1. Beth Martin
RINGOs Steering Committee member and focal point
Senior Lecturer in Environmental Studies
Gephardt Institute Community Engagement Faculty Fellow
Washington University in St. Louis (Missouri, USA)

2. Washington University in St. Louis
Teaching climate leaders through experiential and engaged learning

3. Sustainability Exchange
RESET: Renewable Energy Student Engagement Team
Program Goals:
Provide professional development and leadership opportunities for students interested in the renewable energy industry.
Build a professional pipeline for students interested in careers in renewable energy.
Create opportunities for students to acquire practical skills and knowledge that complement classroom learning.
Partner - OneSTL
Goal – provide accurate data on emissions for the entire St. Louis region
Product – Regional GHG Emissions Inventory
3 semester partnership
the Renewable Energy Student Engagement Team (RESET), that will provide students direct exposure to the renewable energy industry through upcoming campus solar projects. In the near-term, RESET will focus on engaging students in a 1.8 MW rooftop solar project that will be installed across six Washington University buildings in winter and spring The long-term vision beyond this specific solar project is the creation of a professional network and educational pipeline to prepare students for a career in renewable energy.
Given the interdisciplinary nature of the renewable energy industry, RESET will provide opportunities for students to learn about business, policy, and engineering aspects of the project. From November 2018 to April 2019, students will gain direct field-based experience and work with industry professionals, including solar designers, electrical engineers, project financiers, and industry regulators. Ultimately, RESET will provide students with the knowledge and the skills they need to prepare them for jobs or internships in the renewable energy industry.
Hi Brent and Beth,
I want to give you a heads up about an upcoming large-scale solar project we are pursuing and a co-curricular learning opportunity some of my students are quickly developing in tandem with the project.
We received bids during the summer and selected a firm last month for a multi-site rooftop solar project that will be a total of 1.5 – 1.8 MW. The project will place solar arrays on 6 buildings, including the Athletic Complex, North Campus, and four buildings at the School of Medicine. The project will increase WU’s current 0.6 MW of on-site solar to over 2.0 MW of solar. The project is on a fast timeline with design taking place this fall and construction wrapping up by June 30, 2019, to take advantage of Ameren’s solar rebate. Hank and Facilities leaders have given the greenlight to proceed; however, we do not yet have final approval to sign contracts. We are working closely with the selected solar company to refine the layouts, the financials, and the lease language. Once these items are finalized, I will work with Hank to seek final formal approvals. FYI - I do not know to what extent Hank has been updating Mark as the project proceeds.
A sophomore student, Sophia Dossin, approached me early in the year with an interest in creating more opportunities for students to gain direct exposure to the renewable energy field. I tailored an internship role for Sophia that will allow her to work with a few other students and me to create a co-curricular learning opportunity associated with the project. The students and I are quickly developing the program concept in order to on-board interested students (unpaid, no credit) before the project gets too far down the road. The various professional teams working on the project (solar developer, financier, and WU Facilities) are all willing to provide learning and mentorship opportunities during the course of the project.
Our longer-term interest is to have the RESET program live beyond this project and perhaps become an experiential course. Below is a brief overview. Sophia and team developed a much more extensive proposal that they are now whittling down for broader consumption. They are going to begin reaching out to faculty (probably including you) as early as this afternoon to ask for help promoting the program. They have envisioned three tracks (business, engineering, and policy) with 5 students per track. More than anything, I want to make sure you are aware of this new , exciting opportunity. I’d love any thoughts you have about how this could be structured within the current interdisciplinary course framework in the future. And any general thoughts on the concept.

4. Interdisciplinary Environmental Clinic
International Climate Negotiations Seminar
Select Goals
To understand the basics of the UNFCCC process
To identify, analyze and evaluate policy positions and decisions in context of science and policy
To see the interaction between climate policy and science and technology
Connect our local community with international actions
Interdisciplinary student teams with interdisciplinary faculty supervision, handle cases and projects for environmental and community organizations.
Case Examples
Recently conducted week-long trial challenging water pollution permit for 2400 MW coal plant – the largest in MO and one of the largest in the US.
Lawsuit against EPA challenging exclusion of a county in the St Louis region with a large coal plant from the area designated “nonattainment” for ozone pollution.
Students work on interdisciplinary teams, jointly supervised by an attorney and an environmental engineer or scientist, handling actual cases and projects for environmental and community organizations.
Clinic students engage in state and federal litigation and advocacy involving air, water, and coal ash pollution caused by coal plants.
Recently conducted week-long trial challenging water pollution permit for 2400 MW coal plant – the largest in MO and one of the largest in the US.
Suing EPA to challenge its exclusion of a county in the St Louis region with a large coal plant from the area designated “nonattainment” for ozone pollution. This is part of a larger suit involving similar challenges on behalf of a variety of environmental and community organizations and some government entities to ozone pollution designations across the country.
Clinic students also assist clients in evaluating and providing legislators and stakeholders with information about proposed legislation affecting state and local-level energy policy.

5. High Impact Practices Collaborative Assignments and Projects
Diversity/Global Learning
Service Learning, Community-Based Learning 
Capstone Courses and Projects