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About Clean Energy Fellows
CE is committed to transforming education for the next ten years through fostering sustained educator leadership. To successfully transition to an equitable and clean energy economy, we must set up all students for success, as they will be the future energy leaders and solutions architects. CE’s Clean Energy Fellows programs are designed to harness the genius of both educators and students to support this next generation of leaders. Clean Energy Fellows facilitate the delivery of justice-centered, career-connected programming that eliminates barriers for students that are unrelated to their actual potential for success.
2021-2022 will see the launch of three Fellows cohorts; The Pacific Northwest Clean Energy Fellows, and the industry-specific EV and Water Power Fellows cohorts. While these cohorts differ in their intended impact and focus, each of them aligns the needs of students, industry partners, local communities, and the education system to deliver the highest impact with the highest likelihood for longevity.
All Clean Energy Fellows operate as part of a growing national collaborative of energy education leaders. However, there are three separate cohorts that teachers may apply to, each with their own unique objectives and outcomes.
Pacific Northwest Clean Energy Fellows
This cohort, consisting of leaders from across the Pacific Northwest, will find ways to reimagine how educators can build student access to and influence on the local energy landscape through a regional Action Plan. Each Fellow will develop unique programming that leverages the community relationships, regional energy resources, place-based energy and justice challenges, and industry expertise. Through this process they will create robust, locally meaningful engagements that they will bring to their schools and other education organizations.
Water Power Clean Energy Fellows
This cohort consisting leaders from across the Pacific Northwest (BPA territory) is tasked with building innovative and equitable tools for engaging students in the rapidly innovating water power sector. Primarily taking the form of curriculum development, this process will leverage the expertise of regional industry leaders as well as the localized educational knowledge of Fellows to broaden public understanding of the critical role that water power technologies have played in the Northwest in shaping the economy both past and present. An emphasis on blending history, future grid challenges, and the inclusion of voices from all impacted populations in the region will shape this project.
EV Clean Energy Fellows
This PNW-based cohort is focused on connecting students and building public understanding around the rapidly innovating electric vehicle sector. Through curriculum development with the partnership of regional industry and educational entities, teachers will construct replicable tools for classrooms to explore the future of transportation, and how this shift toward electrification impacts the broader power grid and societal behaviors. Fellows will explore concepts of power grid resiliency, microgrids, vehicle-to-grid potential, load balancing, battery science, vehicle physics, and other area with a focus on identifying issues of justice and equity.
Pacific Northwest Clean Energy Fellows must be an employed educator (classroom or out-of school time) or district support staff (TOSA, Coach, Instructional Facilitator, etc.) that serves students within customer-owned utility territory (Bonneville Power Administration service area) in Washington, Oregon, Idaho, or Montana. Am I in within a customer owned utility territory (link to interactive map)? Note educators in areas served exclusively by the following utilities are not eligible for this program: Portland General Electric, Puget Sound Energy, Idaho Power, Pacific Power, Rocky Mountain Power, Avista Energy, Northwestern Energy.
Fellows can apply individually or in pairs.
The ideal Fellow will have:
a role serving students from minoritized identities in STEM (Black, Indigenous, LatinX, LGBTQ+, womxn), or rural populations
experience in curriculum design and educational leadership
demonstrated knowledge of career-connected learning strategies
strong knowledge of and some experience in teaching three-dimensional STEM as modeled by the Next Generation Science Standards
experience and training in pedagogical approaches that support equitable learning, and a personal commitment to equity and justice that includes an honest examination of their own identity and role in current systems
awareness of successful approaches to PD in their district