As a means to improve energy literacy and education among Alabama's youth, the U.S. Department of Energy, in conjunction with the state's research universities, has funded Project Energy through a program titled Experimental Program to Stimulate Competitive Research, DOE/EPSCoR. Phase II will strengthen the energy literacy of Alabama's youth by continuing to offer resources and professional development to leadership teachers who will, in turn, share their model classrooms and expertise with many other Alabama teachers.
 
    The project is a cooperative venture between The University of Alabama's College of Education and the Colleges of Engineering and Arts and Sciences at six Alabama research universities involved in the statewide DOE/EPSCoR project (The University of Alabama, Auburn University, Alabama A&M, University of South Alabama, The University of Alabama at Birmingham and The University of Alabama at Huntsville).

    The purpose of Project Energy is to support, facilitate, and extend the efforts of organizations and agencies within the state of Alabama to develop energy literacy through energy education. Educational reform is now underway in the State of Alabama. Project Energy will take a role in this reform by helping to support science literacy. Project Energy workshops and resources have helped teachers over the past two years to create exemplary energy/science education models for K-12 classrooms in schools at six sites throughout Alabama.

    Formation of partnerships and dissemination of energy science knowledge, materials, and instructional methods is the key to the success of this project. Through this project, organizations with energy science information and expertise are being linked to Alabama's teachers of science in grades K-12. Expertise, materials, support or a forum for presenting workshops have been provided by a variety of organizations including Alabama School Districts, Alabama Teacher Inservice Centers, Alabama Science Teachers Association, Alabama Center for Economics Education, Alabama DOE research universities, U.S. Department of Energy Research Laboratories, Exxon Corporation and numerous other organizations dedicated to energy literacy.

    The goal of Phase II of Project Energy for the next year is to enhance the energy education knowledge and skills of teachers in eight state regions which are underserved in science/energy education inservice and resources. The project will focus on increasing the involvement of underrepresented and underserved students in their understanding of the impact and opportunities of energy research and development. The focus will also be on implementing the energy science education standards, Alabama Course of Study and National Science Education Standards. The eight Alabama Project Energy sites will provide models for long term development of science/energy education for other Alabama teachers and schools.

    Project Energy has been funded again for the 1996-1997 school year. Phase II of Project Energy for the 1996-1997 has four primary tasks:

    1)  Increasing access and skillful use of technology to facilitate and strengthen communication and learning/teaching energy resources for students and teachers. Computer hardware and software will be provided in well planned settings to upgrade resources. In addition, teacher development workshops to increase communication and resources for students and teachers will be provided. These workshops include efforts to reduce anxiety of teachers in using technology in planning lessons and for use in student learning.

    2)  Enhancing/extending partnerships between students, teachers, energy researchers, and personnel in business and industry.

    3)  Continuing teacher development already begun in Phase I, to build teacher knowledge, skills, instructional strategies, and effective energy instructional materials which are supportive of the state science curriculum. Continue development of exemplary energy classrooms for students.

    4)  Dissemination and collegial mentoring with other Alabama teachers to expand the exemplary energy classroom model to other students and teachers.

    5)  Monitor and evaluate energy literacy.

    Additional participating elementary and secondary leadership teachers were selected during Phase II based on their potential for initiative and their abilities to provide staff development to their colleagues. These new teachers along with the original Phase I leadership teachers will be responsible for creating model energy education classrooms including, energy lessons and activities related to the Alabama state curriculum, Alabama Course of Study - Science.

    Workshops and educational discussions during Phase II with energy research teams of scientists, supported by science education experts, will explore the broad field of energy topics with a focus on Alabama's DOE/EPSCoR energy research initiatives - petroleum reservoir characterization, fusion energy and organic semiconducting materials. Hands-on technology experiences will include using communication applications, especially e-mail and the Internet, to enhance planning and to increase the use of technology in instruction. User knowledge of Internet is particularly important to supporting science education initiatives because it offers access to many energy-related information sources. A Project Energy web site will offer new ideas and information to teachers, current directory of energy events in the state, connections to significant state and national energy information resources, as well as a forum to share lessons, classroom activities, and a place to contact energy education experts.

    Project Energy leadership teachers will share with their peers the energy science knowledge they have acquired by presenting workshops entitled, "Exploring New Energy Resources for Getting Your Students Turned Around to Science, ENERGY STATS." These workshops will be offered through the Alabama Science Teachers Association, the Alabama Regional Inservice Centers and local school districts throughout the state. Project Energy teachers will demonstrate effective energy instructional activities, provide expertise for implementing effective energy learning strategies, and provide continuing mentoring support to peer teachers in their respective state regions.

    Other new features of Phase II of Project Energy include a classroom adopt a scientist/engineer program to connect classroom students directly to energy experts in the field. A similar adoption activity will involve encouraging leadership energy classrooms to adopt a business in their area to increase the connection of energy in everyday life and role models to future careers of the students.

    Project Energy is the spark that can kindle energy literacy and a continuing interest in energy education among Alabamians.

For more information about Project Energy, contact us at our web site http://www.bamaed.ua.edu/sciteach or by telephoning (205) 348-7010, faxing (205)348-9863, or by e-mailing at dsunal@bamaed.ua.edu. We are Dennis Sunal, Coralee Smith, Cynthia Sunal, project directors and Mark Brothers and Carol Pugh, project coordinators at 1-205-348-5241.

South Alabama
1. Wilcox County Schools

South West Alabama
2.  Hale County Schools
3.  Sumter County Schools

Southeast Alabama
4.  Russell County Schools

West Alabama
5.  Pickens and Tuscaloosa County/City Schools

North Central Alabama
6.  Birmingham City Schools
7.  Fairfield City Schools

North East Alabama
8.  Etowah County Schools

    During the past two years thirty-six Alabama elementary and secondary teachers and their schools from around the state have become leadership teachers through Project Energy. They have learned and worked first hand with modern energy concepts from scientists, engineers and science educators. The primary means was through four extensive professional workshops and through numerous newsletters, energy curriculum materials and equipment provided. Project Energy teachers have experienced the frontiers of energy research for the 21^st century taking place, here, in Alabama. These leadership teachers have made connections with numerous organizations which helped them to plan and create aspects of exemplary classrooms which help their students become more energy literate.

    Many more Alabama students and teachers benefited from the activities of these leadership teachers. During the past two years more than 300 other Alabama teachers and additional teachers from other states participated in indepth staff development workshops provided, planned and presented by Project Energy leadership teachers. Students reached in the effected classrooms have now passed 25,000. Acting as mentors and educational trainers these teachers have encouraged numerous other teachers to adopt strategies effective in energy education. Project Energy's goal has been to strengthen Alabama's science education curriculum by offering professional development to the participant lead teachers who will, in turn, present their instructional models to other science teachers. This K-12 project focuses on the standards for science teaching recently introduced by the Alabama State Department of Education. These standards in the 1995 Alabama Course of Study - Science reaffirm Alabama's recognition of the importance of energy education for the citizens of our state.

    To all of our PROJECT ENERGY friends, we would like to thank you for your endless support amidst your 1995-1996 responsibilities as classroom teachers. The success of PROJECT ENERGY has been made possible because of your desire to improve the quality of energy education for your students and to share your learning experiences with other teachers of science. As we move into the future development of energy education we hope that the spirit for learning and sharing of resources and innovative teaching strategies will continue to enhance your growth in the area of science education.

    Computer hardware grants will be discussed in the Fall workshop. Proposals will be read and awarded to Project Energy teachers in December 31, 1996. A winter/spring workshop is being planned. We are looking at either January or February, 1997. Let us know your preference.

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