University of Vermont's Biomass to Biofuels Course Brings Real World to Academia and Visa Versa

by Joanne Ivancic (Advanced Biofuels USA) Whoever thought of inviting “degree and non-degree seeking students, farmers, budding entrepreneurs, teachers (interested in developing curriculum, or projects at school or college levels) and others” to a university course on biomass to biofuels?
Anju L. Dahiya , Ph.D., did in 2009 as Research Scientist at the Gund Institute for Ecological Economics; Rubenstein School of Environment and Natural Sciences; and President of General Systems Research LLC. And she got the students she hoped for.
A surprisingly diverse student population is not Dahiya’s only innovation. The second year the course was offered with Continuing Education, as a Biofuels Instructor in the Plant and Soil Science Department, she incorporated a service learning component to bring in even more real world experience.
The Beginnings
Prior to responding to a request for proposals from the Vermont Sustainable Jobs Fund, Dahiya had been thinking about how academic research, particularly her on-going algae-to-biodiesel research, fit into the biodiesel industry’s needs; or into the broader developing biofuels industry.
Seizing the early 2009 $20,000 grant opportunity, she integrated these thoughts into action. She proposed a course that would provide a wide range of biofuels related science and technology topics, with environmental, economic, social and other issues related to biofuels. She planned to build into the lesson plans hands-on work in the field and tours to bioenergy businesses. To enhance the real-world value of the course, she enlisted the Continuing Education Department in encouraging students not seeking degrees to participate.
Her objective for students was that once they completed the course, they would know not just information about biofuels and the developing bioenergy industry, but they would understand real-life problems and situations encountered in the bioenergy industry; and they would also learn what they need to know to develop a biofuels or bioenergy business.
Implementation
As part of her work in the Plant and Soil Science Department at the University of Vermont in Burlington, and as president of General Systems Research, a local company conducting algae research, she had met many Vermonters involved in biofuels and bioenergy businesses and organizations. She tapped into those resources for experts to complement the university faculty. As it turned out, she instigated another innovation as she developed this course. The group of lecturers morphed into a consortium of experts once the grant was awarded and work intensified on the specifics.
They divided the subject matter into general areas of liquid biofuels (seed-based biodiesel, bioethanol and algal biofuels), solid biofuels (from woody biomass and grasses) and biogas (particularly from manure and other farm waste).
The teaching team now includes ten university faculty along with four instructors from other organizations including three farms. A number of guest lecturers from community organizations and businesses will also speak.
During the second year, in addition to the classroom lectures, field trips and an imaginary exercise in identifying and addressing a biofuels business challenge, students were required to participate in a service learning component. In collaboration with the Service Learning Office at the University of Vermont which contributed $500 for expenses, students volunteer with a “community partner” or other entity who has agreed to participate in this element of the biomass to biofuels course.
Instead of just imagining a business situation, students work with their community partners to identify a business project that they can work on over a 6-week period. They begin with a set of questions to get them to learn details about the business they chose. Their experience volunteering with the business or organization then informs their perspective and participation in the class lectures and field trips. In addition, they are required to write a report describing the project, the goals, work they did, what they learned and the results of their work. This is a major part of their evaluation with students taking the course for credit graded on somewhat stricter criteria than non-degree students.
In the past years, students have worked on farm-based biogas projects; with a wood chip gasifier; with oil-based biodiesel; with a hydrological compost heating system, etc. This past spring, two teachers took the course, one to bring the information and the learning/teaching experience back to his classroom; the other, a retiree who wants to set up a biofuels business. Farmers planning to develop biofuels businesses at their farms have also participated, as has someone interested in creating a wood pellet mill who used this course to understand and sort out problems while creating a business plan. Some of the class-related service learning has resulted in formal internships for students. Some are working on grant proposals of their own based on their work for this course.
An online discussion forum was also created to enable discussions in specific topic areas related to the coursework and service learning experiences. In addition, faculty from other parts of the university who are not formally involved in the course are available when questions arise either from class and online discussions or from the service learning experiences.
Sharing and Outreach
Now that the beta testing is completed, Dr. Dahiya is ready to increase her outreach for the course encouraged by student evaluations of the course including phrases like: “Course was helpful for me I learned a ton of new information—also gave me contacts for later in life.” “I feel reinforced with knowledge.” “This course has inspired me to protect biomass to make sure it is used conscientiously as biofuels.” “Broadened my perspective of biofuels.” “Will carry this knowledge with me in the future.” “Everything I needed at this time.”
When she started preparing the grant, Dahiya felt she was exploring new territory. As with so many other biofuels projects, this had never been done before, as far as she could tell. She wanted to bring together all the possible biofuels-related know-how she could to help students find direction in this area of interest. She now feels that her goals have been well met.
Lately, Dahiya has heard from many teachers in Vermont who would like to develop something like this for the secondary school level; another teacher who contacted her is putting together a similar college-level course.
Dahiya anticipates writing a book about the course including materials, lesson plans, procedures and tips for setting up the community relationships. In the meantime, she will be happy to consult with others who want to use this as a model course to expand the understanding and development of biofuels and bioenergy among traditional and nontraditional university students. She can be reached through the University of Vermont web site for the course. READ MORE (Revised 6/27/11)