Alternative Energy Education

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Passive solar collectors, the school's first alternative energy education project, continue to help with heating and hot water needs.
Passive solar collectors, the school's first alternative energy education project, continue to help with heating and hot water needs.
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Yet another solar collector project is underway.
Yet another solar collector project is underway.
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Jordan's 4.5-KW wind generator was mounted on a surplus oil derrick.
Jordan's 4.5-KW wind generator was mounted on a surplus oil derrick.
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The college's solar heated greenhouse.
The college's solar heated greenhouse.

Considering all the emphasis that’s being put on it these days, it’s no wonder that many institutions of higher learning are offering courses in alternative energy education with such inviting titles as “Solar Energy System Design,” “Residential Earth-Sheltered Building Techniques,” and “Wind Power Conversion Systems.” But — as is all too often the case in many large universities — the lion’s share of such knowledge is sometimes available only from an impassive textbook. And, even when he or she is given the benefit of a concerned and well-informed instructor, it’s difficult to imagine a student receiving thorough training in any technical field without actually getting some “hands on” experience.

Recently, however, one of MOTHER EARTH NEWS’ editors was asked to participate in an energy-oriented “Open House” at the Cedar Springs, Michigan campus of Jordan College (a small, four-year school stressing the practical and liberal arts, but offering business courses as well). Our staffer was not only amazed at the extent to which alternative energy was used at that 250-person academic center, but impressed to find that the majority of the work had been — and was still being — done by the students.

Solar, Wind, and More

Although Jordan College actually comprises five separate Central Michigan campuses, the Cedar Springs location serves as the showplace for alternative technology; as early as 1975, that campus began working toward energy self-sufficiency. During the first year, the students and administration fabricated a 1,000-square-foot forced-air solar heating system from — believe it or not — discarded beverage cans. Each section of the three-unit arrangement incorporates its own collector, storage bin, and air handler. When all three are used jointly, the setup provides partial heating for a 5,000-square-foot classroom facility.

Jordan’s second solar project came about as the result of a grant from the U.S. Department of Energy: A 2,080-square-foot, 104-collector network — one which is plumbed to work in conjunction with the original gas-fired water boiler — generates half a million BTU per hour, and supplies 180°F water to the existing hydronic system within a 7,250-square-foot residence hall. It’s estimated that the “drain down” collectors (the liquid medium is stored in housed, insulated tanks at night to eliminate start-up lag time in frigid weather) provide about 25% of the building’s space-heating load and 50% of its hot water needs.

  • Published on Mar 1, 1981
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