Editorial Comment:

Abstract: This article describes the development of techniques for integrating energy audits into an energy education program targeted to provide experiential educational to accelerate the development of related knowledge and skills.  These techniques were refined in the classroom during the fall of 2005 as part of an electrical/mechanical engineering course concerned with the design and analysis of systems for the production, conversion, and use of energy.  Major goals of the class were (1) to facilitate the development of analytic capabilities and skills for the design and optimization of various energy systems in commercial businesses and industry in new ways; and (2) to enhance the speed, quality, and efficiency of learning.  The approach has resulted in increasing both the level of understanding and the rate at which it is obtained.  This is accomplished by directly involving students in energy audit and research activities and by using computer visualization tools to facilitate the development of needed analytic skills.  There are three principal sources of motivation.  First, the skills gained are of use in a variety of engineering and technical disciplines and, hence, enhance student technical and research capabilities.  Second, these skills are in demand in the workplace for the performance of energy audits, as well for energy engineering in general.  Third, enhancing energy efficiency appeals to a sense of social consciousness, since it leads both to making better use of energy resources and reducing environmental impacts.  Student motivation is enhanced by class projects and approaches.  To provide insight into real life experiences, computer simulations of energy processes and systems were integrated into the basic design of the course.  Three class projects were formulated to develop the skills to perform energy audits and engineering tasks in an actual workplace or research situation.  The projects utilized existing university buildings and energy systems.  To emphasize the importance of developing individual, as well as team skills, each student individually presented one of his or her reports to the class as a simulated report made to a business considering recommendations to improve energy utilization.  The course also integrated research efforts conducted at the Energy Efficiency and Reliability Center into course material and projects.  Integrating classwork and realistic projects with ongoing research clearly increased the level of interest in the course material and improved the learning experience.