Get Into Energy Foundation Bundle Handbook · GET INTO ENERGY FOUNDATION BUNDLE HANDBOOK ... to...

Get Into Energy Foundation Bundle Handbook

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TABLE OF CONTENTS

GET INTO ENERGY FOUNDATION BUNDLE HANDBOOK ............................................................ 3

SECTION 1: GET INTO ENERGY FOUNDATION BUNDLE OVERVIEW ............................................................... 3 SECTION 2: FOCUS AREAS OF THE FOUNDATION BUNDLE ........................................................................... 5 SECTION 3: ISSUANCE OF THE FOUNDATION BUNDLE CERTIFICATE ...........................................................16

APPENDIX A: KUDER ALIGNMENT OF LEARNING OUTCOMES SAMPLE .............................17

APPENDIX B: GET INTO ENERGY CAREER CLUSTER MAP ......................................................23

APPENDIX C: GET INTO ENERGY MATH AND TEST PREP WORKSHOP ...............................24

APPENDIX D: ENERGY INDUSTRY FUNDAMENTALS HANDBOOK ........................................28

APPENDIX E: GET INTO ENERGY FOUNDATION BUNDLE CERTIFICATE FORM .............54

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Equal Opportunity Employer/Program

Auxiliary aids and services are available upon request to individuals with disabilities.

ASC-GIEC programs and services are funded by a grant awarded by the U.S. Department of Labor's Employment and Training Administration. Program materials were created by the grantee and do not necessarily reflect the official position of the U.S. Department of Labor.

This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 United States License. http://creativecommons.org/licenses/by-sa/3.0/us/deed.en_US

http://creativecommons.org/licenses/by-sa/3.0/us/deed.en_US

SECTION 1: Get Into Energy Foundation Bundle Overview

What is the “Get Into Energy Foundation Bundle”? The Get Into Energy Foundation Bundle is a way that colleges can “front end” some of the basic knowledge and skills (competencies) students will need to be successful in the energy industry. These competencies are based on the Energy Industry Competency Model shown below.

The Foundation Bundle addresses Tiers 1-5, as well as career planning, and includes:

• Career and Personal Development Class (3 credits): addresses topics such as life andcareer planning, identifying a specific career pathway, and job search skills.

• If the Career and Personal Development Class does not integrate the Kuder CareerPlanning System, the student may take the Energy Industry Interest Assessment outsideof class (most likely administered by a career coach).

• Technical Math Class (3 or 4 credits)• Energy Industry Fundamentals Certificate (3 credits)• Taking three of the ACT WorkKeys assessments to earn the National Career Readiness

Certificate (NCRC): Applied Mathematics, Reading for Information, and ReadingComprehension.

• Get Into Energy Math and Test Prep Workshop (40 hour program)

Each element of the bundle is described in detail in Section 2.

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How many hours and credits is it worth if I use in the recommended format?

The recommended number of credits based on the format used in Arizona is 10 credits, to be earned in one semester.

Where has it been used?

The Foundation Bundle concept was developed by the Arizona Sun Corridor Get Into Energy Consortium as part of a TAAACCT grant. All five community colleges involved in the grant administered the bundle and continue to use it today.

Why should my school offer the course in a bundle format?

The Foundation Bundle is a great way for students to earn industry-recognized credentials (NCRC and Energy Industry Fundamentals Certificate) in a short period of time. In addition, by taking the classes the first semester, students can be exposed to the energy industry and the career pathways to see if it is a good match to their interest and skills. Also, sometimes the pre-employment tests can be a hurdle for applicants. By taking the Get Into Energy Math and Test Prep Workshop and taking a practice version of the pre-employment test, they can gain confidence in their abilities as well as be better prepare once it is time to take the test with an employer. Some schools may even have an agreement with their partner employers to administer the test at the end of the Bundle.

CEWD is recognizing students who take the bundle by administering a certificate of completion, recognizing the student accomplishments.

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SECTION 2: Focus Areas of the Foundation Bundle

FOCUS AREA 1: EMPLOYABILITY SKILLS

Career and Personal Development Course

A Career and Personal Development (CPD) class provides students with the opportunity to explore various career paths, learn about specific occupations, address life skills, and think ahead about entering the job market. Colleges have different titles for this type of class, but most community colleges offer a similar course. While the topics may not match exactly, below is a sample of learning objectives used in Estrella Mountain Community College’s (in AZ) Career and Professional Development class:

1. Describe the process of career and life planning.

2. Define and evaluate choices and resources for dealing with change.

3. Identify specific personal skills and relate these skills to occupations.

4. Identify and translate interests and abilities to occupations.

5. Identify personal values and value conflicts as related to career decision-making.

6. Identify obstacles to decision-making and resources for overcoming these obstacles.

7. Identify systems for occupational grouping.

8. Identify and use different sources of occupational information.

9. Establish long range goals for personal and career development.

10. Identify stages of adult development and describe their influence on lifestyle.

11. Define and assess individual beliefs and motivations about work.

12. Identify environmental factors and trends, which influence career and/or job choices.

13. Identify and utilize a variety of effective job search methods.

14. Design and compose appropriate resumes.

15. Demonstrate effective job interviewing skills.

Ideally, students will have a career coach working with them throughout their school experiences who can help them with their career planning during the class. CEWD has developed a handbook specifically for coaches in GIECP programs. This is available free of charge in the Transitioning Workers section of the Member Wizard.

An important tool to use for career development is Kuder Journey. Kuder Journey is a career planning system that has a customized career interest assessment for the energy industry, as well as many other career and job search tools, such as detailed descriptions and videos of specific jobs, a resume writing template, and mock interview videos.

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Some of the schools in Arizona used Kuder Journey in class. An alignment of the learning outcomes for Estrella’s CPD course is included in Appendix A.

Interpreting the Kuder Career Search Interest Inventory (KCIA)

For those schools that do not have career coaches in place, Figure 1 can help teachers interpret the career interest inventory. The student receives a ranking in three clusters - Science, Technology, Engineering, and Mathematics; Architecture and Construction; and Manufacturing, in order of interest, from highest to lowest. The interest level of these clusters determines, with a conversation with the student, if the student is a good fit for the energy industry. Typically, the bar in mid-medium range or above determines an appropriate interest or fit. See the GIE Career Cluster Map for a listing of the energy occupations, Appendix B.

Figure 1: Sample Score Report from Kuder Career Interests Assessment

The Journey system also offers two other online assessments: the Kuder Skills Assessment and the Super’s Work Values Inventory-revised. Though these assessments are not required but have high value for the student, especially if the student’s interest is the lower mid-medium area (when the interest bar is in the middle of the medium column in the interest report) in a particular Career Cluster related to the energy industry. A full interpretation of the assessments should be made to determine if all of the assessments indicate a lack of job match or fit.

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WorkKeys Assessments

The WorkKeys® System, developed by ACT, assesses academic work readiness skills, specifically reading, locating information, and mathematics, resulting in a National Career Readiness Certificate (NCRC).

CEWD worked with ACT to determine the appropriate level of NCRC for energy occupations and training programs. Individuals in the energy career pathways programs should demonstrate the foundational skills that would enable them to achieve success in energy industry-specific programs. The NCRC is used across all sectors of the economy and measures the following skills:

• Problem solving• Critical thinking• Reading and using written, work-related text• Applying information from workplace documents to solve problems• Applying mathematical reasoning to work-related problems• Setting up and performing work-related mathematical calculations• Locating, synthesizing, and applying information that is presented graphically• Comparing, summarizing, and analyzing information presented in multiple, related

graphics• Work Discipline: Productivity and dependability• Teamwork: Tolerance, communication, and attitude• Customer Service Orientation: Interpersonal skills and perseverance• Managerial Potential: Persuasion, enthusiasm, and problem solving

To determine the appropriate level of NCRC for participation in the energy occupation training programs, CEWD reviewed occupational profiles developed by ACT. Occupational profiles describe the skills required for a particular job title across multiple companies or industries. ACT’s occupational profile database represents information distilled from thousands of jobs that have been analyzed over the past five years using ACT’s WorkKeys skill scales.

Based on ACT’s occupational profiles for energy-industry job titles, the Silver-level NCRC is appropriate for individuals entering training for lineworker, pipefitter (natural gas technician), and plant operator/ technician. The Gold-level NCRC is appropriate for individuals pursuing nuclear energy jobs.

If an individual does not earn the above levels, they are encouraged to take the remedial online training available through WIN or KeyTrain.

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Many community colleges administer the WorkKey assessment and offer either WIN or KeyTraining programs. If your college does offer the assessment or the training and you are interested in learning more, contact Sheila Boyington at [email protected] or Mary Lewis at [email protected].

FOCUS AREA 2: MATHEMATICS

Technical Mathematics

Students take a 3 or 4 credits math class, typically called technical math. This is the closest version of math that is applicable to the energy industry and is a 100-level class. Some examples of technical math course descriptions are below.

• Mathematical principles to include basic operations, significant digits, exponents, squareroots, and order of operations. Solve problems using arithmetic, signed numbers,percentages, fractions, exponents, and square root. Use of a hand held calculator.Technology related problems.

• Fundamental algebraic operations. Problem solving involving metric measurement,gears, pulleys, and simple mechanism problems. Areas and volume calculations ofgeometric figures. Essentials of trigonometry for solving right and oblique triangles.(more advanced)

• Applied geometry and trigonometry operations. Includes review of basic mathoperations, review of pre-algebra, elements of geometry, plane trigonometry, andaviation practical applications.

While technical math has relation to the energy industry, students need practice for math specifically for utility pre-employment tests. This can be achieved through taking the Get Into Energy Math and Test Prep Workshop, which includes contextualized math and solving sample problems that one might find on pre-employment tests.

Get Into Energy Math and Test Prep Workshop

The Get Into Energy Math and Test Prep Workshop is structured to be taught in a 5 day period with the final day designated as test preparation. However, the program is modularized and can be taught in sections and spread over time. There are two components to the Workshop, an applied math section and a pre-employment test prep section. Each section can also be taught independently. The workshop consists of an instructor guide, a student guide, practice problems and exercises, all quizzes, and cover competencies included in the Energy Competency Model such as math, mechanical concepts, spatial reasoning, tables and graphs, and reading comprehension. An analysis of the competencies taught in the workshop shows a direct relationship to the abilities required for success in energy industry jobs and therefore, also important for passing utility specific pre-employment tests. Due to the heavy content and the pace at which the workshop is facilitated, it is strongly recommended that individuals

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mailto:[email protected]


wishing to participate in this workshop have already taken one or more of the following: Technical Mathematics, Introduction to Algebra, or College Algebra. This workshop is not designed to “teach” the various math competencies, but rather “refresh” the concepts and show how to apply them in a manner to improve test taking ability.

Passing a pre-employment test is critical to employment in most investor owned utilities, and “mental math” along with the ability to solve math problems with paper and pencil, are critical components of most of the tests. The workshop requires students to use mental math to solve problems and to complete exercises in a timed environment. Mental calculation comprises arithmetical calculations using only the human brain, with no help from calculators, computers, or pen and paper. Mental calculation often involves the use of specific techniques devised for specific types of problems. Many utility jobs require mental math, since using a calculator could be a safety hazard.

At the end of the workshop, students take a practice pre-employment test.

Instructor and students guides, presentations, quizzes, and the practice test are available on the CEWD curriculum site at: www.cewd.org/curriculum.

The summary of how the workshop is structured is included in Appendix C.

FOCUS AREA 3: TIERS 4-5 ENERGY INDUSTRY FUNDAMENTALS ACCREDITED CERTIFICATE PROGRAM

What is the Energy Industry Fundamentals Certificate Program?

While there are occupation-specific credentials in the energy industry, there is no credential that ensures potential workers gain an understanding of the industry as a whole to make occupation-specific training more meaningful and to understand how one’s company (once hired) fits into the big picture. In many instances, utilities end up having to provide this training after employees are hired. The Energy Industry Fundamentals (EIF) Accredited Certificate Program provides a broad overview of the electric and natural gas utility industry and the energy transmission, generation, and distribution infrastructure.

Students who take the 130 hour version of the course, Modules 1-5, can earn a certificate at the end upon passing the final assessment. Many energy companies recognize the value of the credential and that students who take it have a solid base in understanding the industry. The Foundation Bundle incorporates the EIF certificate program and is typically taught in the semester after the Career and Personal Development class.

Taking the EIF course at this point is beneficial to the students so they can see, in detail, the inner workings of utilities and nuclear, to help them make a final decision if they want to complete their associate degree in an energy-related major.

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http://www.cewd.org/curriculum

Why should my school offer it?

The Energy Industry Fundamentals course, for which the credential is based, takes a comprehensive look at the energy industry, including nuclear, natural gas, and renewable. Instructor guides and student materials are provided as part of the program, focusing on experiential learning techniques with a comprehensive online assessment at the end of the course. Students will be required to pass the assessment to receive the certificate.

What are the benefits to students?

Since CEWD is a consortium made up of energy companies and their associations, this credential is being created by the industry for the industry. This ensures that students are learning the right material that will help them succeed at their jobs.

How is the course structured?

The Energy Industry Fundamentals course is divided into modules. In order to receive the credential, Modules 1-5 must be completed, and students must take and pass an assessment. The modules for the program include:

• Basic and emerging principles and concepts that impact the energy industry• Compliance with procedures necessary to ensure a safe and healthy work environment• Electric power generation• Electric power and natural gas transmission• Electric and natural gas distribution• Energy careers and entry requirements• Energy ‘hot topics’ (such as Smart Grid technologies)

Each module has an instructor and student guide as well as labs and PPT presentations. Materials are available for free on the CEWD curriculum site at: www.cewd.org/curriculum.

How many credits will it be worth?

The course is 130 hours (instructional time). Colleges that are offering the program for credit should refer work within their standard systems for assigning credit hours.

Are there any costs involved?

CEWD provides the course materials for free. The fees associated with the certificate will come into play when an institution applies to become a provider (a $50 application fee) as well as when students take the assessment to earn the credential ($35 per student). Many institutions build this into the tuition for the course.

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http://www.cewd.org/curriculum

How was the course content and materials developed?

The content and materials for the Energy Industry Fundamentals course was developed based on the energy industry competency model for Skilled Technicians in Energy Efficiency, Energy Generation, and Energy Transmission and Distribution built in partnership with the Department of Labor’s Education and Training Administration. This model is the accepted standard of practice by the industry. From the competency model a curriculum framework was created and vetted by an advisory council made up of representatives from industry and education.

What is required of schools to issue the credential?

CEWD is accredited by the American National Standards Institute (ANSI) for assessment-based certificate programs. The American National Standards Institute Certificate Accreditation Program (ANSI-CAP) documents that the program meets an American National Standard for quality, representing the best in quality education and training. This accreditation ensures the quality and integrity of the certificate. Therefore, there is a set of requirements for organizations offering the course to lead to the credential.

Schools need to apply to become an “approved course provider.” Here are the steps to become an approved course provider:

Step 1: Review the handbook and complete the application form available at http://www.cewd.org/curriculum/about-the-eif-certificate.php. See Appendix D.

Step 2: Submit the application form along with the $50 application fee.

Step 3: Use the instructor guides and other materials to teach the course. Most high schools teach the course over a year’s time and community colleges offer it in a semester.

Step 4: Order the log-ins for students to take the final assessment so they can earn a certificate. Details on how to order the assessment are included in the Approved Provider Handbook.

Step 5: Have the students take the final assessment. The assessment is online and should be offered in a computer lab with a proctor.

Step 6: Send the required follow-up paperwork (detailed in the handbook) to the EIF Program Manager, Julie Strzempko—[email protected].

Summary of Lessons

For planning purposes, this section provides the lesson planning outlines of each module. The detailed instructor guides, which include the outlines, as well as student guides are available free of charge at: http://cewd.org/curriculum/eif-modules.php.

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http://www.cewd.org/curriculum/about-the-eif-certificate.php

mailto:Strzempko%E2%80%[email protected]

http://cewd.org/curriculum/eif-modules.php

Offering EIF as a Blended Learning Course

The Energy Industry Fundamentals course provides a broad understanding of the electric and natural gas utility industry and the energy generation, transmission, and distribution infrastructure, commonly called the "largest machine in the world," which forms the backbone for the industry. The course includes business models, regulations, types of energy and their conversion to useable energy such as electric power, how generated power is transmitted and distributed to the point of use, emerging technologies, and the connection to careers in the energy industry.

The University of Missouri - Columbia was contracted under the ARRA: Missouri State Energy Sector Partnership and Training grant from the U.S. Department of Labor to develop an online version of this course so that institutions can use a blended learning approach. In this version, the course includes the initial theoretical content, activities, and tests, as well as scenarios designed to provide context to the content being learned.

Enhancements to the online course include:

• Instructor control over student log-ins, instructors can see students’ progress.• Quizzes are graded automatically, providing students with immediate feedback.

Instructors can see student scores and the questions each student misses.• All modules contain scenarios. Assessment scenarios are designed to assess content

knowledge in the context of a hypothetical real-life situation.

When is it advisable to use a blended learning format for EIF?

As demonstrated by Estrella Mountain Community College in Arizona, EIF can be taught in one semester (16 weeks) if this approach is utilized. The college teaches EIF as part of a Foundation Bundle that students take their first semester. The recommendations and sequence of the course are based on the Estrella Mountain Community College format. They’ve used it several times with great success.

Can students still earn the Energy Industry Fundamentals accredited certificate (credential)?

Yes, as long as the institution becomes an approved course provider. More information on the requirements along with a course provider application can be found at: http://cewd.org/curriculum/about-the-eif-certificate.php.

There are several requirements to be aware of to ensure that the quality is equivalent to the experience a student would have with the fully in-person version of the cours

• For each institution interested in offering this course to their students a new courseinstance needs to be created and instructors assigned to lead the course.

• The created instance of the course will have specific start and end dates.• The students cannot register for the course themselves.• Instructors need to have synchronous interactions with the students face to face.

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http://cewd.org/curriculum/about-the-eif-certificate.php

IMPORTANT NOTE If you are offering this course as an ANSI accredited Program Certificate Issuer - 1041, your students need to be aware that the certificate will only be awarded after passing the ANSI accredited examination and NOT a result of their performance in the class. You should make your students aware that their performance on quizzes, scenarios, and other activities in this course are designed to be used as feedback about their progress through the course and are NOT taken into account in determining their ANSI certification examination score.

Recommended Format and Sequence for Using a Blended Learning Approach

Orientation:

Have a projector and a laptop with Internet access ready to use. Take students on a tour of the NTER website. Demonstrate how students should set up their accounts.

Provide each student with pdf copies of the student guides from the in-person class. This will serve as backup if there are technical issues with the NTER sites. Students can also complete the review activities in writing (guided note-taking, vocabulary and other review activities, but NOT the end of module quizzes) for homework.

Subsequent Classes:

At each class, students should have read all of the material, from the module, completed the review activities and taken the module assessment online and received their grades. In class, students turn in copies of their homework.

The instructor uses a variety of methods to discuss the content from the past week. See the pointers below. At the end of the session, the instructor assigns what should be completed over the next week. Each module can be taught over a two to three week period.

Last Class:

In advance of class, email the student study guide to the students to complete for homework in advance. Note—if there is limited time, for example, one week to use the study guide, assign specific sections since the guide contains a lot of exercises.

The student and instructor study guides are available at:

http://www.cewd.org/curriculum/downloads/EIFStudyGuide-Student.pdf

http://www.cewd.org/curriculum/downloads/EIFStudyGuide-Instructor.pdf

Spend class time covering selected exercises (they should bring their completed study guide to class) and answer any questions students have about the material in the course.

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http://www.cewd.org/curriculum/downloads/EIFStudyGuide-Student.pdf

http://www.cewd.org/curriculum/downloads/EIFStudyGuide-Instructor.pdf

Final Assessment:

Students take the assessment in a computer lab situation. The instructor serves as the proctor.

Pointers for maximizing the impact of the instructor-led, in-person sessions:

• Look at the lesson plans and pacing guides in the instructor guide (available at:http://cewd.org/curriculum/) to get an idea of how to pace the lessons you will teach inperson, but use your own judgment about what your students will need.

• Spend more time on modules that are most relevant to the jobs available at the localenergy companies. For example, if lineworker positions are/will be in demand, spendmore time on the distribution section and less time on the natural gas module.However, Modules 1-5 must be covered since the final assessment will take into accountthe information contained in all five modules.

• Use the in-person time to teach conceptual ideas (e.g. AC/DC) not topics that can onlybe learned by recall and memorization (e.g. names of government agencies).

• Use storytelling to bring the content to life. For example, talk about parts of your jobthat you were passionate about when you worked at a utility. Or, relate concepts thestudents are studying to situations that are relevant to them. For example, if there wasa blackout for an extended period of time, how would this impact their personaltechnology?

• The instructor guide is full of labs, projects, and group activities. Select at least one foreach session you meet with the students to be completed in class.

• Invite guest speakers to talk about their careers.• If possible, conduct field trips at the local energy companies.

How do I get access to the online version?

For initial access, please contact Rob Roberts at the Department of Energy: [email protected].

You will need to download the guide for instructors that details how to log in, track grades, etc. at http://cewd.org/curriculum/downloads/InstructorManual-online.pdf.

Students will also need to download their version of the guide to see how to use the online version at http://cewd.org/curriculum/downloads/StudentManual-online.pdf.

How do the students access the final assessment?

Schools must be approved course providers to access the assessment. The requirements and process to order the assessments are detailed on pages 12 and 13 of the Approved Course Provider Handbook.

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http://cewd.org/curriculum/


http://cewd.org/curriculum/downloads/InstructorManual-online.pdf

http://cewd.org/curriculum/downloads/StudentManual-online.pdf

Where can I learn more about how others are teaching EIF?

CEWD is currently developing an online knowledge sharing website, which will include an EIF Teachers/Providers Community.

You can also contact Julie Strzempko, EIF Program Manager at [email protected]

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Section 3: Issuance of the Foundation Bundle Certificate

CEWD will issue a certificate of completion to all students who meet the bundle requirements with the following pre-cursors:

• Students must receive a C or better in the Career and Personal Development, TechnicalMath, and Energy Industry Fundamentals classes. Note: The Energy IndustryFundamentals program has a separate credential that is accredited by the AmericanNational Standards Institute (ANSI). This is earned upon completion of the class andpassing a final assessment. The Foundation Bundle requirement for EIF is only based onthe grade given by the college, not a student’s score on the final assessment.

• Students must earn a National Career Readiness Certificate at a minimum of the Bronzelevel on Applied Mathematics, Reading for Information and Reading Comprehension,and three or four stars for the Talent Assessment.

Process for Students to Receive the Foundation Bundle Certificate

Step 1: Students complete the bundle coursework, receive the required grades for their courses, and have certificates from ACT showing they have met the NCRC requirements. They also must have participated in the Get Into Energy Math and Test Prep Workshop.

Step 2: At the end of the semester, the contact at the college completes the GIE Foundation Bundle Form, See Appendix E. In addition, before the student’s last day of class, the student signs a release stating that if a third party contacts CEWD about whether he or she has earned the certificate, this information may be provided to the third party.

Step 3: The contact at the college will fax the completed forms and signed release forms to Andrew Scheiffer at 202-508-5030 or email the scanned documents to Julie Strempko at [email protected].

Within three weeks, CEWD will mail the student a copy of his or her certificate and will notify the college contact by email that the certificates have been issued.

CEWD will keep records for each student who earns a certificate. Should any party want to validate that a specific student received a certificate (for example an instructor or employer), they may contact Julie Strempko at [email protected] for confirmation.

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Arizona Get Into Energy Course Outline with Complementary Kuder® Activities These complementary activities are intended as a reference from Kuder® for student support during CPD104 using coaching and is not a recommendation for replacing current curriculum. One-on-one coaching provides individualistic attention to the student allowing for greater personal growth and effective decision-making.

Prepared by Kuder. - updated: 12/20/2013

MCCCD Official Course Competencies

MCCCD Official Course Outline

Kuder® Journey™ Kuder® Coach

Describe the process of career and life planning.

Defining terms: career and life planning.

Take Hold of Your Future, the textbook that accompanies Journey provides a chapter on motivations, life goals, roles, and self.

A coach supports the definition and process of career and life planning through one-on-one conversation.

Define and evaluate choices and resources for dealing with change.

Choices: change, decision-making skills, and goal setting.


Coaching one-on-one sessions support students in identifying and selecting resources for barriers, needs, and changes in life and career.

Identify specific personal skills and relate these skills to occupations.

Personal inventory and assessment: needs, interest, abilities, skills, personality type, workstyle options.

Kuder® Journey™ system’s scientifically validated career assessments measure interests, skills, and work values. The system adapts to support postsecondary students and adults as they navigate transitions. A flexible and scalable online career planning system, Journey responds to individual needs and addresses educational and career goals while providing accountability and real-time results.

Using the Journey platform, a coach works with the student to support occupational and educational choices that respond to the student’s individual needs.

This assessment interpretation may be done as part of group coaching or one-on-one.

Identify and translate interests and abilities to occupations.

Personal inventory and assessment: needs, interest, abilities, skills, personality type, workstyle options.

Kuder® Journey™ suggests occupations from interests and skills assessment information.

Using the Journey platform, a coach works with the student to support occupational and educational choices that respond to the student’s individual needs.

This assessment interpretation may be done as part of group coaching or one-on-one.

APPENDIX A

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Identify personal values and value conflicts as related to career decision-making.

Beliefs and values: personal and career.

Kuder® Work Values Assessment measures the values an individual wants to attain in his or her work.

One-on-one coaching supports effective decision-making and challenges thinking around values and value conflicts.

Identify obstacles to decision-making and resources for overcoming these obstacles.


Kuder Journey provides an area to inventory barriers and needs. In addition, there is a resource area that provides links and information to improve understanding and provide connections for identified barriers and needs.

One-on-one coaching supports effective decision-making and challenges thinking around values and value conflicts as well as provides resources and information to overcome obstacles.

Identify systems for occupational grouping.

Occupational Information: resources/technologies, theories, environmental factors, trends, diversity.

Kuder’s system supports students in grouping occupations by assessment, by 16 National career clusters and Pathways, by skills, and by favorites.

Coaching along with the Journey platform provides productive utilization of system resources for student choices in occupational grouping.

Establish long range goals for personal and career development.


Using Work Values Assessment, clusters, Pathways, occupations, and person matches, Journey will store long range goals for personal and career development.

One-on-one coaching provides the student with a sounding board and guided questioning around establishing long range goals for personal career development.

Identify stages of adult development and describe their influence on lifestyle.

Adult development: stages and life styles.


One-on-one coaching provides the student with a sounding board and guided questioning around establishing long range goals for personal career development.

Define and assess individual beliefs and motivations about work.

(not identified in official course description)

Work Values Assessment identifies values in the areas of innovation, accomplishment, prestige, workplace, and income.

One-on-one coaching supports effective decision-making and challenges thinking around beliefs and motivations.

Identify environmental factors and trends, which influence career and/or job

Occupational Information: resources/technologies, theories, environmental

Ability to compare occupations, salaries, majors, education, and

Coaching along with the Journey platform provides productive utilization of

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choices. factors, trends, diversity. outlook. system resources for student choices in identifying trends and influencing career and job choices.

Identify and utilize a variety of effective job search methods.

Job search methods: networking and research, resume, and interviewing skills.

Job seeking tools for cover letters, resumes, references, job applications, networking, and community involvement are stored in Journey’s online portfolio.

Effective job search tools and methods are available online and become even more powerful with the guidance of a Kuder® Coach.

Design and compose appropriate resumes.


A resume builder is built into Journey’s e-Portfolio including how to use social networking as a means for building a profile.

Effective job search tools and methods are available online and become even more powerful with the guidance of a Kuder® Coach.

Demonstrate effective job interviewing skills.


Journey provides tutorials, information, and videos on interviewing including preparing for the interview and how to deal with difficult questions.

One-on-one practice and feedback with a coach increases interview skills and reduces fears.

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Course • Identifies

statement ofoutline.

• Identifiesoverview ofcourse content.

• Provides aneffectiveenvironment forlearning.

• Connects withpeers andsupport.

Instructor • Prepares explicit

instruction.• Provides

content,processes, andconnections.

• Evaluatesstudent contentandperformance.

• Provides toolsfor success.

• Tracks studentand classprogress.

Coach • Provides one-on-

one discussionwith students.

• Providesindividualizedresources.

• Provides one-on-oneindividualizedchallenges tothinking.

• Connects withresources andtools.

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Official Course Description: MCCCD Approval: 02/27/01

An overview of the process of career/life planning through self-awareness and understanding. Focus on specific skill

development such as dealing with change, decision making, goal setting and understanding lifestyles. Provides

opportunity to evaluate interests, skills and values. Emphasis on the development of a comprehensive career search

process which includes current occupational information, specific tools for researching the job market and acquiring

employment. Prerequisites: None.

Course Description

1. Describe the process of career and life planning. (I)

2. Define and evaluate choices and resources for dealing

with change. (IV)

3. Identify specific personal skills and relate these skills to

occupations. (V)

4. Identify and translate interests and abilities to

occupations. (V)

5. Identify personal values and value conflicts as related

to career decision-making. (III)

6. Identify obstacles to decision-making and resources for

overcoming these obstacles. (IV)

7. Identify systems for occupational grouping. (VI)

8. Identify and use different sources of occupational

information. (VI)

9. Establish long range goals for personal and career

development. (IV)

10. Identify stages of adult development and describe

their influence on lifestyle. (II)

11. Define and assess individual beliefs and motivations

about work.

12. Identify environmental factors and trends, which

influence career and/or job choices. (VI)

13. Identify and utilize a variety of effective job search

methods. (VII)

14. Design and compose appropriate resumes. (VII)

15. Demonstrate effective job interviewing skills. (VII)

Course Outline

I. Defining Terms

a. Career planning

b. Life planning

II. Adult Development

a. Stages

b. Life styles

III. Beliefs and Values

a. Personal

b. Career

IV. Choices

a. Change

b. Decision-making skills

c. Goal setting

V. Personal Inventory and Assessment

a. Needs

b. Interests

c. Abilities

d. Skills

e. Personality Type

f. Workstyle Options

VI. Occupational Information

a. Resources/technologies

b. Theories

c. Environmental factors

d. Trends

e. Diversity

VII. Job Search Methods

a. Networking and research

b. Resume

c. Interviewing skills

21



22

ConstructionBoilermakerCarpenterControl & Valve InstallersElectricianElectrical and Electronics RepairersInsulation WorkerIron / MetalworkerIndustrial Machinery MechanicsLineworkerMachinistsMillwrightPipefitterPipeline InstallerPipelayerWelder

Maintenance OperationsBoilermakerCarpenterControl & Valve InstallerCorrosion TechnicianElectricianHeavy Equipment OperatorIndustrial Machinery MechanicInsulation WorkerIron / MetalworkerLineworkerMillwrightPipefitter / PipelayerPipeline InstallerSubstation MechanicUtility Metering & Regulation Technician Relay TechnicianWelder

Clusters

Pathways

Manufacturing Production Process Development

Electrical & Electronics TechnicianEngineering & Related TechnicianPower Plant OperatorNuclear Reactor OperatorGas Processing and Distribution Plant OperatorPower Distributor & DispatcherGas Controller & DispatcherAuxiliary. Equip. Operator

Maintenance, Installation & RepairBoilermakerControl & Valve InstallersCorrosion TechnicianPipefitter / PipelayerPipeline InstallerInstrument & Control TechElectrical & Instrumentation TechElec.. & Electronics RepairerElec. Equipment Installer / RepairerIndustrial Machinery MechanicMillwrightWelder

Design and Pre‐construction

Engineer ‐ Civil , Chemical, Electrical, Nuclear, Mechanical, Power Systems, Energy Transmission, Environmental, IndustrialElectrical & Electronics Engineering TechnicianMechanical TechnicianMachinists

Energy Career Cluster MapArchitecture and Construction

Science, Technology, Engineering, and Mathematics

Manufacturing

Engineering and TechnologyElectrical EngineerPower Systems EngineerMechanical EngineerNuclear EngineerChemical EngineerCivil EngineerEnergy Transmission EngineerProcurement EngineerEnvironmental EngineerIndustrial Engineer

Science and MathNuclear ChemistNuclear TechnicianMaterials ScientistRadiation Protection TechnicianHealth PhysicistChemistry Technician

Logistics & Inventory ControlHeavy Materials Technician

Quality AssuranceQuality Control TechQuality Assurance Tech

APPENDIX B

23

Get Into Energy Math and Test Prep Workshop

APPENDIX C

Outline and Learning Objectives

Preparation for the Workshop

Students will be provided with a list of on-line resources that provide “How – To” videos and tutorials that will help prepare them for the Workshop. This workshop is not designed to “teach” the various math competencies, but rather “refresh” the concepts and show how to apply them in a manner to prepare students for utility pre-employment testing. Therefore, it is recommended that students refresh their knowledge in these competencies prior to the workshop.

Topics include (but are not limited to): • Dividing Fractions• Unit Conversion• Averages• Taking Percentages• Square Roots and Real Numbers• Ratio and Proportion• Pythagorean Theorem• Variable Expressions• Simple Equations• Two-Step Equations• Area and Perimeter• Circles: Radius, Diameter, and Circumference

Get Into Energy Math and Test Prep Workshop – 5 day workshop

The Workshop consists of two main components: 1. Math Skills2. Pre-Employment Testing Preparation

The Workshop can be held consecutively over a one week period or spread out over several weeks during a semester. In addition, the separate components can be taught individually.

Day 1 should be a full day of class, and include extensive pre-testing in a timed environment, which shall provide the baseline data on student performance.

Day 5 should be a full day of class, and include an extensive post-test in a timed environment, which shall provide the comparative data on student performance.

*The actual Pre-Employment Test should be administered within 2 weeks of Day 5*

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Learning Objectives

Math Objectives (Days 1-3)

Day 1 The student will be able to:

Whole Numbers and Decimals

• Perform basic arithmetical operations; multiply and divide, rapidly, by whole numbers;identify significant digits in numbers; and round whole numbers and decimals to givenplaces.

Digits and Numbers • Differentiate between multiples and factors; find the least common multiple and

greatest common factor; and differentiate between and calculate the terms ofarithmetic and geometric number sequences.

Percentages • Convert fractions to percentages and percentages to fractions; find the rate; and solve

unknown percent/part/whole in word problems.

Signed Numbers • Perform basic operations (addition, subtraction, multiplication, and division) of signed

numbers.


Common Fractions and Mixed Numbers • Perform basic operations (addition, subtraction, multiplication, and division) with

fractions and mixed numbers; identify types of fractions; change improper fractions tomixed numbers and mixed numbers to improper fractions, and reduce fractions tolowest terms; and create common denominators.

Decimal Fractions • Reading decimal fractions• Rounding decimal fractions• Perform basic operations (addition, subtraction, multiplication, and division) with

decimal fractions• Number roots• Order of operations

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Customary and Metric Conversions • Perform English unit conversions• Perform metric unit conversions• Perform English-to-metric and metric-to-English conversions• Solve miscellaneous Dimensional Analysis word problems


Ratios and Proportions • Solve ratio problems, and direct and inverse proportion problems.

Geometry • Define and understand characteristics of points, lines, angles, polygons, circles, and

solids; and solve basic geometry problems.

Algebra • Solve basic algebraic problems.

Test Prep Objectives (Days 4 & 5)


Perform Basic Mathematical Operations • Arithmetic (including operations with integers, decimals, fractions, prime numbers,

factors, and percentages); basic Algebra (including order of operations, ratios andpercentages, exponents, and unit conversions; basic Geometry (including perimeter,area, and volume, of polygons and solids).

Demonstrate Knowledge of Mechanical Principles • Force• Laws of Motion• Friction• Pressure• Energy• Work• Simple machines,• Mechanical Advantage• Gears

Visualize Proper Assembly of Objects • Rotate shapes; match pieces and parts; and assemble parts.

31


Interpret Information from Tables and Graphs • Tables• Pie Charts• Bar Graphs• Line Graphs

Reading Comprehension • Read, analyze, and draw logical conclusions from information read.

32

Energy Industry Fundamentals Course Providers Handbook

Date Revised: 02-19-2014 Approved by: Julie Strzempko (02-19-14)

Introduction This handbook is designed to give organizations an overview of the CEWD Approved Course Provider program and detail the provider application process. Becoming a CEWD Approved Course Provider (ACP) grants organizations access to the coursework for the CEWD Energy Industry Fundamentals Certificate and grants their students exclusive access to earn the CEWD Energy Industry Fundamentals Certificate.

About the Energy Industry Fundamentals Certificate The purpose of the Energy Industry Fundamentals Certificate is to ensure potential workers gain an understanding of the energy industry as a prerequisite to occupation-specific training and gain an understanding of the careers available in the energy industry and the education and training to enter and advance in those careers. The Energy Industry Fundamentals Certificate aligns with tiers 4 and 5 of the Energy Competency Model (see figure 1) developed by CEWD and the U.S. Department of Labor. As such, it covers such basics as emerging principles and concepts that impact the energy industry; compliance with safety and health procedures; how electric power and natural gas generation, transmission and distribution work; a range of entry-level energy careers; and “hottopics” in energy. The learning objectives covered by the Energy Industry Fundamentals Certificate curriculum is included in Appendix A. Figure 1: Energy Competency Model

APPENDIX D

33

This program was created under a grant to CEWD from the Bill and Melinda Gates Foundation to help potential employees earn credentials that would lead them to careers in the energy industry. It will be submitted to the American National Standards Institute (ANSI) for accreditation as a certificate program. ANSI accreditation will signify that CEWD and its Approved Course Providers have met and continue to meet a national standard for quality in certificate program development and administration. To be awarded the certificate, a student must: 1) Complete the Energy Industry Fundamentals coursework through a CEWD Approved

Course Provider;2) Pay the $30 assessment fee to CEWD through the online Get Into Energy Career Pathways

Planning System, powered by Kuder® at http://www.getintoenergy.kuder.com/, (this feemay be paid by the ACP rather than the student; see Appendix B); and

3) Achieve a passing score of 68% on the CEWD Energy Industry Fundamentals Certificatecomprehensive assessment administered through Kuder® and proctored by the ApprovedCourse Provider designee (see Appendix B for information on proctors).

The certificate will be provided by CEWD and dated with a five year term of validity to inform stakeholders of the predicted length of currency of the content of the certificate. Optionally, students can earn a new certificate after the five years if they wish to have a current dated certificate. There are no ongoing requirements to maintain the certificate during or after the five year term. Should an employer wish to verify a certificate holder’s status, they can contact Certificate Program Manager Julie Strzempko at [email protected].

Benefits of Becoming an Approved Course Provider While the Energy Industry Fundamentals curriculum and course materials will be made available for any school to use, there are benefits only afforded to Approved Course Providers.

Only course graduates of schools approved by CEWD as an Approved Course Providerof the Energy Industry Fundamentals Certificate will be eligible to earn the CEWDEnergy Industry Fundamentals Certificate.

Visibility through listing on CEWD’s website as an Approved Course Provider for the

CEWD Energy Industry Fundamentals Certificate. Authorization to use the official CEWD Approved Course Provider logo to promote

affiliation and the program offering.

Roles of CEWD and Approved Course Providers The Center will update the Energy Industry Fundamentals Certificate curriculum and its associated supportive materials in response to changes in industry practices, regulations, and other influences. The Center will ensure its operations (and that of its Approved Course Providers) meet the requirements to earn and maintain ANSI accreditation. It will also administer the comprehensive assessment and issue certificates to students who have successfully completed the coursework and passed the assessment.

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http://www.getintoenergy.kuder.com/


Educational institutions approved as Approved Course Providers will teach the coursework following a set of specific criteria that align with the requirements for ANSI accreditation of CEWD and approved by CEWD. ACPs are responsible for ensuring that all course content and delivery standards are met and that course material is taught as approved by CEWD. They ensure that their students successfully complete all course learning objectives and are prepared to take the CEWD comprehensive assessment. They remain accountable to CEWD for the courses and the conduct and qualifications of their instructors and other personnel. All correspondence between CEWD and ACPs will pass through the ACP Administrator.

Approval Process and Deadlines The first step in pursuing Approved Course Provider (ACP) status is the submission of the Energy Industry Fundamentals Course Provider Application (see Appendix D) and the non-refundable application fee of $50. Continuation of the approval status is dependent upon the annual submission of an updated report and successful participation in site visits, if applicable. The application must be submitted at least two months prior to the planned course date to allow sufficient time for CEWD to review the application. Earlier submission is encouraged to allow time for schools to promote their approved status to students.

Once you’ve been approved to be an approved course provider, you will be able to use the logo shown to the left on your promotional materials. A camera-ready version will be provided. You can also include the statement, “<Organization> has been approved by the Center for Energy Workforce Development as an Approved Course Provider for the Energy Industry Fundamentals course. Only students taking coursework from an approved course provider qualify to earn the Energy Industry Fundamentals Certificate from the Center for Energy Workforce Development. “

Approved Course Provider Criteria To be approved as course providers, schools must document on the Approved Course Provider Application how they meet the following criteria:

35

Be a Legitimate Educational Operation

On Section 1 of the application, list the name of the organization, its tax identification number and identify the type of institution it is. Then, list contact information for the organization’s primary contact to CEWD regarding the Approved Course Provider program.

Have a Partner Utility

On Section 2, list the utility with whom your organization has a partnership and its primary contact information. All education providers must have a utility partnership in place to become an Approved Course Provider. This means, at a minimum, that the Provider has at least made contact with a local utility (utility does not need to be a CEWD member) to discuss the types of positions available (or that will become available) to students that earn the Energy Industry Fundamentals Certificate as well as get occupation-specific training. Aligning supply and demand is a key to the success of any training program that graduates students who find employment. Many high quality partnerships are in place in regions throughout the country where education providers work closely with their local energy companies.

Have Qualified Instructors

On Section 3, describe your instructors for the Energy Industry Fundamentals coursework. Include their names, employer, degree(s) and/or credential(s). Refer to Appendix E for CEWD’s Instructor Profiles. If your instructors do not meet these qualifications, describe why you feel they are qualified to instruct this coursework.

Have Incorporated Coursework within a Logical Sequence of Courses or Curriculum Appropriate to the Audience

On Section 4 of the application, identify the audience and the format for delivery of the coursework. Then, describe how you are or are planning to sequence the courses and activities within a curriculum or how this will be sequenced as a stand-alone curriculum. The course was developed with a traditional scheduling approach in mind, such as a semester course (community college) or year-long program (high school). While offering it in a bootcamp style is an option, it is not recommended given the technical nature of the material.

Have the Resources (Facility, Human, Financial) Needed to Effectively Offer the Coursework

On Section 5, describe the resources in place to support this coursework, including the facilities you will use and your personnel and financial resources in place to support the program.

Have Fair and Equitable Policies and Procedures in Place

On Section 6, briefly describe your policies and procedures in place for the items listed. Then, attach copies of the actual policies to your application. Refer to Appendix F for sample policies that you may use or adapt, if you do not have existing policies.

36

Communicate Responsibly to Stakeholders

On Section 7, briefly describe how you communicate to students the information listed on the application and indentify the website URL, if applicable. Then attach the actual collateral materials to your application.

Agree to Approved Course Provider Terms

On Section 8, indicate your agreement to the terms by signature and printing your name, title and date. The individual listed here must be the ACP Administrator (the official representative from your organization to CEWD for this program). Here is additional information on the terms provided; more detail will be shared to organizations upon achieving ACP status.

Agree to maintain practices consistent with the ASTM International E2659: StandardPractice for Certificate Program, according to guidance provided by CEWD.ANSI accreditation is awarded based upon CEWD’s and its ACP’s compliance withthe ASTM E2659 standard; however, each ACP does not need to secure a copy ofthe standard. CEWD will ensure ACP compliance with the standard through the ACPapplication and annual reporting, and site visits, if needed.

Must communicate adequate information to students before the program begins

In accordance with ASTM E2659, ACPs must communicate the following informationin advance of their enrollment in the program:

Standard course description:

o Energy Industry Fundamentals provides a broad understanding of theelectric and natural gas utility industry and the energy generation,transmission, and distribution infrastructure, commonly called the“largest machine in the world,” which forms the backbone for theindustry. The course includes business models, regulations, types ofenergy and their conversion to useable energy such as electric power,how generated power is transmitted and distributed to the point ofuse, emerging technologies and the connection to careers in theenergy industry.

Learning outcomes Special requirements for participation in the course (if applicable) Qualifications of instructors The required passing score of 68% for a student to be issued the certificate

and that individuals who have been issued the certificate are certificate

holders; they are not certified or licensed. You must also include the sentence

“The bearer of the Energy Industry Fundamentals Certificate has afoundational knowledge and understanding of the utility industry.”

37

Comply with all applicable local, state, and federal regulations.In accordance with ASTM E2659, ACPs must comply with all applicable regulations,most notably including providing reasonable accommodations to students withdisabilities, when warranted.

Teach the CEWD curriculum (can go beyond but must cover the learning outcomesof all but the optional modules – Modules 6 and 7)Course Materials: Course materials are available free of charge for download. Thereis also free access to the distance learning version of the course if the program is tobe taught remotely.How to use materials: The course materials have been designed with a wide rangeof target audiences in mind. Therefore, there are many choices of hands-on activitieswithin each module. While instructors are not expected to do all of the activities, theyare expected to engage learners as much as possible. Energy IndustryFundamentals was built on this foundation and is not meant to be a lecture class.For the distance learning version of the course, it is highly encouraged to utilize thereview and learning scenarios available for each module. This provides a uniqueopportunity for interaction, especially since labs are not available in this format.Module Quizzes: Students must complete the quizzes at the end of each module. Itis the instructor’s discretion on whether to use them towards the course grade.

Modules 6 and 7: These modules focus on energy careers and hot topics in theenergy industry, which will be updated frequently as technology changes. They areavailable online only. The final course assessment will not include questions fromeither module.

Copyright: The Energy Industry Fundamentals materials are copyright by CEWD and the Center for Occupational Research and Development (CORD). Any use of materials, including reproduction, modification, distribution or republication, without the prior written consent of CEWD, is strictly prohibited.

Instructional Time: While the instructional time will vary, the course has been designed for approximately 130 hours of instructional time, to include hands-on activities.

Submit an Annual Report of Program Status to document ongoing conformance tothe ACP program’s requirements.ACPs will be required to submit an annual report to CEWD. The report form will bean abbreviated form of the initial application, focusing primarily on reporting of anychanges to the ACP’s program since the initial application or the last annual report.This form will be sent to ACP’s on an annual basis.

Agree to submit to optional site visits by CEWD, if determined necessary.CEWD may determine to conduct a site visit to any ACP, either as part of a randomaudit from all ACPs or in follow-up to complaints about a specific ACP. Should anaudit be planned, dates will be determined jointly (i.e., it will not be a surprise visit).

38

Follow required protocol for uploading student information for those who qualify totake the assessment.CEWD will be using the Get Into Energy Career Pathways Planning System,powered by Kuder® at http://www.getintoenergy.kuder.com/ for administration of thecertificate assessments. Each ACP will need to follow the established protocol foruploading student information to the system to enable students to qualify to take thecomprehensive assessment. See Appendix B for more information.

Provide CEWD with a compilation of student evaluation forms within 30 days uponthe conclusion of the course using the form provided in Appendix C.

Agree to CEWD ACP confidentiality and conflict of interest terms. In conformance toASTM E2659, ACPs must agree in writing to the terms specified on the application.

Appeals Should an applicant be declined ACP status, the applicant is afforded an opportunity to appeal the decision in accordance with the following procedures. An appeal must be made in writing to the CEWD Educational Consultant within thirty (30) days of receiving the determination being appealed. The written appeal must include the stated appeal, the reason for the appeal (including relevant supporting materials), and appellant's contact information. When an appeal is received, the CEWD Educational Consultant shall convene a three-person Appeals Panel to consider the appeal, ensuring that no members of the Panel have actual or apparent conflicts of interest with the case at hand. The function of the Appeals Panel in a given case is to review the decision being appealed based on the record that was presented at the time of the determination. The appeal shall be considered within thirty (30) days. The CEWD Educational Consultant shall notify the appellant of appeal decisions within sixty (60) days from the Appeals Panel determination. Appeals Panel decisions shall be final.

Suspension or Withdrawal of Approved Course Provider Status There are circumstances under which CEWD may suspend or withdraw Approved Course Provider status. CEWD may suspend or withdraw Approved Course Provider status if the provider:

Fails to deliver or maintain the program as it was approved by CEWD Fails to comply with stated program requirements Is involved in activity which is contrary to CEWD policy or is detrimental to the CEWD

Energy Industry Fundamentals certificate program.

Should it be determined that the Approved Course Provider status is suspended or withdrawn, CEWD will notify the ACP Administrator of the suspension or withdrawal. The notice includes the following items of information:

Reason for the suspension or withdrawal

39


Effective date Terms

Suspensions or withdrawals of approval status may be appealed.

Complaints Resolution of Concerns

Providers with concerns regarding the course, such as the content, format, etc., may wish to file a formal complaint.

Submission of Program Complaints

A complaint shall be submitted in writing to the CEWD Educational Consultant and may be mailed, e-mailed, or faxed. The submission shall include sufficient objective evidence to substantiate the claims and allow for a decision to be made and the appropriate action to be taken. Dissatisfaction based on hearsay shall not be considered as a complaint. Only written complaints shall be considered. Anonymous complaints shall not be considered.

Staff Level Review

The CEWD Educational Consultant shall serve as the first level of complaint and shall investigate the circumstances of any valid complaint and 1) determine and implement corrective action, 2) refer the complaint to a different suitable personnel member to determine and implement correction action, or 3) escalate it to an ad hoc Complaints Panel for review. If addressed by personnel, the Educational Consultant shall communicate the resolution to the complainant within a period of no longer than thirty (30) days.

Ad hoc Complaints Panel Review

If a complaint is found to warrant escalation, the CEWD Educational Consultant shall convene a three-person Appeals Panel to consider the complaint, ensuring that no members of the Panel have actual or apparent conflicts of interest with the case at hand. The complaint shall be considered within sixty (60) days. The Educational Consultant shall communicate the resolution to the complainant within a period of no longer than thirty (30) days.

Appeal of Complaint Determinations

The determination of personnel or the Appeals Panel is appealable, and the Appeals policy shall apply.

40

Appendix A

Intended Learning Outcomes

01.0 Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry-- the student will be able to: 01.01 Explain the flow of energy from generation through distribution to the customer. 01.02 Discuss the history of the United States energy industry/infrastructure (refer to

Energy Information Administration www.eia.doe.gov). 01.03 Identify the role and function of generation, transmission, and distribution

organizations. 01.04 Explains the role of regulatory bodies in the energy industry (Federal Energy

Regulatory Commission www.ferc.gov ; Public Service Commission of the State of Florida www.psc.state.fl.us) (highlight “obligation to serve”).

01.05 Discuss environmental laws and regulations that impact the energy industry (local, state, and federal) and explain the importance of proper documentation to ensure compliance.

01.06 Explain the different structures of energy companies, including investor-owned utilities, municipalities (and associated utility practices such as water/wastewater), electric cooperatives, independent power producers and can explain the different lines of energy businesses, including electric and gas.

01.07 Describe the process of electric metering and billing for energy consumption. 01.08 Discuss the importance and role of unions in the industry.

02.0 Apply compliance with procedures necessary to ensure a safe and healthy work environment-- the student will be able to: 02.01 Understand the roles of federal, state, and local agencies in workplace safety

and health. 02.02 Understand the importance of compliance with standards, regulations, and

established procedures to ensure a safe and healthful work environment. 02.03 Know basic regulatory requirements that promote safe and effective operations

for the protection of people, data, property, and institutions. 02.04 Know basic procedural guidelines that promote safe and effective operations for

the protection of people, data, property and institutions. 02.05 Understand the roles and responsibilities of employers, employees and the

general public in creating and maintaining workplace, personal, and community safety cultures.

03.0 Understand electric power generation-- the student will be able to: 03.01 Explain the conventional electric power generation systems and process (coal,

gas, hydroelectric, and nuclear). 03.02 Identify electric power generation equipment and systems. 03.03 Identify various conventional electric power generation fuel sources and the cost/

efficiency/environmental issues associated with each: a. Explain how oil was created and list its advantages and disadvantages.b. Explain how coal was created and what are its advantages and

disadvantages.c. Explain how natural gas was created and what are its advantages and

disadvantages.

41

http://www.eia.doe.gov/

http://www.ferc.gov/

http://www.psc.state.fl.us/

d. Explain how water is used in hydroelectric power generation and what are itsadvantages and disadvantages.

e. Explain how uranium is created and what are its advantages anddisadvantages.

03.04 Discuss emerging and alternative electric power generation technologies and fuel sources.

03.05 Explain how solar energy is used to produce electricity in photovoltaic systems and what are its advantages and disadvantages.

03.06 Explain how solar energy is used to produce electric energy using steam and what are its advantages and disadvantages.

03.07 Explain how wind energy is used to produce electric energy and what are its advantages and disadvantages.

03.08 Explain how geothermal energy is used to produce electric energy and what are its advantages and disadvantages.

03.09 Explain how biomass energy is used to produce electric energy and what are its advantages and disadvantages.

03.10 Explain how ocean wave energy is used to produce electric energy and what are its advantages and disadvantages.

03.11 Discuss pros and cons of various energy producing technologies and fuels in the electrical infrastructure (including fossil, nuclear, and emerging alternative energy systems).

04.0 Understand electric power transmission-- the student will be able to: 04.01 Explain the electric power transmission process. 04.02 Discuss the application of different electric power transmission principles

(including AC vs. DC). 04.03 Name electric power transmission equipment and systems. 04.04 Discuss the emerging technologies in electric power transmission (including

Smart Grid). 04.05 Explain ownership/governance of the electric transmission system.

05.0 Understand electric power distribution-- the student will be able to: 05.01 Explain the electric power distribution process. 05.02 Discuss the need for electric distribution systems and how they are designed to

operate. 05.03 Name electric power distribution system equipment and what the various

components do. 05.04 Discuss the emerging technologies in electric power distribution, including

distribution automation and SmartGrid systems.

06.0 Understand natural gas transmission and distribution—the student will be able to: 06.01 Explain the fundamental concepts of natural gas. 06.02 Identify the components and workings of the gas transmission and distribution

network, including metering and regulating stations.

07.0 Identify and describe careers and entry requirements-- the student will be able to: 07.01 Describe entry-level careers available in energy generation, transmission,

distribution and the education/experience requirements for entry into those positions, along with career development and advancement opportunities from those positions.

42

07.02 Identify entry-level careers available in business and corporate support functions of the energy industry; describes the education/experience requirements for entry into those positions, and career advancement opportunities from those positions.

07.03 Describe general wage/salary, benefits, and other advantages of careers in the energy industry.

07.04 Explain the educational pathways available to gain training necessary for entry into energy careers at secondary and post-secondary levels (Partner to create Energy Education Portal).

08.0 Evaluate and analyze energy ‘hot topics’-- the student will be able to: 08.01 Energy "Hot Topics" 08.02 Describe energy efficiency/conservation 08.03 Describe alternative energy (wind, solar, biomass, and geothermal) 08.04 Describe emerging technologies (wave, algae, IGCC, clean coal, etc.) 08.05 Describe SmartGrid and Time of Use technologies 08.06 Describe key energy regulatory topics (cap and trade, efficiency, cost, etc.)

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Appendix B: Administering the Assessment

Proctoring

In administering the assessment, there must be a proctor in the room. Students are not to take the assessment on their own at home or at school. The proctor of the exam will have to provide the student with the activation code to create or update their Journey account. It is very important that you do not provide the code before the session in which the student actually takes the assessment. This is a one-time use code. Also, if you are from a school that has already purchased the assessment for your students, you will need to provide them an additional activation code to enter at the time of purchase so they do not have to complete that process. Once students have set up or accessed their Kuder accounts to take the assessment, the proctor must check the identity of each student at his/her computer station before he/she begins the assessment. As a proctor, you will be able to access your students’ results within the Kuder® AdministrativeDatabase Management System (ADMS). You will be able to view the certificate, assuming they passed, under their User Details, or run a report that indicates those individuals that have passed or failed the EIF assessment.

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Process for Ordering EIF Assessments: Pre-Order

If your school would like to pre-purchase the Energy Industry Fundamentals (EIF) Assessment for your students, please contact Katie Schlitter at Kuder, Inc. She may be reached at 800.314.8972 or [email protected]. The cost per assessment is $30. Upon finalizing the purchase order, you will receive the following from Kuder. This Login Instructions sheet can be distributed to each of your students on the date and time the assessment is to be administered, not before. It is vital that this assessment be completed under your guidance.

Registration

Go to the Get Into Energy website at www.getintoenergy.kuder.com. Select New Users from the Login Area to begin the registration process. Select Adult and choose your user type from the dropdown menu. Click Continue to create your account. During the process you will need to create a unique user name and password. Write

down your user name and password in the space provided for future reference.

User Name:Password:

Next, you will be asked to enter the Activation Code (J-Code) that is provided below.

Activation Code:

Upon entering the system, you will be able to access the Energy Industry FundamentalsAssessment under the To Do List on your homepage.

Select Finish next to the assessment title. From there you will be prompted to enter thefollowing code to ensure the assessment is being proctored.

Proctoring Code:

Since your school has pre-purchased, you will bypass the purchase process and willimmediately begin taking the assessment.

If you pass, you will be presented with a certificate of completion. If you do not pass, youwill receive a message indicating so.

45



Process for Ordering EIF Assessments: Student Purchase

To begin distribution of the Energy Industry Fundamentals (EIF) Assessment to your students, you must first begin by contacting Kuder, Inc. to set-up activation and proctoring codes. To do so, please contact Katie Schlitter at Kuder, Inc. She may be reached at 800.314.8972 or [email protected]. Upon finalizing this process, you will receive the following from Kuder. This Login Instructions sheet can be distributed to each of your students on the date and time the assessment is to be administered, not before. It is vital that this assessment be completed under your guidance.

Registration

Go to the Get Into Energy website at www.getintoenergy.kuder.com. Select New Users from the Login Area to begin the registration process. Select Adult and choose your user type from the dropdown menu. Click Continue to create your account. During the process you will need to create a unique user name and password. Write

down your user name and password in the space provided for future reference.

User Name: Password:

Next, you will be asked to enter the Activation Code (J-Code) that is provided below.

Activation Code:

Upon entering the system, you will be able to access the Energy Industry FundamentalsAssessment under the To Do List on your homepage.

Select Finish next to the assessment title. From there you will be prompted to enter thefollowing code to ensure the assessment is being proctored.

Proctoring Code:

At this time, you must enter a valid credit card number to purchase the assessment for$30. Upon completing the purchase, you will immediately be taken to the assessment forcompletion.

If you pass, you will be presented with a certificate of completion. If you do not pass, youwill receive a message indicating so.

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Access to EIF Reporting within the Journey ADMS

As an administrator, you will have access to the Kuder® Journey Administrative Database Management System (ADMS). Within the ADMS you can review reports for each of the individuals who have completed the EIF assessment. To review this data, please follow the steps below:

Go to the Get Into Energy web site at www.getintoenergy.kuder.com Select New Users from the Login Area to begin the registration process. Select Administrator, counselor, or other authorized person and click Continue. During registration, you will create a user name and password. Write them here for

future reference.

User name:Password:

Enter the Organization Access Code and Password supplied to you in yourimplementation e-mail.

Access Code:Password:

Click register to complete the process. From there, click on the Reports tab at the top of the page. Select Quick Reports and then Energy Industry Fundamentals Assessment Report from

the Report Details dropdown. From there, you can view the date your students took the assessment, whether they

passed or failed, their score, and whether they completed Form 1 or Form 2. You alsohave the ability to export the file to CSV for further analysis.

If your student passed the assessment, you will also be able to view their certificate byclicking on the Administration tab and then Find a User. On their User Details page, itwill display their EIF Certificate.

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Appendix C: Student Evaluation Form

Approved Course

Provider:

Instructor:

Dates of Course:

Directions

Please answer the following questions using the rating scale, rating the quality of each of

the items listed with 5 being the highest and 1 being the lowest.

Overall Quality of the Energy Industry Fundamental Course

5 4 3 2 1

Effectiveness of the Program Design (quality of materials, use of lectures, hands-

on activities, labs, etc.)

5 4 3 2 1

Content Included in the Student Guide

5 4 3 2 1

Effectiveness of the Instructor

5 4 3 2 1

Appropriate Pacing of the Course

5 4 3 2 1

Applicability of the Final Assessment to what you Learned in the Course

5 4 3 2 1

Comments:

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Appendix D: Provider Application

This application is for educational institutions who wish to offer the Energy Industry

Fundamentals course developed by the Center for Energy Workforce Development (CEWD)

as an accredited certificate program. Please read the program handbook in advance of

completing this application. Please submit this application with required appendices to Julie

Strzempko, CEWD Consultant at [email protected].

SECTION 1

Applicant Information

Organization Name

Tax ID Number

Type of Institution

High School Community College Trade/Technical College Union

Other (please specify ___________________

*Please attach a copy of the Articles of Incorporation or other proof verifying your status as

a legitimate education operation and label as Appendix 1.

Address

City, State Zip

Contact Name

Contact Phone

Number Fax

Email

SECTION 2

All Course Providers must have a partnership in place with a local utility in order to become

an Approved Provider.

Partner Utility

Partner Utility

Name

Primary Contact at

Utility

Phone Number Fax

Email

SECTION 3

Course Instructors

Course Instructors and Qualifications (include name, employer, degree and/or credentials,

and year of teaching or training experience)

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SECTION 4

Course Format

How will you be offering the Energy Industry Fundamentals course (select all that apply):

Audience

High School (general) High School Students (career/technical education)

Community College Students Transitioning Workers Pre-apprentice

Other (please specify) __________________

Course Format

Year-long course Semester-long course Bootcamp

Distance Learning Other (please specify) __________________________

Please provide details on how the course will be offered:

Credits/CEUs

Will the course be offered for academic credits or CEUs?

Academic Credit CEUs

Who will be offering the credits or CEUs?

You must follow the provision specified by the agency granting the credits or CEUs. How will

you be doing this?

SECTION 5

Describe the resources in place to support this coursework, including the facilities you will

use and your personnel and financial resources in place to support the program.

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SECTION 6

All Course Providers must have fair and equitable policies and procedures in place for the

following items. Please describe how your organization addresses each item.

Records Control

Complaints about course administration or grading

Appeal of course grades

Where will the information about complaints and appeals be readily

available for students?

Privacy, confidentiality and security of student information

Disclosure of any commercial support

Fees, cancellations, refunds

Compliance with the Americans with Disabilities Act

Non-discrimination policy

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SECTION 7

Course Marketing/Promotion

Course Providers must include the following information in their marketing and/or

communication materials for students.

Standard course description included in the handbook as well as learning outcomes

Special requirements for participation in the course (such as technology equipment or

pre-requisites)

Qualifications of instructors

Fees and deadlines

Cancellation and refund policies

Academic or continuing education credit being offered

Commercial support disclosure (if applicable)

The requirements to earn the assessment-based certificate (completing the course and

earning the minimum of 68% on the final assessment). You must also communicate the

statement, “The bearer of the Energy Industry Fundamentals Certificate has a

foundational knowledge and understanding of the utility industry.”

Any changes to the certificate program purpose, scope, intended learning outcomes, and

requisites and the effective dates of changes (PLEASE NOTE: This is only applicable if

new versions of Energy Industry Fundamentals are released by CEWD.)

Describe how you will communicate this information to students and include appropriate

print materials in Appendix 2, as well as the website URL:

Course Provider Agreement

Once this application is processed and approved, as an Approved Course Provider you must

agree to the conditions below. Signature by an authorized representative is required.

Provide adequate facilities and staffing to administer the program

Agree to maintain practices consistent with the ASTM International E2659: Standard

Practice for Certificate Program, according to guidance provided by CEWD

Comply with all applicable local, state, and federal regulations

Teach the CEWD curriculum (can go beyond but must cover the learning objectives of all

but the optional modules—Modules 6 & 7)

Submit an Annual Report of Program Status (form to be supplied)

Agree to submit to optional site visits by CEWD, if determined necessary

Ensure proper representation of affiliation with CEWD, i.e., logo use, website, brochures,

and advertising communication

Follow required protocol for proctoring and accessing student scores for those who

qualify to take the assessment. You must also communicate the statement, “The bearer

of the Energy Industry Fundamentals Certificate has a foundational knowledge and

understanding of the utility industry.”

Agree to Approved Course Provider confidentiality agreement and conflict of interest

terms*

Communicate information considered confidential and conditions for its disclosure

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I attest that this information is true and agree to abide by the requirements set forth in the

EIF Course Provider Handbook and in this application. I hereby authorize CEWD to validate

any or all information included in this application and to conduct such other due diligence as

CEWD deems appropriate or necessary in connection with this application.

___________________________________ Approved Provider Representative Signature

______________________________________ __________________________

Printed Name Title

___________________________

Date

*Confidentiality Agreement and Conflict of Interest Terms:

The Approved Course Provider (ACP) shall safeguard the privacy of individuals, where

applicable, and shall hold in confidence and in a secure manner the information obtained in

the course of certificate program activities at all levels of the organization, including those

of subcontractors acting on its behalf. Information about a particular individual shall not be

disclosed to a third party by ACP personnel without the written consent of the individual.

Where the law requires information to be disclosed to a third party, the individual shall be

notified of the information provided.

The ACP agrees that it will avoid any conflicts of interest or appearance of any conflicts of

interest in performing its duties as an ACP. In addition, the ACP agrees to let CEWD know in

writing if a conflict of interest exists or potential conflict arises between CEWD and the

interests of another organization.

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Appendix E: Instructor Profiles

Post Secondary/Adult Vocational/Continuing Education/Workforce

Desired Background/Previous Professional Experience

Two (2) years’ teaching experience (i.e. as a trainer for a utility company or as a collegeinstructor in Energy Industry-related courses)

Technical knowledge and experience in the Energy Industry

Desired Characteristics/Abilities

Ability to cultivate relationships with appropriate local utility industry representatives. Ability to mentor students, and to assist them in connecting with people from business and

industry. Ability to navigate and utilize the internet as a resource. Ability to maintain course equipment. Since the lab activities are such a vital part of the

contextual learning experience, it is essential that the lab equipment be maintained andremain easily accessible.

Ability to develop soft skills in students. Instructors will develop or identify, and thenimplement, activities and rubrics that develop, assess, and continue to encourage thedevelopment of soft skills in students.

Ability to be comfortable being active equal learners alongside students. Willingness to follow prescribed curriculum and associated pedagogy. Verbal, listening, writing, problem-solving and critical thinking skills.

Secondary Teacher

Desired Background/Previous Professional Experience

Appropriate teaching certification (Science certification—Physics or Earth Science preferred;Career and Technical Education certification with preferred experience teaching in fieldsrequiring knowledge of the properties of electrical and mechanical systems, e.g. ElectricalTechnologies, Engineering Technologies, Construction Technologies, Energy and NaturalResources Technologies, etc.)

Desired Characteristics/Abilities

Ability to cultivate relationships with appropriate local utility industry representatives. Ability to mentor students, and to assist them in connecting with people from business and

industry. Ability to navigate and utilize the internet as a resource. Ability to maintain course equipment. Since the lab activities are such a vital part of the

contextual learning experience, it is essential that the lab equipment be maintained andremain easily accessible.

Ability to develop soft skills in students. Teachers will develop or identify, and thenimplement, activities and rubrics that develop, assess, and continue to encourage thedevelopment of soft skills in students.

Ability to be comfortable being active equal learners alongside students. Willingness to follow prescribed curriculum and associated pedagogy. Verbal, listening, writing, problem-solving and critical thinking skills.

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Appendix F: Sample Policies

These policies are a sample only, and need not be used by applicants.

Records Control

Scope of Records Control System

A certificate records control system shall be maintained to ensure that certificate program records are identified, managed, and disposed of in a manner designed to ensure integrity of the program and confidentiality of the information.

Certificate Record Control Responsibility

The <personnel title> shall be responsible for ensuring the certificate record control system is implemented.

Certificate Record Control Schedule

Records shall be kept according to the following schedule.

RECORD TYPE MINIMUM REQUIREMENT

Student information: name, identification number, course grades, pass/fail status

10 years

Reports (Evaluations, Test Performance) 10 years

Appeal and Complaints Documentation 7 years

Intellectual property records, copyright and trademark registrations, copies of protected works

Permanently

No Retention Required

Documents and other materials (including originals and duplicates) that are not otherwise required to be retained, are not necessary to the functioning or continuity of the ACP and which have no legal significance may be destroyed when no longer needed. Examples include draft documents, duplicate copies of records that are no longer needed, reminder messages, miscellaneous correspondence not requiring follow-up or action. No specific retention requirements are assigned to these types of documents.

Security of Records

The ACP shall restrict access to the student records maintained in the ACP’s database systemto only those personnel requiring access to accomplish certificate-related duties. Access to student records shall be by authorization only.

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Disaster Recovery Plan

The ACP shall have a disaster recovery plan that guarantees electronic records access a minimum of twenty-four (24) hours after a disaster eliminates the primary records depository. The disaster recovery plan shall assure that the backup records are external from the primary records depository.

Complaints (about course administration, grading, etc.)

Resolution of Concerns

Individuals with concerns regarding the coursework, personnel, or other elements of the certificate program are encouraged to discuss these with the individuals involved to try to resolve the matter informally. In some cases, however, informal resolution is not possible, and individuals may wish to file a formal complaint.

Submission of Program Complaints

A complaint shall be submitted in writing to the ACP Administrator within ninety (60) days of the incident’s occurrence. In the case of complaints related to a course or course grade, those must be submitted in writing within two (2) weeks after the grade has been published. The submission may be mailed, e-mailed, or faxed. The submission shall include sufficient objective evidence to substantiate the claims and allow for a decision to be made and the appropriate action to be taken. Dissatisfaction based on hearsay shall not be considered as a complaint. Only written complaints shall be considered. Anonymous complaints shall not be considered.

Staff Level Review

The ACP Administrator shall serve as the first level of complaint consideration to determine its validity. He or she shall investigate the circumstances of any valid complaint and 1) determine and implement corrective action, 2) refer the complaint to a different suitable personnel member to determine and implement correction action, or 3) escalate it to an ad hoc Complaints Panel for review. If addressed by personnel, the ACP Administrator shall communicate the resolution to the complainant within a period of no longer than thirty (30) days.

Ad hoc Complaints Panel Review

If a complaint is found to warrant escalation, the ACP Administrator shall convene a three-person Appeals Panel to consider the complaint, ensuring that no members of the Panel have actual or apparent conflicts of interest with the case at hand. The complaint shall be considered within sixty (60) days. The ACP Administrator shall communicate the resolution to the complainant within a period of no longer than thirty (30) days.

Appeal of Complaint Determinations

The determination of personnel or the Appeals Panel is appealable, and the Appeals policy shall apply.

Program Complaints Tracking

All complaints and dispositions shall be recorded in the Complaints Register, which shall be maintained by the ACP Administrator.

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Appeals (of course grades, complaint handling, etc.)

Definition

An appeal is a formal request for reconsideration of an adverse decision made by a CEWD Certificate Advisory Council or its representatives related to an individual’s achievement of a certificate.

Appeal Submission

An appeal must be made in writing to the CEWD Educational Consultant within thirty (30) days of receiving the determination being appealed. The written appeal must include the stated appeal, the reason for the appeal (including relevant supporting materials), and appellant's contact information.

Appeal Review and Determination

When an appeal is received, the CEWD Educational Consultant shall convene a three-person Appeals Panel to consider the appeal, ensuring that no members of the Panel have actual or apparent conflicts of interest with the case at hand. The function of the Appeals Panel in a given case is to review the decision being appealed based on the record that was presented at the time of the determination. The appeal shall be considered within sixty (60) days. The CEWD Educational Consultant shall notify the appellant of appeal decisions within fourteen (14) days from the Appeals Panel determination. Appeals Panel decisions shall be final.

Appeal Determination Impacting Others

Should the Appeals Panel grant an appeal on an issue that impacts the assessment scores of other certificate program participants or certificate holders, a review or rescoring of all those potentially impacted shall automatically be conducted. The CEWD Educational Consultant shall notify the individuals of the review or rescoring and final decision within sixty (60) days of the decision.

Program Appeals Tracking

All appeals and dispositions shall be recorded in the Appeals Register, which shall be maintained by the CEWD Educational Consultant. The Appeals Register shall be reviewed periodically, at a minimum as part of the internal audit of the appeals policies and procedures, to identify the need for corrective or preventive action.

Privacy, Confidentiality and Security of Student Information

The ACP shall safeguard the privacy of individuals, where applicable, and shall hold in confidence and in a secure manner the information obtained in the course of certificate program activities at all levels of the organization, including those of subcontractors acting on its behalf. Information about a particular individual shall not be disclosed to a third party by the ACP personnel without the written consent of the individual. Where the law requires information to be disclosed to a third party, the individual shall be notified of the information provided.

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Disclosure of Commercial Support

The ACP shall not accept commercial support of its certificate program activities if such acceptance would, or would appear to: (1) create an atmosphere limiting the free exchange of ideas and information; (2) introduce bias or otherwise threaten objectivity; or (3) create a conflict of interest. When funding is accepted from external sources, that funding shall be disclosed on program promotional materials and the website.

Fees, Cancellations, Refunds

These policies are too unique to each ACP to list a sample.

Compliance with the American with Disabilities Act

Reasonable accommodations for assessment shall be provided at no cost to candidates with special medical needs covered under the Americans with Disabilities Act who submit a written explanation of their needs, along with appropriate medical documentation. The ACP may submit information regarding the stated disability and requested accommodation to its own expert advisers and reserves the right to provide only those reasonable accommodations as required by law.

Non-discrimination

In offering the Energy Industry Fundamentals certificate program coursework, the ACP shall not discriminate or deny opportunity to anyone on the grounds of sex, age, religion, race, marital status, parental status, status as a veteran, sexual orientation, or nationality.

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Institution:

Address:

Contact:

Phone: Fax: Email:

Semester (e.g. Fall 2014):

Number of credits awarded to each student:

Titles and number of credits for Foundation Bundle courses:

Number of student who completed certificate requirements:

*Please attach a roster of students who should be issued the certificate, including full name,mailing address and phone number. Certificates will be mailed to students within two weeks ofreceiving this form.

I attest that this information is true and agree to abide by the requirements set forth in the GIE Foundation Bundle Handbook and on this form. I hereby authorize CEWD to validate any or all information included in this form and to conduct such other due diligence as CEWD deems appropriate or necessary in connection with this form.

___________________________________

Representative Signature

Printed Name/Title

__________________________

Date

Get Into Energy Foundation Bundle Certificate Form

APPENDIX E

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