virginia)

• At the university level, more than 60 

students graduated in 2010

• Turbines installed in more than 50 

schools 

• Teacher-training programs 

implemented in participating states

• Strong interest in many other states

• Defined affiliate program to allow 

interested schools to participate.

In 2008, the U.S. Department of Energy issued a report describing a 20% wind energy future 

by 2030. The report noted that 500,000 new jobs would be created, including:

•5,000 construction

•2,200 manufacturing

•6,500 indirect positions.

The Wind for Schools project focuses on K-12 and university educators and students, 

countering the trend of reduced numbers of U.S. students entering science fields. Studies 

indicate that if women and minority students are not interested in math by the 6th grade, they 

are unlikely to pursue math or science careers.

1. Baring-Gould, I.; Flowers, L.; Kelly, M.; Barnett, L.; Miles, J. (2009). Wind for Schools: Developing Education 

Programs to Train the Next Generation of the Wind Energy Workforce. 11 pp.; NREL Report No. CP-500-

45473. 

2. Baring-Gould, I. (2009). Wind for Schools: A Wind Powering America Project (Brochure). 8 pp.; NREL Report 

No. BR-500-45684; DOE/GO-102009-2830.

Methods

References

interested schools to participate.

Wind for Schools system installed at Sanborn 

Central School in Forestburg, South Dakota. 

PIX16032/ East River Electric Power 

Cooperative.

• Build in-state capacity to provide technical assistance for community projects

• Develop college-level wind energy programs, incorporating wind curricula and small 

turbine installations at community schools

• Work with the American Wind Energy Association, the NEED Project, and others on K-12 

curricula to incorporate wind energy education into the classroom

• Use a low-cost replicable system for installation at host K-12 schools

• Work collaboratively with communities and local utilities to implement cost-effective and 

community supported school energy projects

are unlikely to pursue math or science careers.

3. Wind for Schools Affiliate Programs: Wind and Hydropower Technologies Program (Fact Sheet). (2009). 4 pp.; 

NREL Report No. FS-7A2-45729; DOE/GO-102009-2833.

4. Wind at Work: Wind Energy and Job Creation in the EU. 

http://www.ewea.org/fileadmin/ewea_documents/documents/publications/Wind_at_work_FINAL.pdf

5. 20% Wind Energy by 2030: Increasing Wind Energy's Contribution to U.S. Electricity Supply; Executive 

Summary (Revised). (2008). 27 pp.; NREL Report No. TP-500-42864; DOE/GO-102008-2578. 

community-supported school energy projects

• Provide technical assistance and training to universities by national laboratory staff

• Implement a low-cost data collection system with international accessibility

• Integrate information from a variety of school wind projects. 

EWEA 2011, Brussels, Belgium, March 14-17, 2011 • NREL/PO-7A20-50817

NREL is a national laboratory of the U.S. Department of Energy, Office of Energy Efficiency

and Renewable Energy, operated by the Alliance for Sustainable Energy, LLC.