“Strategically, the goal is to reduce...“Strategically, the goal is to reduce reliance on fossil fuels. Tactically, the Navy wants to be able to use energy sources on location

“Strategically, the goal is to reduce reliance on fossil fuels. Tactically, the Navy wants to be able to use energy

sources on location and eliminate the need for long, dangerous fuel supply

convoys, which have become a favorite target for enemies.”

The Last 21,000 Years Before ANEEE

Willie Hensley on the Electrification of rural Alaska in 1969:

“Nothing was going to help more to ease us into the 20th century then electrifying the villages. But who is going to pay for it? And how was it going to happen? - given the fact that the people in the villages still function in an almost cashless barter economy…”

“The major challenge was to secure the funding…”

“REA officials had taken a look at the home income levels of the villages and were shocked. They feared the Alaskan natives wouldn't be able to afford even a guaranteed minimum $20 per month they would be charged for electricity.” 

“I said, ‘Without electricity we would be frozen in time. I conceded that it was novel idea to try to run a state wide utility in the largest state in union from a central location with maintenance workers traveling to the villages. But the native people were honest people and would pay their bills even though the managers office was 500 miles away.’” “In the first 10 villages we selected for power - the villagers essentially volunteered to help build the plants. It was that important in their view for them to have electricity to help them in their daily life.”

“The Board of Directors met many times throughout the initial years to plan for operations, maintenance, and operator training.”

Same As It Ever Was?

ANEEE OBJECTIVES u  1) Identify and map energy stakeholders and missions of the various

K-12, vocational training, University programs and curricula across Alaska.

u  2) Perform a gap analysis on those programs and curricula and catalogue successful models from other jurisdictions.

u  3) Convene the energy education stakeholders to communicate the gap analysis and develop new draft vocational training and curricula ideas, as well as an overall strategy to begin connecting them together.

u  4) Develop metrics to evaluate proposed new training and curricula;

u  5) Discover funding to pilot and evaluate new training and curricula;

u  6) Continue to periodically convene stakeholders to build both regional and sector-specific networks.

A LAY OF THE LAND: MAPPING

THE STAKEHOLDERS

TECHNICAL & VOCATIONAL EDUCATION PROGRAMS

•  Alaska’s Institute of Technology (AVTEC) •  Alaska Technical Center (ATC) •  Amundsen Educational Center •  Galena Interior Learning Academy •  Ilisaġvik College •  Northwestern Alaska Career and Technical Center (NACTEC) •  Partners for Progress in Delta •  Southwest Alaska Vocational and Education Center (SAVEC) •  Yuut Elitnaurviat

UAF Community and Technical College UAA Community and Technical College

Mat-Su / Bristol Bay Seward / Ketchikan / Sitka /Kodiak / Kenai / Prince William Sound / UAF Rural Campuses

UNIVERSITY OF ALASKA RURAL & VOCATIONAL EDUCATION

3rd QUARTER EMPLOYMENT CENSUS

ELECTRIC POWER GENERATION ALASKA – 2016*

JULY AUGUST SEPTEMBER

676 684 675

WIND TECHNICIANS – 42 in 2014*

SOLAR JOBS – 33 in 2015*

*BLS *Solar Census 2016, Solar Foundation

Professor Tom Marsik Sustainable Energy

Occupational Endorsement This cutting edge degree program prepares students for entry-level employment in the rapidly growing sustainable energy industry. As fossil fuel reserves

decrease the need to examine our energy needs and production methods will continue to increase. The two

pillars of sustainable energy, renewable energy and energy efficiency, lay the foundation for students to

specialize in their interest area. Courses may serve as stepping-stones towards further degrees in science and engineering. Options for 100% online delivery with flexible login times to accommodate distant

students with busy schedules. With bright horizons for career growth, there’s never been a better time to invest in yourself, the environment, and our shared

energy future. For information regarding scholarships and registration talk to an academic advisor today!

Visit http://www.uaf.edu/bbesl/sustainable-energy

Contact UAF Bristol Bay Campus for more information:

Email: [email protected] Phone: 907-842-5109

1-800-478-5109 www.uaf.edu/bbesl/sustainable-

energy

Example Occupations for Graduates: Weatherization Technician Renewable Energy Technician Tribal Environmental Assistant Facilities Systems Maintenance Worker Education Support Staff Occupations (with additional training): Certified Wind or Solar Technician Green Building Consultant Energy Auditor Energy Efficiency Consultant Continuing Educational Opportunities: Environmental Studies Certificate Associate of Applied Science Associate of Science Bachelor’s in Science or Engineering

Program Basics Renewable Energy Energy Efficiency Hands-on experience through electives Options for 100% distance delivery Independent Research Projects

Graduation Requirements: Students must complete the following courses: ENVI 220—Intro to Sustainable Energy (3 cr.) CTT 106—Construction Math (3 cr.) or TTCH 131—Math for the Trades (3 cr.) or DEVM 105—Intermediate Algebra (3 cr.)

AND

Complete at least 6 credits from electives:* CT S201—Cold Climate Construction (3 cr.)** CTT 100—Construction Technology Core (3 cr.) CTT 160—Photovoltaic Systems – Part I (5 cr.) CTT 161—Photovoltaic Systems – Part II (5 cr.) CTT 250—Current Topics in Construction Trades (1-3 cr.) ENVI 101—Introduction to Environmental Science (3 cr.) ENVI 120—Home Energy Basics (1 cr.) ENVI 121 - Building Ventilation and Energy (1 cr.) ENVI 122 - Energy Efficient Bldg Design & Simulation (1cr.) PHYS F102X—Energy and Society (4 cr.) or other advisor approved electives

Total: 12 credits * Students must earn a C- grade or better in each course. ** CT S201 is offered by University of Alaska Southeast

Home Energy Basics Field Trip

Career Paths Related to Sustainable Energy : • Renewable energy technician – including systems design,

installa on (both residen al and commercial), opera ons and maintenance, sales and service

• Building energy efficiency – including energy audi ng, weatheriza on and building retrofits, and energy management, on both the residen al and commercial scales

• Building design and construc on – including architecture, engineering, construc on management, consul ng on clean energy op ons for businesses and communi es, for both new construc on and retrofits

• Community planning – including planning for energy security and the transi on to local clean energy solu ons

• Engineering (civil, structural, mechanical, electrical) and geology involved in developing large scale renewable energy system projects

Asst. Professor Mark Masteller is the Sustainable Energy Program director, coming to Mat-Su College from his recent posi on as Alaska Director for Cascadia Green Building Council. Prior to that, Mark served as the execu ve director of the Alaska Center for Appropriate Technology and worked in many parts of our great state as a wildlife biologist. Along the way, he helped with conceptual design and development of the Mat-Su Community Recycling Center and was one of the original co-founders of the Bioneers in Alaska Conference. Contact informa on: Call 745-9784 or email at [email protected]

Matanuska-Susitna College UNIVERSITY of ALASKA ANCHORAGE

The Sustainable Energy Occupa onal Endorsement Cer ficate program provides educa on and training in energy efficiency and renewable energy and addresses many contemporary energy issues. The program provides the fundamental concepts, basic academic prepara on, and skills necessary for students to pursue either employment or further training as sustainable energy technicians in the energy, construc on, u lity, and maintenance industries. It can also serve as a stepping stone into science-, engineering-, and architecture-related cer ficate, associate, or baccalaureate programs. Students are introduced to the basic principles of various energy conserva on and renewable energy technologies. Coursework incorporates the appro-priate skills and knowledge necessary for students to become effec ve employees. Students will also be able to apply course content to personal pro-jects, such as home retrofits and off-grid cabins.

Examples of Program Classes: Introduc on to Sustainable Energy Applied Physics for Sustainable Energy Cold Climate Construc on Solar Photovoltaic Systems Solar Hot Water Systems Small Wind Systems Home Energy Basics Ground-source Heat Pumps Biodiesel & Vegetable Oil Fuel Systems

P.O. Box 2889, Palmer, AK 99645

WEBSITE: www.matsu.alaska.edu

EMAIL: [email protected]

Professor Mark Masteller

School District Energy Manager

K-12 Energy Education

AK ENERGY SMART WIND FOR SCHOOLS HOME ENERGY BASICS SOLAR FOR SCHOOLS

UNIVERSITY OF ALASKA

FAIRBANKS Alaska Center for Energy and Power (ACEP)

ANCHORAGE Alaska Native Science and Engineering

Program (ANSEP)

ALASKA PACIFIC UNIVERSITY A Tribal College?

Utility Management Energy Business

•  AHTNA, Inc. •  Aleut Corporation •  Arctic Slope Regional Corporation •  Bering Straits Native Corporation •  Bristol Bay Native Corporation •  Calista Corporation •  Chugach Alaska Corporation •  Cook Inlet Region, Inc. •  Doyon, Limited •  Koniag, Inc. •  NANA Regional Corporation •  Sealaska Corporation

Alaska Native and Rural Entities

•  Alaska Native Tribal Health Consortium (ANTHC)

•  Tanana Chiefs Conference, Inc. •  Afognak Native Corporation •  Alaska Native Health Board •  Cook Inlet Tribal Council •  First Alaskans Institute •  Ciri Foundation •  Sitka Tribe of Alaska •  Southcentral Foundation •  Alaska Federation of Natives

ANEEE OBJECTIVES u  1) Identify and map energy stakeholders and missions of the various

K-12, vocational training, University programs and curricula across Alaska.

u  2) Perform a gap analysis on those programs and curricula and catalogue successful models from other jurisdictions.

u  3) Convene the energy education stakeholders to communicate the gap analysis and develop new draft vocational training and curricula ideas, as well as an overall strategy to begin connecting them together.

u  4) Develop metrics to evaluate proposed new training and curricula;

u  5) Discover funding to pilot and evaluate new training and curricula;

u  6) Continue to periodically convene stakeholders to build both regional and sector-specific networks.

Rural Utility Business Assistance

(RUBA) Alaska

Community Health Aide

Program (Alaska CHAP)

NATERKAQ UTILITY in CHEFORNAK

Manager Anna Abraham &

Clerk Adeline Panruk

Operator: Andrew Kilanak

Sub Op: Adam Wassillie

Operator Joe Abraham

(not pictured)

Connie Fredenberg & Pati Crofut

GZU - Fort Yukon

David Lee Thomas

Tony Caroll Jordan Jones

LUCY – A 39 Year Old CAT

Plant Manager – Tony Carroll

Administrative/Plant Assistant Jordan Jones

“Tuallu” Byron Nicholai of Toksook Bay

ft. Kumlah (Yup'ik Rap)

Byron Nicholai of I Sing, You Dance

David Lee Thomas

An ANEEE Website that:

u  Facilitates conversations

u  Maps Pathways to Sustainable Trainings

u  Addresses the Needs of Industry Partners

NEXT: Building Out the

Network