DOE OSTI2016
In February 2009, during his joint address to Congress, President Obama challenged every American to commit to at least one year of college education and set a goal that the United States should once again have the highest proportion of college graduates in the world by the year 2020. This push by the Obama administration reflected the understanding that while a college degree was becoming a prerequisite to obtain many of the jobs in the 21. century economy; the United States still lagged behind other countries with respect to higher education attainment. Because of this, the U.S. is facing a skills gap between the credentials required for the jobs of today and tomorrow, and the number of skilled workers eligible to fill those jobs. Within the energy industry, the skills gap is compounded by two factors: an expanding domestic industry in energy generation and transmission, and an aging workforce set to retire in large numbers. In fact, a 2013 survey administered by Center for Energy Workforce Development (CEWD) estimates that 36% of the workforce may need to be replaced in the next five years, and nearly 50% will need to be replaced by the year 2023. As a 2014 report by CEWD notes, 'The message for workforce development is clear: qualified and skilled utility technicians and engineers will continue to be in high demand in all types of energy generation, transmission, and distribution jobs'. Simulations provide students the ability to practice proper procedure in a safe environment, test out multiple scenarios to determine an optimal outcome, and repeat practice to solidify learning. Industry currently applies simulation (i.e., 3D Electrical Substation Simulation) as it affords an opportunity for technicians to train in a safe, virtual environment, thus eliminating risks associated with arc flash hazards. The intent of 3D simulation is to enhance the students' understanding of the concepts learned in the course and better prepare students for field work in a related technical discipline. The 3D simulation will reinforce the concepts learned during a specific course and are intended to add real world context to the curriculum. The 3D simulation will be designed such that a student will perform specific job activities incorporating concepts learned during the course. This method of instruction ensures students have an understanding of the concepts and are able to apply the concepts in a real world context. Different scenarios will be developed to ensure a thorough understanding of the concepts with real time feedback when there is a misunderstanding of the concepts. (authors)
97 MATHEMATICS AND COMPUTING↗