Student Activities Centralized Training The intent of this slide is to introduce everyone to Centralized Training – estimate less than 30 seconds – This entire Session should take 45-50 minutes to complete Session 5 ABET and Building EQ Course

ASHRAE and Accreditation Graduates from engineering and engineering technology programs comprise the next generation of ASHRAE members and HVAC&R practitioners ASHRAE has an interest in ensuring the education programs meet the needs of the industry ASHRAE is a member of ABET ASHRAE scholarship applications ABET (engineering and engineering technology) PAHRA (engineering technology) Washington and Sydney Accords (international) The intent is to welcome everyone and have everyone engage via introductions – estimate is 12 minutes based on a group of 60

What is ABET? ABET, formerly known as Accreditation Board for Engineering and Technology Historically, standard for PE licensure Accredits college and university programs in the disciplines of applied science, computing, engineering and engineering technology at the associate, bachelor and master degree levels 3852 programs, 776 institutions, 31 countries Membership comprises 35 professional societies, including ASHRAE Member societies develop accreditation criteria and provide 2200 volunteers to accredit programs

ASHRAE and ABET ASHRAE is Lead Society for air conditioning, heating, and refrigeration engineering technology programs Sets accreditation criteria (revised in 2018) Assigns Program Evaluators (PEVs) to accredit programs Cooperating Society for architectural engineering and environmental engineering programs Coordinates with American Society of Civil Engineers and American Academy of Environmental Engineers and Scientists Representation on ABET Board and Commissions

How Does It Work? ABET sets broad criteria for degree programs and requires continuous improvement plan Academic programs: set educational objectives demonstrate student outcomes Demonstrate continuous improvement plan ABET visits programs at least every six years to evaluate

Why Should You Care? Your student branches may care Volunteers as Program Evaluators Visit programs as part of evaluation team Influence how programs are developing next generation of engineers Opportunity for chapter members to give back Most academic programs rely on input from employers to help assess whether their graduates are meeting their objectives Good opportunity for outreach to students

Benchmarking and Assessment of Building Energy Performance New College Course for ASHRAE Student Branches

Goals of the Course Understand the value and importance of building benchmarking and disclosure Perform an ASHRAE Level 1 energy audit Identify Energy Efficiency Measures (EEMs) Produce required documentation to apply for an ASHRAE Building EQ In Operation label Produce more energy efficient buildings Give back to the community Promote experiential learning through hands-on engineering in real buildings under the guidance of practicing professionals

Description Application of engineering principles to quantify, assess, and improve the performance of building energy systems Project-based learning through hands-on engineering in real buildings College course for advanced undergraduate or graduate students

Format Three credit hour course Ten weeks of classroom instruction and five weeks of hands-on field work in small teams Campus or community buildings provide focus for technologies, techniques, and practical field studies Mentors from local ASHRAE Chapters Professional and practical insights Connection to industry Final audit report and Building EQ In Operation submission

Forging a Partnership Students work closely with practicing professionals University or local ASHRAE Chapter provides target buildings Building owner has a clear path to higher energy efficiency This course is expected to be different than a traditional academic course. Real-world engineering problems require cooperation among a diverse group of players, including a team of specialized technical professionals, project owners and developers, contractors, and financial backers. Success in this course will require partnerships beyond the classroom. Practicing professionals from the local engineering community will provide mentorship to the students, providing the students with additional educational resources and fostering partnerships between the academic institution and employers who hire their students. The most important “classroom” will be the building that the students will assess. Engaging real buildings in academic training also requires a partnership between the institution and building operators. Even if the “building operator” is a university facilities management organization, the partnership between the academic enterprise and the building owner/operator offers a valuable connection between the students and the world of “engineering clients.” Of course, besides the educational benefits, the instructors, students, and professional mentors will also be working to improve the energy performance of the target building, providing a clear economic incentive as well as educational outcomes.

Partnerships Academic Institutions ASHRAE Local Chapter Professionals Building Community (FacMan, NGOs) ASHRAE Student Branches

Course Materials Full set of lectures for ten weeks of in-class presentations, including instructor notes Template for syllabus and learning objectives Ready to be customized for local needs

Delivery Full course available for free download at ASHRAE website Copyright by ASHRAE Free to use, enhance, and adapt User registration and licensing Students purchase ASHRAE publications – Student Members get discount Pilot offerings in AY 2017-2018 Full course has been downloaded and licensed at 37 institutions

QUESTIONS? Lilas Pratt lpratt@ashrae.org Additional Course Information http://www.ashrae.org/educationalresources