The Wind at their Backs: Program Teaches Kids about Clean Energy Opportunities | Article

Jaidyn Ramirez

Jaidyn Ramirez, KidWind participant

Credit: Jaidyn Ramirez

Jaidyn Ramirez, a rising sophomore at Sonoma State University, first learned about renewable energy during her junior year of high school. Now, she’s studying physics and plans on entering the clean energy workforce upon graduation, all thanks to KidWind.

“Before KidWind I honestly had little to no knowledge of the clean energy sector,” Ramirez reflected. “KidWind not only taught me about wind power, but it also enlightened me to the plethora of other clean energy sources.”

KidWind was founded in 2003 by Michael Arquin, a 6th-grade science teacher who saw a lack of clean energy education in K-12 curriculums. According to Arquin, KidWind’s role is to help students learn about clean energy and the different career options the field offers. This goal is accomplished through the organization’s three pillars: the KidWind Challenge, K-12 teacher training, and curriculum development.

KidWind Challenge

KidWind Challenge holds over 300 events annually, 50 of which are their local and regional challenges where teams of students design, construct, and test small-scale wind turbines and solar structures. Awards are given based on power output, innovation, and other categories such as “KidWind Spirit.” The top 80 teams from the regional competitions go on to the National KidWind Challenge, held in conjunction with the National Collegiate Wind Competition in a wind turbine showroom. The national competition includes over 300 students each year.

For Ramirez, a lesson on wind energy in her junior year physics class sparked an interest in clean energy and led her to participate in her school’s first KidWind challenge. She went on to qualify for the national competition both years she participated in KidWind and won numerous awards including the Judges' and Innovation Awards. Along with the awards, Ramirez said she came away from the competitions with a sense of accomplishment and pride.

“Being a part of KidWind has made me realize I am a smart and capable young woman... I have developed a new confidence, a new hunger to learn, and a huge drive to never give up when something doesn't work or I don't understand it the first time,” Ramirez said.

KidWind Curriculum & Teacher Training

In addition to the Challenge, KidWind also provides a clean energy education curriculum and K-12 teacher workshops. The curriculum covers energy topics ranging from understanding electric power generation to analyzing wind farm potential, and includes various hands-on classroom activities for any grade or experience level. PDFs of the curriculum and activities are available for free on the KidWind website.

In order to encourage K-12 teachers to implement the KidWind curriculum and projects in their classrooms, a team of over 300 master trainers from across the country hold workshops at little-to-no cost. This is no easy task, according to master trainer Richard Anderson.

“Teachers plan every minute of every day for the whole school year. If something new like KidWind comes along, it takes some doing to get it in the mix.”

Despite these challenges, 75 to 80 percent of teachers implement at least part of the KidWind curriculum in their classrooms within a year after attending a training, and KidWind estimates higher implementation rates within 2 years.

Funding & Impact

Jaidyn Ramirez at a KidWind competition

Credit: Jaidyn Ramirez

Much of KidWind’s success is due to its dedicated trainers and low cost. The curriculum is free, and most costs of the challenges are covered by sponsors, allowing students and teachers to participate without a financial barrier. Funding for the program comes from a variety of sources, including clean energy companies and local, state, and federal government. One major source of funding has been the Wind for Schools Project, a million dollar call-out in the U.S. Department of Energy’s budget.

“You wouldn’t believe how much work can get done for a million dollars,” says Arquin. For 16 years, KidWind’s base funding of 50 thousand dollars has come from this budget, which also supports thirteen Wind for Schools colleges and universities. At these higher education institutions, students are encouraged to join Wind Application Centers and serve as project consultants for small wind turbine installations at rural elementary and secondary schools. These programs not only present career opportunities for the college students, but also for the communities in which they work. Wind for Schools also provides college participants with networking opportunities, career-related experience, and mentorship in the field.

Some observers note that Wind for Schools programs have had a profound impact on renewable energy uptake in their communities. Remy Pangle, Director of Education and Outreach and State Facilitator for the Virginia Wind for Schools at James Madison University, says statewide acceptance of renewable energy projects has increased in part due to Wind for Schools.

“Before we started these programs, we had lots of opposition to wind farms, and now we are seeing the first onshore wind project get built this year, an offshore wind project already built, and lots of solar development,” Pangle said. “I can’t be 100% sure it’s all because of what we do, but I am confident it has played some role.”

A similar story comes from Oklahoma, where KidWind master trainer Kathy Jackson initially noticed pushback on new wind development from oil and gas companies, but over time she has seen tremendous growth in awareness and support for wind after spending 6 years training educators with KidWind.

“I'm seeing kids, educators, and communities welcoming the wind farms,” Jackson said. “They also welcome learning more about the opportunities for jobs. This replays over and over again whether it is KidWind in Oklahoma or other states.”

The various opportunities Wind for Schools provides to students, workers, and the broader renewable energy economy have not gone unnoticed by members of Congress. Representative Jeff Fortenberry (R-Neb.), Ranking Member of the House Appropriations Subcommittee on Agriculture, Rural Development, and Food and Drug Administration, has been a major supporter of funding this program for years.

“I’ve long supported the Wind for Schools Program,” Rep. Fortenberry said. “It’s an innovative approach to introduce students to this clean, plentiful energy source while providing the possibility of another trade skill.”

Looking Ahead

While COVID-19 has caused some disruption to normal operations, as long as Wind for Schools programs continue to receive funding, they will continue to provide clean energy education for students from kindergarten to college. KidWind is taking this time to provide more online resources and free kits to reach students at home, as well as expanding its curriculum to include more on topics like the grid and solar power.

From 2017 to 2018, clean energy job opportunities grew by 3.6 percent. Wind for Schools programs in K-12 schools as well as 4-year and 2-year colleges play a critical part in raising awareness of these opportunities among students, and creating a passionate, knowledgeable workforce.

For students considering a job in clean energy, Ramirez encourages them to seek opportunities and get involved. “I would also say to not be intimidated by renewable energy, because it is truly a layered and interesting area of study, with many opportunities.”

Author: Bridget Williams

Author’s Note: I want to extend a special thank you to all the passionate clean energy educators and professionals who helped inform this article: Richard Anderson, Michael Arquin, Kathy Jackson, Cody Janousek, Remy Pangle, and Jaidyn Ramirez.