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This is to certify that the

thesis entitled

ENERGY EDUCATION: PUBLIC UTILITY COMPANIES' PERCEIVED
ROLES IN THE CLASSROOM BASED ON SIZE AND TYPE
OF UTILITY COMPANY IN A NINE
STATE MIDWESTERN REGION

presented by
Annette M. Schepper

has been accepted towards fulfillment
of the requirements for

Master of Arts degree 1nHuman Shelter and
Interior Design

 

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Major professor

 

Date ,7 22/”

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ENERGY EDUCATION: PUBLIC UTILITY COMPANIES’ PERCEIVED
ROLES IN THE CLASSROOM BASED ON SIZE AND TYPE
OF UTILITY COMPANY IN A NINE

STATE MIDWESTERN REGION

BY

Annette M. Schepper

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Human Environment and Design

1988

/ 1" l war

I

ABS TRACT
ENERGY EDUCATION: PUBLIC UTILITY COMPANIES' PERCEIVED
ROLES IN THE CLASSROOM BASED ON SIZE AND TYPE
OF UTILITY COMPANY IN A NINE
STATE MIDWESTERN REGION
BY
Annette M. Schepper

The perceived roles in classroom-based energy education
of utility companies in a nine-state midwestern region were
the focus of this study. The following characteristics of
public utility companies were explored: the location, type
and size of utility, the types and extent of energy
education provided by the utility, the major characteristics
of the educational institutions served by the utility, and
the methods by which the educational materials were
disbursed.

From this study it was found that: 1) 38.5% of the
responding companies had a current, written energy
education policy, 2) although more than one-half of the
respondents indicated no current policy, over one-half
employed personnel whose job description emphasized energy
education, and 3) early school years and post-high school
years are not receiving a comparable amount of energy

education as grades 4-12.

Copyright by
Annette M. Schepper

1988

ACKNOWLEDGEMENTS

Many people have directly or indirectly contributed in a
variety of ways throughout my graduate studies and to this
research project. I wish to recognize the following:

Dr. Joanne Keith, as my thesis adviser, for her
professional guidance and patience throughout the completion
of this study.

Mr. Richard Graham, as my committee chairperson, for his
support and interest in my graduate program and for his
friendship.

Dr. Marty Hetherington, a member of my graduate
committee, for his time and interest in this study and for
his special knowledge and recognition of my professional
background.

Cynthia Fridgen, a committee member, for participating
on the committee during the initial drafts of this project.

Many friends, both professional and personal, who gave
of themselves when times were tough; friends who didn’t feel
slighted when my time was short and couldn’t be given and
they, in turn, gave the time for me.

Dr. Frederica Kramer, Indiana State University

professor, colleague, and very good friend, for her genuine

iv

interest in me throughout my undergraduate, graduate,and
professional work: for realizing a potential in me that I
couldn't always acknowledge and for inspiring me to strive
for things to make my life better.

Dr. Tim Mulkey, my "computer expert," Indiana State
University, for setting no limitations on what I asked of
him: for cooperating in an endless fashion and contributing
time, patience and encouragement; for a boundless
willingness to help.

The late "Uncle Linc" Stearley, Aunt Ann, David and
Karen Stearley, for endless emotional support, for serving
as a "sounding board," for providing a roof over my head and
financial support; special thanks for their true under-
standing of what a graduate program entails.

Jeanette Schepper and Marty Vaughan, my younger sister
and her fiance’, and Jeanine and "Pete" Peterson, my older
sister and her husband for their individual contributions.
Marty, for long distance phone calls to give me a lift, for
telling me to stick with it and get it done, for seeing
"fun" in any situation. "Pete", for "giving" of Jeanine and
her time away from him, for offering words of encouragement
and praise and for making me laugh when laughter was needed.
Jeanette, for computer time, research and financial
assistance, for many late evenings of putting up with one
another, for realizing that all projects involve "give and
take." Jeanine, for time, writing and editing skills and

serving as my "in house" grammarian; for always seeing a

light at the end of the tunnel; for devoting special "work
weekends" in a variety of locations.

Alva and Nadine Schepper, my parents, for guiding me
throughout the years; for letting me grow at my own pace and
in my own way: for acknowledging my decisions as mine, when
such didn’t always comply with their wishes: for financial
support: for setting high standards to result in a bright

future for their children.

vi

TABLE OF CONTENTS

LIST OF TABLES O O O O O O O O O O O O 0

LIST OF FIGURES . . . . . . . . . . . .

Chapter
I 0 INTRODUCTION 0 O O O O O O O O 0

Introduction . . . . . . . . .
Purpose and Significance . . .
Definition of Energy Education

II. REVIEW OF LITERATURE . . . . . . .

Energy 0 O I O O O O O O O O 0
Energy Education . . . . . . .
Theoretical Framework . . . . .

III. METHODOLOGY . . . . . . . . . . .

Research Design . . . . . . . .
Sample Selection . . . . . . . .
Survey Research Method . . . . .

Collection of Data . . . . . .
Analysis of Data . . . . . . . .

Independent Variables . . . .

Test Variables . . . . . . .
Assumptions . . . . . . . . .
Limitations . . . . . . . . .
Research Questions . . . . . .
Statistical Analysis . . . . .

IV. FINDINGS AND DISCUSSION . . . . .

Sample Description . . . . . .

Potential Factors Affecting Energy

Education by Utility Companies .

vii

Page

ix

award H

x)

12
17

24

24
24
25
25
26
26
27
28
28
29
29

31

31

53

V. CONCLUSIONS AND IMPLICATIONS . . . . . . .
Conclusions . . . . . . . . . . . . . . .
Implications . . . . . . . . . . . . . . .

APPENDIX A. Questionnaire . . . . . . . . . . . .
APPENDIX B. Questionnaire Cover Letter . . . . .

APPENDIX C. Questionnaire Initial Follow-Up
letter O O O I O O O O O O O O O O O O O 0

APPENDIX D. Questionnaire Final Follow-Up Letter

APPENDIX E. Majors Acceptable For Post-High School

Graduate . . . . . . . . . . . . . . . . .

APPENDIX F. Energy-Related Training For Energy
Education Employee . . . . . . . . . . . .

APPENDIX G. Average Number of Contacts to
Institutions . . . . . . . . . . . . . . .

APPENDIX H. Educational Institutions' District
meations O O O O O I O O O O O O O O O 0

APPENDIX I. Educational Institutions’ Enrollment
APPENDIX J. Energy-Related Educational Materials

APPENDIX K. Topics Addressed in Energy-Related
Materials . . . . . . . . . . . . . . . .

APPENDIX L. Types of Energy-Related Materials . .

REFERENCES CITED . . . . . . . . . . . . . . . . .

viii

57

61

68

69

70

71

72

73

74

75

76

77

78

79

LIST OF TABLES

Number of Participating Companies
by State Location of Main Office . . . . . .

Size of Utility Company Compared to
Type of Service . . . . . . . . . . . . . . .

Current Energy Education Policy
Based on Size of Company . . . . . . . . . .

Current Energy Education Policy
Based on Type of Service . . . . . . . . . .

Energy Education Since 1970 . . . . . . . . .
Method of Contacting Educational Institutions
Sources of Energy Education Materials . . . .

Cost of Energy Impact on Educational
Materials . . . . . . . . . . . . . . . . . .

ix

Page

33

37

42

43
45
49

52

55

LIST OF FIGURES

Figure

1.

2.

3.

4.

5.

10.

11.

12.

13.

The Human Ecosystem . . . . . . . . . . . . . .
Cybernetic-Decisional Model of Social Change .

The Remodeled Human Ecosystem/Social
Change Version . . . . . . . . . . . . . . . .

Nine State Midwestern Region . . . . . . . . .

Size of Utility Company Based on Number
of Counties Served . . . . . . . . . . . . . .

Type of Service Provided by Utility Company . .

Percent of Companies with Current Written
Energy Education Policy . . . . . . . . . . . .

Percent of Companies Not Having Current Energy
Education Policy (n=31) by Presence or Absence
of Energy Education Policy in the Past . . . .
Percent of Companies Not Having Current Energy
Education Policy (n=31) by Plans for Future

Energy Education Policy . . . . . . . . . . . .
Energy-Related Activities by Date . . . . . . .

Educational Background of Energy

Education Employees . . . . . . . . . . . . . .
Financial Difficulties of Company . . . . . . .
Energy Condition Systems Model . . . . . . . .

Page
19

21

22

32

35

36

39

40

41

44

47
54

6O

CHAPTER I

INTRODUCTION

Time is a force in the lives of all. Time involves
aging, growing, changing. Aging is inevitiable, growing
occurs physically and emotionally, and changing is often
undesired though necessitated. Some changes are positive
and others are negative. Time and factors created over time
caused changes in the production, use, and expenditure of
energy -- specifically energy created through the use of
fossil fuels.

Early in the 1970’s many people began to acknowledge
what a few had said as many as 20 years earlier -- that
indeed, the world, and specifically, the United States, was
in an energy crisis. The United States had hit its peak in
production of oil and natural gas and production of these
sources of energy would decline in succeeding years. The
country was no longer a net exporter of fuels, but net
importer and foreign countries were pushing the United
States into a very difficult position by raising prices.
Energy was an everyday word in the lives of all and an issue
to be addressed immediately.

Just as passed time could never be returned, neither

would consumed sources of energy be replenished. In the

2
lives of all, time is finite and the issue of energy had
finite boundaries. Time was not an ally and change was no
longer a choice. Across the United States, all facets of
humanity were forced to deal with the issue of energy. No
life was untouched by the situation and many felt the energy
crisis in terms of constraints or inconvenience -— gasoline
prices escalating and limited mobility for many: some lost
jobs: prices for consumer goods raised. Lifestyles were
affected and the alarms were sounded for aid. Demand was
made for public gas and electric utilities to come to the
rescue. They were the providers of forms of energy used by
everyone in some aspect of daily living and they were a
visible target for consumers. Gas and electric utility
companies were charged with making changes and helping their
customers to understand and accept change. With the issue
of energy and with gas and electric utility companies
feeling the demand for solutions, the question of how to
solve the problem came to the forefront.

Many paths to solutions were suggested and one of these
was energy education. The generally accepted definition of
energy as "the ability to do work" coupled with the
definition of education as "the imparting or acquiring of
general knowledge and development of powers of reasoning and
judgment," gave meaning to the term energy education.
Utility companies targeted a part of the population they
served to receive specific energy education, "the imparting

or acquiring of specific knowledge concerning various

3
aspects of energy." This was to include energy conservation,
economics, environmental interaction, production and
resources, social and political issues, scientific concepts,
history, careers, and safety. Just as health officials
today are educating to "Just Say No to Drugs" and educating
that "What You Don't Know About AIDS Can Kill You," so
utility companies chose to educate about various aspects of
energy. Education of students, at any level of formal
education, was targeted and supported because students would
be future adult decision-makers, because students could
influence peers and because the thoughts of students could
be altered and molded. By educating a targeted population,
company officials hoped that the newly educated would
spread the word to other consumers.

As the issue of energy and energy education was
confronted by gas and electric utility companies it became
apparent that the institutions of education and
business/industry should not seek solutions as separate
entities but in a combined approach. This combined
approach would focus on a human ecological perspective. A
human ecological perspective would focus on the educational
system and the business/industry system and their
relationships. It would also focus on technology in the
settings most critical for human development: the family,
home, and community.

To resolve the energy issue, gas and electric companies

would combine with institutions of education and use a human

4
ecological perspective to initiate a social change related
to energy. When social change occurs, society processes
information, receives feedback and interacts between
information and action. Changes occur within a social
system because of adoption or rejection of new ideas and
information. That adoption or rejection has an effect on
society. Social change is a result of communication.

Communication is education and education is communciation.

magnificence

The purpose of this study was to investigate public
utility companies' perceived roles in energy education in
the classrooms in nine midwestern states.

In 1983, a study by Janet White and John M. Fowler, as a
project for the National Science Teachers Association,
entitled "Energy Education in Schools: Results of a Survey
of the Penetration of Energy Education into the Classroom,"
was conducted to determine the content and extent of energy
education into the classroom. The results of this study
indicated that energy education in the classroom was
considerable and extensive. Additionally, the survey noted
that most educators who taught energy did so from a personal
belief and not so because of a formal directive. Materials
used by these educators were most frequently self-produced:
other materials were cited, including those produced by
business/industry (specific business/industries not noted);

however, the business/industries materials seemed geared for

5
secondary vs. primary level. Nowhere within this study was
a direct involvement of utility companies in energy
education addressed.

From that study and using it to provide a preliminary
basis for this research, this study involving utility
companies and their perceived roles in energy education
seemed to be a topic worthy of consideration and

examination.

We
Education as defined by the Random House College

Dictionary, is "the act or process of imparting or acquiring
general knowledge and developing the powers of reasoning and
judgment."

The simple definition of energy is "the ability to do
work.” Energy takes a variety of forms: chemical,
electrical, mechanical, and thermal.

Energy education is the imparting or acquiring of
specific knowledge concerning various aspects of energy.
This includes energy conservation, economics, environmental
interaction, production and resources, social and political
issues, scientific concepts, history, careers, and safety.

While energy education is meaningful for all ages, it is
imperative for learners during their years of formal
education. The educating about energy should be continual,
with each succeeding year building on the preceeding years

of knowledge.

6

Providers of this education should be accepted sources
of the facts: educators, researchers, public utility
companies, and government agencies. The use of these
providers should avoid bias and enable a broad based
presentation.

The outcome of the specific knowledge gained by the
learner should be learning to use energy in ways that have
the least possible impact on the earth, to practice
conservation and to discover new energies for the future.

Education concerning energy involves making choices,
meeting challenges, applying critical thinking and
stimulating creativity. Energy education involves
addressing lifestyles to the realization that where there is
life, there is energy, but where there is energy there may
be life.

Energy education recalls past policies and practices,
affirms the present, and foresees the future. This
education provides a positive outlook for the future. It
needs to be all-inclusive in nature, have content which is
precise and be geared toward enabling consumers to make

sensible decisions about their futures and lives.

CHAPTER II

REVIEW OF LITERATURE

322:9!

In the field of medicine, a large amount of attention is
directed toward heart disease, heart problems, and heart
conditions. Cardiac patients deal with their condition
for their lifetime. If they do not adjust (or modify) their
lifestyles to meet their physical problem, their life span
may be shortened needlessly.

This medical condition can be likened to what this
researcher chooses to refer to as an energy condition.
Consumers must adjust their energy lifestyles to the
ramifications of the energy condition. While failure to
adjust to the condition will not directly shorten the life
span of the individual, such failure could eventually
shorten the life span of all individuals.

To better understand the energy condition, this
researcher believes it is helpful to review the "past" of
energy in the United States.

The United States' concern about energy is relatively
recent. As a country for slightly over 200 years, we have

not had the number of years that Old World countries have

8
had to be concerned about depletion of non-renewable
resources. As a result of not having the many years of
depletion the United States has also not had the years to
sit and ponder how to do without certain resources and to
develop alternate means.

According to a chronology published by National
Geographic in its special report in the public interest
”Energy" (National Geographic, 1981) the first recorded
information about energy occurred in 1750. In 1825, natural
gas was extracted in the United States, but was for years
considered a nuisance and not really used as fuel until
1925. While the oil industry began in 1859, oil did not
dominate U.S. energy sources until nearly 100 years later.
By the late 1940's the U.S. became a net importer of oil vs.
a net exporter and in 1970, the U.S. oil production peaked.
Two years later, natural gas production in America was at
its top and Arab nations began to embargo oil to the United
States. In a six month period in late 1973 and early 1974,
world crude oil prices increased four-fold and the United
States was involved in what is now called the energy
crisis.

Norman Metzger, author of Egergy,_1he_§gntinuing_§ri§i§,
states that technologies in the United States were developed
and molded to fit the use of fossil fuels. More fuels were
pumped and mined and more and more technologies consumed
those fuels.

Plentiful energy . . . was an American birthright
. . . Conservation of energy, and harvesting of

9

finite resources, was not considered, thought

necessary, or perhaps even wise given the immense

resources and industry and the attained standards

for living.

Metzger, 1977
Those who study and write about the energy condition

often refer to exponential growth and doubling time to aid
the reader in understanding the phenomenon of how much our
usage of energy sources has increased over a relatively
short amount of time. With exponential growth and doubling
time, increases in usages or consumption do not grow at the
same amount in the same period of time. Rather, beginning
numbers double and that number doubles, and that new number
continues to double and double and double. An example of
exponential growth that is cited in several writings, but
which I have not personally verified, involves 1 grain of
wheat on the first square of a chessboard. Square 2
requires 2 grains, square 3, 4 grains, square 4, 8 grains,
square 5, 16 grains, square 6, 32 grains and so on until by
the 64th square, the number of required grains equaled 500
times the 1976 annual worldwide harvest of wheat (Barlett,
1978). It is obvious that exponential growth can quickly
lead to enormous numbers and the increase in doubling is
about equal to the total of all previous growth. In
discussing electrical usage Barlett notes that "many people
find it hard to believe that when the rate of consumption is
growing a mere 7% per year, the consumption in one decade

exceeds the total of all previous consumption." For

consumers who have no ideas about exponential growth, the

10
gravity of the energy condition may seem trivial. For those
who do even minimal study on exponential growth and doubling
time, the seriousness of the condition is much more
pronounced. Yet Barlett notes an equation called EET
(exponential expiration time) used to determine the period
of time necessary to consume known reserves of a resource
and states that "this equation is known to scholars who deal
in resource problems but there is little evidence that it is
known or understood by political, industrial, business, or
labor leaders who deal in energy resources . . ."

Considered an expert on world energy resources and
predictions of their expected depletions and discovery, Dr.
M. King Hubbert, a research geophysicist, teacher, author,
and lecturer, was once looked upon with disdain by many,
specifically those in the American petroleum industry. In a
1956 address to the Southern District of the American
Petroleum Institute, Hubbert stated that the peak of
American petroleum production would occur within 10 to 15
years (Pazik, 1976). Dr. Hubbert noted other facts to his
audience and his listeners heard him but vehemently denied
what he had to say. During his presentation Dr. Hubbert
also presented his now famous "Hubbert Production Cycle
Curve," a graph showing how a resource, such as oil or
natural gas, will be exhausted. The curve illustrated that
production of a resource starts slowly, grows gradually for
a period, then escalates and grows very rapidly, peaks and

never recovers, and slides down and down toward an end.

11
Hubbert also illustrated how increasing the estimates of
totals of an exhaustible resource to be produced did not
dramatically alter the number of years needed to deplete
that resource (exponential growth). The Harmless Little
Hubbert Curve had a great effect on the petroleum industry
and its signifigance is even greater today.
Since the energy crisis of the early 1970's, there
have been numerous publications on a variety of aspects of
energy. Authors have had their views published in technical
and trade publications, as well as in some unlikely
places -- for example the article "Our Oil Predicament" by
Pazik was published in the November 1976 edition of Fishing
Facts. It seems that there is a large amount of information
on the subject, but whether the public chooses to educate
themselves with this information is questionable. If the
adult public is not using the material, that perhaps
indicates an even stronger need to formally educate the
student public with appropriate subject material.
School age people are at an age in which they are
forming habits of thought, as well as action. If a
new energy ethic is to permeate society, it is our
student population who will make it happen. The
classroom provides the best opportunity for a more
intense consideration of energy issues.
Wisconsin Power and Light Company, 1987
There is no doubt that we are in an energy condition. It
was apparent to a few as early as when Hubbert delivered his
speech in 1956. It is still apparent today. To what extent

we control this condition depends on everyone. Our lives

have not been totally up-ended by the energy condition.

12
The only SURE way to avoid a catastrophic
disruption of our lives is to change from the most
wasteful users of energy on earth to one of the
stingiest. We need to get off the exponential
growth for growth's sake joyride we’ve been on
since World War II . . . This means changing our
way of life, our national outlook on people.
Pazik, 1976
e du 0

We have seen the past and it doesn't work.
Dwight David Eisenhower

To what reference Dwight Eisenhower made this statement
is unknown: however, the quotation could be applied to
energy consumption, depletion and conservation and where
society stands in its energy survival today. The word
energy carries a variety of connotations and invokes a
multitude of feelings in people: concern, apathy, fear,
ignorance, torment, enticement, abandonment, burn-out. It
is this variety of feelings, with no consensus on the
subject causing unanimity of action that results in the term
energy continuing as vocabulary in our population.

The word energy according to Random House, is derived
from the late Latin form energia and the Greek form
energeia meaning activity or to be active. The word,
in our every day usage, has recently meant oil, gas,
electricity, solar, nuclear, wind, geothermal power, as
used by consumers in daily living, for the necessities and
luxuries of life.

Writings and thoughts on the realm of energy seemed to

have increased greatly since the early 1970's and

13
reflections of the past energy practices, comments on
present procedures and predictions for future routines are
reviewed and written.

When the now renowned energy crisis of 1973-1974
surfaced, everyone was encouraged to join the cause. During
the term of Jimmy Carter as President, his statement
concerning energy ". . . the greatest challenge our nation
will face during our life-time . . . with the exception of
preventing war . . ." was being frequently quoted. Articles
from variety of experts - scientists, educators,
sociologists, psychologists, politicians, energy
consultants, and others - highlighted the dilemma America
and the world faced; the ultimatum to the public to make
drastic changes in its energy lifestyle was issued.

John Naisbitt, social forecaster and author of
Megatggngs, noted in that publication that everyone uses
energy and "perhaps, because it affects more of us
individually than any other social issue, it (energy) is a
catalyst for local initiative." "While people may not be
bothered by transportation, education, or housing
concerns energy is used by all." (Naisbitt, 1982)

Olsen, in a 1981 publication, remarked that the power of
persuasion, via mass media and publications, was used to
sway persons to the reality and severity of the energy
crisis. Olsen further stated that several studies had shown
that general energy attitudes did not seem to initiate

conservation practices by consumers but social pressure or

14
belief in a personal duty to do one's part resulted in
conservation actions.

Cetron and O'Toole (1982), in reviewing how America and
her citizens got into the energy crunch refer to a
Bottomless Bucket and a Bottomless Thirst. In that
bucket with no bottom, Americans could not satisfy their
hunger for energy. The use of energy became more
financially appealing and resulted in even greater usage
with no attention to a future for energy. The belief
yielded that things could only get better, never worse.
Ignorance in energy was bliss. Use of energy ran rampant
and needs and means of conservation were taboo words. There
were a few warnings of an impending energy crisis, as early
as the late 1950’s, but, those warnings were seen as
unfounded like the boy who cried wolf. Everyone blamed
everyone else when predication became reality and no one
wanted to be held accountable. Essentially, all were to
blame for the bind of the energy crisis, and pessimists and
optimists alike saw bleak futures in their crystal balls
where energy was the topic.

Prior to the early 1970’s, little attention was placed
on energy - in any realm - or to energy education. When the
energy crisis peaked in 1973-1974, some people acknowledged
the severity and effects of the problem, both present and
long range. The push for energy education was not strong,
due to a lack of materials to teach energy education and to

public passiveness (Posthuma, 1978).

15

There seems to be a variety of opinion in the literature
reviewed as to who should approach the retraining of
consumers attitudes, usages and conservations of energy, and
as to how these approaches should be made. For whatever
discipline one chooses, there is a variety of supportive
material in that area. Accordingly, a number of people
(many of whom are educators) believe education is vital in
the energy situation.

Skeptics have come to realize the energy problem is real
and will become greater in the future. Posthuma (1978)
states that today’s young people must comprehend energy and
all of its ramifications. The need is urgent, as lives
depend on it. Posthuma (1978) further states in the
National Education Association publication,

The energy crisis we now face will require not

only new technology, but new values and attitudes
as well. We must change our habits of consumption.
We must approach self indulgence with a new
perspective - an understanding that we are members
of a human community with a common plight and a
common fate . . . Perhaps our schools and colleges
need to realize that the energy challenge will
confront us all for the rest of our lives, that our
environment is shaped by our patterns of energy
consumptions and is passed on as a legacy to all of
our children . . .

Lillian Clinard and Abraham Farkes (1978), of the
University of Tennessee, are staunch advocates of behavioral
modifications as a result of attitudinal change. These
authors believe this approach of attitudinal change as a

result of behavioral modification can be addressed in

educating the public, specifically students. Education of

16
students is approached and supported because students are
tomorrow’s adult decision makers, because students can
influence their own peers and because students’ thoughts,
attitudes and values are still pliable and moldable,
through their daily exposure of educational materials
and media.

Two more significant points stated by Posthuma (1978)
are: l) "The thinking seems to have been that the energy
crisis was a temporary inconvenience. But time has taught
us that what we call ‘the energy crisis’ is, in reality, a
multifaceted and long-term problem. Educational strategies
designed to meet the challenge must be created with this
fact in mind . . ." 2) "A related point is that an alarmist
approach to energy education does more harm than good.
Facts learned for the sake of averting a crisis are quickly
forgotten when promised disaster fails to erupt on schedule
or fails to produce the predicted consequences."

If, as Clinard and Farkes (1978) contend, students are
to be energy educated, then those who conduct that education
must also be educated. Consequently, several articles have
supported energy education. Gerald Marker (1980) notes that
" . . . most strategies for resolving the energy situation
involve long term solutions and education will play an
important role in whatever national energy program is
finally adopted."

Crawford (1981) states that because of the abundance of

energy sources, because of the international forces, social

17
attitudes, politics, and economics which effect energy
resources, and because of the dynamic situations involving
energy use, "educators are frequently reluctant to include
energy education in their curriculum . . ." Morris and
Jenson (1982) note in their article regarding energy
education, that now more than ever energy education is
essential and must become part of the school curriculum.

In 1983 Allen says that gestures are inadequate
responses to the pressing energy crisis and other
environmental issues. We stand at a crossroads where what
we do and the courses we take will have an enormous impact
upon the future. It is also his opinion that our energy
problems are not threats to American materialism, but
challenges to a better life in a better community of
fellows.

To meet these challenges for a better life the
responsibility of providing energy education should be
divided among educators, researchers, public utility
companies and government agencies. These providers must
acknowledge a variety of consumer learning styles and
develop teaching methods to accomodate all consumers. As
the energy condition changes, energy education must adjust

to reflect those changes.

Theoretical Framework

The theoretical framework for this research is

threefold. First, the proposed study of energy education

18
and public utility companies’ perceived roles in the
classroom incorporates the human ecological approach in a
significant way. Human ecology focuses on the individual
and reciprocal relationships with other individuals and
technology in the settings most critical for human develop-
ment: the family, home, and community. The use of an
ecological framework in this research will strengthen the
understanding of the relationship of behavior to environ-
mental conditions and interactions between individuals/
families, institutions and organizations (Figure l).

The second component of this framework is that of a
theory of social change. Sociology is the study of human
beings as they function in societies and the social
relations and institutions in which they participate.
Participation in society frequently involves change. These
changes are of both a conscious and unconscious nature.
According to Rogers and Shoemaker (1971), social change is
the processes by which alteration occurs in the structure
and function of a social system. They are as follows: 1)
invention -- new ideas are created or developed, 2)
diffusion -- process by which these new ideas are
communicated to the members of a social system, and 3)
consequences -- changes that occur within a social system as
a result of the adoption or rejection of the innovation.

Dominant in the review of literature on social change is
the theory expressed by Bell and Mau (1971). These

professors of sociology express social change within a

l9

   
   
 
   
     

  

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Figure 1.--The Human Ecosystem

20
"cybernetic-decisional model" (Figure 2). This model is an
attempt to convey society as a process, with feedback as a
fundamental interaction between information and action.
Decisions within the model may be made by any individuals of
small or large groups. Highly important within the model
are images about the future. This model is perpetual and
factors from past and present influence and formulate the
future. The scope of an individual and that individual’s
beliefs and values are paramount in the model. Within this
model, feedback is continually evaluated, reevaluated and
applied. As stated by Kauffman (1976),
The difference between human and natural systems
stems from the unique human capacity for imagining
the future. A thermostat can only react to what is
happening at the moment; human beings can pre-react
to what they think will or might happen. This
introduces a new crucial element to the system, a
new kind of loop which depends on feed-forward
instead of feedback.

This researcher developed an integration of the human
ecosystem model and cybernetic-decisional model to generate
a third perspective - The Remodeled Human Ecosystem/Social
Change Version. This version illustrates that it is
necessary to travel through all stages of the
cybernetic-decisional model but each stage is influenced by
values and governed by the human ecosystem (Figure 3).

Change occurs when a new idea’s use or rejection has an
effect. Social change is therefore an effect of

communication. Communication is education and education is

communication.

21

 

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23

Further review of the literature notes the following.
The second half of the 20th century is different from any
other period in the history of the human race, different in
ways that have important implications for education.

There are the ”. . . multiple threats to the survival of
the entire human species," (Kahn and Weiner, 1967), ". . .
the sharp increase in the rate of social change, both in the
U.S. and globally . . ." (Wolsy and McElroy, 1975), ". . .
the sheer complexity of society . . . resulting in there no
longer being . . . any simple decisions" (McHale, 1969), and
". . . a major increase in the need for anticipatory
solutions" (Tugwell, 1973).

According to Kauffman (1976) all of this is particularly
a problem for a society like that of the United States,
which has been accustomed throughout its history to ignore
problems until they reach a crisis point and then react to
them with great efficiency. This makes sense, as long as
the crises are not severe enough to destroy the entire
society. Unfortunately, many of the problems we face today
-- such as resource depletion, population growth, famine,
environmental disruption, and nuclear proliferation - have a
fatal combination of two characteristics: the cost of a
full-blown crisis is unacceptably high and, in each case,
the point of no return is passed before, sometimes long

before, the crisis point is reached.

CHAPTER III

METHODOLOGY

5 ar s'

This study is comparable to the 1983 study by the National
Science Teachers Association. The present study was applied
and exploratory in nature. It was non-experimental research
with the purpose of investigating energy education and the
public utility companies’ perceived roles in the classroom
of nine midwestern states. The states included were
Illinois, Indiana, Iowa, Michigan, Minnesota, North Dakota,
Ohio, South Dakota, and Wisconsin. The research setting was
natural. The unit of analysis for this study was a utility
company as reported by management and/or educational service
personnel. The time dimension was cross-sectional.

Within this chapter, the discussion will center on the
following points: sample description, survey research
method, analysis of data, assumptions, limitations, research

questions, and statistical analysis.

Sample Selection

The sample was selected from a nine state midwestern

region. The states included were Illinois, Indiana, Iowa,

24

25
Michigan, Minnesota, North Dakota, Ohio, South Dakota, and
Wisconsin. The utility companies selected were derived from
lists made available by The Edison Electric Institute and
The American Gas Association, whose objectives are to
provide energy information to schools, business, industry,
and community agencies. A random sampling would have been
implemented if greater than 100 public utility companies had
been listed. A method of random sampling was not required
due to receiving fewer than 100 names on the lists. All
public utility companies were sent a preliminary letter
concerning their energy education policy in the past,
present, and future. The response to the letter aided in
determining the contents of the questionnaire and
feasibility of the study. The research method was based on

works by Dillman (1978).

rve esea c ethod

o ata

Because procedures for conducting mail surveys have
limitations, the response rate is sometimes low and
confidentiality of the results is often questionable.
Dillman proposed the Total Design Method (TDM) which
scrutinizes all aspects of the topic in question and of the
administrative detail that might affect response behavior.
Basic considerations using TDM were: construction of
questions, ordering of questions, booklet format, printing
procedures, cover letter, follow-up mailings, postage, total

costs, and time frame.

26
The data were collected the months of August and
September, 1987. The collection consisted of a preliminary
letter, administering of a questionnaire, and follow-up
mailings. The data collection material used in this study

are included in Appendices 1, 2, 3, 4.

Waste

Energy education is defined as the imparting or
acquiring of specific knowledge concerning various aspects
of energy. This includes energy conservation, economics,
environmental interaction, production and resources, social
and political issues, scientific concepts, history, careers,
and safety.

Several variables related to energy education were
included in this study. The following discussion
operationally defines the variables for the purposes of this

study.

WM
1. State.-- A territory defined by a set of boundaries

which are determined geographically or by law.

2. Size.-- The number of counties in a given state
served by a public utility.

3. Type.-- The service provided by each public utility

company surveyed: gas, electric, and gas/electric.

27
W

1. Energy Education Policy.-- A procedure or program
that directly emphasizes energy education in educational
institutions.

2. Energy-Related Activitieu.-- Functions that stress
the topic of energy and its importance. Example of these
include science and/or energy fairs, workshops for teachers,
National Energy Education Day programs, energy-related
assemblies, energy-related field trips, career days, Science
Olympiad, and teacher panels to aid in development of
educational materials.

3. Energy Education Employee.-- One whose job
responsibilities are or include administering energy
education to educational institutions.

4. Energy Education Institution.-- An educational
establishment that is served by a public utility company’s
energy education employee.

5. Energy Topics.-- Materials that address the subject
of energy. These include conservation, economics,
environmental interaction, production and resources, social
and political issues, scientific concepts, history, careers,
and safety.

6. Energy Material Source.-- Suppliers of
energy-related items which include in-house development,
trade organizations, and outside contractors.

7. Materials.-- Types of energy-related items provided

by public utility companies. Examples are slides, films,

28
filmstrips, overhead transparencies, audio tapes, computer
software, teachers’ guides, curriculum guides, and
evaluation instruments.
After the data collection period, the raw data were
compiled and transferred to coding sheets. With the
assistance of a statistician, the data were analyzed using

the Statistical Package for Social Sciences (SPSS).

Assumptions

1. Survey research is a valid method of obtaining
information from a sample of respondents in an exploratory
study.

2. The Edison Electric Institute and American Gas
Association are reliable sources for listings of public
utility companies.

3. The survey respondents (management and/or educational
services personnel) are assumed to be representative
spokespersons of the public utilities.

4. The survey was designed so that respondents would be

able to record the requested information accurately.

im' a ' s
As with any project, limitations in this research have
been suggested. Each of these limitations could have
influenced the data obtained. These limitations are:
1) Length of employment in the public utility by

respondent of questionnaire.

29

2) Effect of time frame of the mailings of
questionnaires is not known. Perhaps a time early or late
in the school year, when public utility companies would be
gearing up or winding down their energy education programs
would have been more appropriate.

3) The socio-economic area of the companies and the
populations they served were not fully explored. Affluent
areas, where education in general receives higher priority,
might place more emphasis on energy education.

4) Accuracy of response may be affected by questionnaires
not returned and/or questionnaires returned but not answered

completely.

esea c ues ' 5

Question I. Is energy education provided to schools by
public utility companies?

Question II. To what extent do public utility companies
provide energy education?

Question III. What are the major characteristics of the
educational institutions served by the public utility
companies?

Question IV. What types of energy education do public

utility companies provide?

Statistical Analysis

Statistics should aid the researcher in discerning the

meaning of the data. Historically, statistics have been a

30
result of classifying, summarizing, and communicating
methods and techniques (Steel and Torrie, 1960).

Descriptive statistics involves the collecting and
manipulating of data and formulates quanitative information
referring directly to samples and indirectly to populations.
These procedures effectively lead to a complete description
of the data and gives the researcher an accurate foundation
from which to make the transformation from samples to
populations. Therefore the term descriptive statistics

defines the type of statistical analysis in this study.

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter contains the sample description and the
results of analysis of the data. Each research question is

stated and then followed by the findings and discussion.

Sample Description

The sample was selected from nine states in the
midwestern United States. The states were Illinois,
Indiana, Iowa, Michigan, Minnesota, North Dakota, Ohio,
South Dakota, and Wisconsin (Figure 4).

A total of 77 research questionnaires were distributed
to utility companies throughout this region. This selection
was based on information from the Edison Electric Institute and
The American Gas Association whose objectives are to provide
energy information to schools, business, industry, and
community agencies.

Some overlap existed concerning the service area of the
utility companies. Seventy-seven questionnaires were
distributed. The overall number of questionnaires returned
was 54 for a total response rate of 70% (Table 1). However,
nine of the fifty-four questionnaires represented utilities
which served in more than one state.

31

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34

Each utility size was dependent upon the size of service
area which was determined by the number of counties served.
Small utilities had a service area of 9 counties or less
(42.6%), medium sized utilities had a service area of 10-29
(25.9%) counties and large companies had a service area of
30-59 (17.6%) counties. Companies with service areas
composed of 60 or more counties were in an extra-large
category (9.3%). There were 5.6% of the utilities which did
not respond (Figure 5).

The respondents were asked to identify the type of
service they provided. Three types were listed: gas
(33.3%), electric (29.6%), gas/electric (33.3%), and no
response (3.7%). The types of service were almost equally
distributed among the utility companies (Figure 6).

The small service areas were 56.5% gas utility
companies. The remainder of the service for these areas was
equally divided (20.8%) between gas/electric and electric
companies. Gas/electric was the major utility company in
the medium size service area (52.9%). Electric served 21.4%
in a service area of this size and gas served 14.3%. Large
service areas were mainly served by gas/electric utility
companies (66.6%). Electric utility companies served the
remaining 33.3%. The extra large service areas were served
by gas/electric (60%) or electric (40%) (Table 2).

Research Question I: Is energy education provided to

schools by public utility companies?

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36

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Figure 6.-Type of Service Provided by Utility Company

37

TABLE13--Size of Utility Company Compared to Type of Service

 

 

 

 

 

Size Type
Gas Electric Gas/Electric
56.5% 20.8% 20.8%
Small n=13 n=S n=5
< 9 Counties
n=23
14.3% 21.4% 52.9%
Medium =2 =3 =9
10-29 Counties
n=14
--- 33.3% 66.6%
Large n=3 =6
30-59 Counties
=9
Extra-Large -- 40.0% 60.0%
>60 Counties n=2 n=3

n=5

 

38

Currently 38.8% of the utility companies have an energy
education policy. The states showing a stronger commitment
to energy education were Wisconsin, Ohio, Illinois, and
Iowa. Of the respondents answering no to having a current
policy 80.7% did not have a policy in the past and 70.9% are
not planning a policy in the future (Figures 7, 8, 9).

Having a policy does appear to be related to company
size: an increasing trend from small to large companies is
noted. (21.7%, 42.8% and 77.7% respectively). However, the
extra large companies falls dramatically to 40% (Table 3).
The electric utility companies have the largest percentage
(62.5%) which have a energy education policy versus 38.8%
for gas/electric and 16.6% for the gas utilities (Table 4).

Science/energy fairs, workshops, field trips, and
careers days are the energy-related activities most often
provided. The activities which have been increasing since
1971 are science fairs, workshops, field trips, career days,
and teacher panels. National Energy Day and assemblies show
an oscillating pattern. The activity in which there has
been no interest is Science Olympiad (Figure 10).

As an overall measure the respondents were asked about
the amount of energy education provided since 1970: 63.3%
noted an increase. Times of highs and lows were experienced
by 17.9%. A total of 5.8% indicated a decrease and 13.5%
remained unchanged (Table 5).

Research Question II: To what extent do public utility

companies provide energy education?

41

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42

TABLE.3.--Current Energy Education Policy Based on Size of Company

 

 

 

Total Number Number of Companies Percent of
Size of Companies with Policy Total
Small 23 S 21.7
Medium 14 6 42.8
Large 9 7 77.7
Extra Large 5 2 40.0

No Response 3 ——__ __-_

 

43

TABLE 4---Current Energy Education Policy Based on Type of Service

 

 

 

Total Number Number of Companies Percent of
Type of Companies with Policy Total
Electric 16 10 62.5
Gas 18 3 16.6
Gas/Electric 18 7 38.8

No Response 2 —-—— _-__

 

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TABLE 5. --Energy Education Since 1970

 

 

 

Amount of Number of Percent of
Energy Education Companies Responding Total
Increase 33 63.5
Decrease 3 5.8
Unchanged 7 13.5
Times of

Highs and Lows 9 17.2
Total 52 100.0

 

46

The majority (63%) of the respondents indicated that
their company has employees whose jobs are energy education.
Less than half (37%) of the respondents do not have specific
positions for energy education personnel. Of those
companies having energy education employees 92% had fewer
than five. Total number of respondents reporting
were 52.

One half of the energy education employees had a four
year college degree. Seventeen percent had an advanced
degree while 19.2% employed high school graduates. Other
degrees such as vocational/technical and two year college
graduates are also accepted with a combined total of 13.4%
of the companies responding in this area (Figure 11).

Liberal arts ranked high (56.1%) among the acceptable
majors for the post high school graduate. Second highest
ranked major was communications at 17.1%, science followed
with 12.2% of the respondents. Business and technology were
also mentioned as accepted majors with 9.8% and 4.9%
respective response rates (Appendix E).

In response to an open ended question regarding
energy-related training, over half of the companies (64.7%)
offered training for their energy education employees.
Conferences and seminars were the most frequently mentioned
training activities utilized by companies with a combined
total of 75%. Another activity used by 25% of the companies
offering training was special training programs. Specific

training topics were not named (Appendix F).

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48

The levels of institutions in which the energy education
employee served were categorized as K-3, 4-6, 7-8, 9-12,
vocational schools, junior colleges, and colleges/uni-
versities. The average number of institutions served by
each education employee was 28 or more for levels K-12. The
small decrease to 22 institutions was noted for the
vocational/technical, junior college and college/university
categories (Appendix G). How these institutions were served
was also examined. The majority of the contacts were made
through the mail or as a result of outside requests (61% for
each). Visits to the institutions were made by 42.6% and
phone contacts were 35.2% (Table 6).

Research Question III: What are the major
characteristics of the educational institutions served by
the public utility companies?

The utility companies provide energy education to the
educational institutions of grade levels K through 12 and
the higher levels of education including vocational/tech-
nical schools, junior colleges, and colleges/universities.

The type of educational institutions served were
categorized by location: urban, suburban, small town, and
rural. More than half of the utilities served educational
districts that were in small towns (61.1%) or rural (55.6%);
44.4% of the utilities served urban or suburban areas
(Appendix H).

The enrollment for the schools which were served by the

public utility companies was 999 or less for elementary and

49

TABLE 6.--Method of Contacting Educational Institutions

 

 

 

Method of Number of Percent
Contact Companies Responding of Total
Mail 33 61.1
Outside Requests 33 61.1
Visit Institution 23 42.6
Phone 19 35.2
Total 54 100.0

 

 

50
middle school. The elementary enrollment was 77% and middle
school enrollment was 73%. The majority of the service to
the high schools was to schools of enrollments of 1,000 to
4,999 less (44%) and 999 or less (36%). Due to the large
non-response rate, these findings should be read with
caution (Appendix I).

Research Question IV: What types of energy education do
public utility companies provide?

The survey participants were asked if their utility
company provided energy-related classroom materials and
87.0% responded yes. None of these companies indicated that
there was any charge for the materials. The remaining 13.0%
did not respond (Appendix J).

The topics which the materials addressed were compared
individually as to what grades used the material as well as
what topic was provided within the particular grade levels
(Appendix K). Energy conservation was provided at all grade
levels. However, there was a decreased noted 72.2% at K-3
and 70.3% at 4-6 to 66.7% at 7-8 and 68.5% at 9-12 and
finally 50% at the higher education levels.

Conventional energy was provided at levels 7-8 (66.7%)
and at 9-12 (68.5%). This topic was also provided at K-3
with a 46.2% response rate.

Energy safety was addressed at all levels, but was most
often provided at 4-6 (72.2%) and 7-8 (70.3%).

Overall the types of energy-related materials available

for the classroom varied (Appendix L). The most frequently

51
provided materials at all grade levels were films,
pamphlets, booklets and posters. These materials on the
average ranked at 70% usage with the exception of the grade
levels above 12 which were ranked at an average of 55%
usage.

Teacher guides also ranked high in usage. The grade
levels of K-3 and levels above 12 did not use the guides as
extensively (59.2% and 33.3%, respectively) as in the levels
of 4-12 which 67.0% reported using the guides.

The usage of video tapes increases from K-3 (46.3%) to
9-12 (64.8%). The usage decreases slightly (55.5%) at levels
above 12.

The utility companies obtain their energy-related
educational materials through several sources. The
majority, 40.7% of the utility companies obtain their
materials by in-house sources. Trade organizations provide
22.2% of the materials. A combination of trade organi-
zations and outside contractors provided 16.7% of the
materials for energy education. The remaining sources were
in-house/trade (5.6%), contractor (3.7%) and in-house/

contractor (1.9%) (Table 7).

Potsnplal Eacpozs Affecplng
Epezgy Edusstlop By upllity Cpmpanles

Several factors were listed by the respondents as
affecting the company’s pattern of an energy education

program: financial concerns, management (administration),

52

TABLE 7.--Sources of Energy Education Materials

 

 

 

Number of Companies Percent of

Sources of Materials Responding Tetal

In-House 22 40.7
Trade 12 22.2
Contractor 2 3.7
In-House/ Trade 3 5.6
Trade/Contractor 9 16.7
In-House/Contractor l 1.9
No Response 5 9.3
Total 54 100.0

 

53
company (corporate) policy, switching to nuclear power or
the failure to do so, and interest expressed by educators.

A question was asked about the financial status of the
company and the financial difficulties encountered. Of
those responding, 31.4% indicated no difficulty and 31.4%
indicated mild difficulty. Moderate difficulty was
experienced by 23.5% while 7.8% experienced severe
difficulty. Approximately 6.0% indicated that they could
not answer the question accurately (Figure 12).

The impact of the financial position of the utility
companies is described in Table 8. The majority (69.4%)
indicated no impact regarding the cost of energy and
its affect on the company’s ability to provide for energy
education materials in the schools. In fact, a small
percentage (12.2%) indicated that a significant impact
occurred regarding this matter.

Although several factors were cited as to being a
determining factor in the utility companies’ role in energy
education, the financial status is not perceived as the
major influence in the present or absence of an energy

education program.

55

TABLE 8.--Cost of Energy Impact on Educational Materials

 

 

 

Number of Companies Percent of
Degree of Impact Responding Total
Significant Impact 6 12.2
Minor Impact 9 18.4
No Impact 34 69.4

Tbtal 49 100.0

 

CHAPTER V

CONCLUSIONS AND IMPLICATIONS

Conclusions

This research has attempted to add dimension to the
study of energy education, that of public utility companies’
perceived roles in the classroom. The purpose was to
determine to what extent public utility companies
participate in energy education and how those companies
disburse and promote energy education. Responses to
questions proposed for this research are the basis for the
following conclusions.

Energy education is not provided to schools by a large
percentage of public utility companies. Only 38.8% of the
responding companies had an energy education policy. Of the
companies which responded negatively to a current policy on
energy education, 80.6% had no previous policy and 70.9%
have no future goals for an energy education policy.
Consequently, it is concluded that energy education has a
minor emphasis in the perspectives of most utility
companies.

Although more than one half of the respondents indicated

no current written energy education policy, over one-half

56

57
responding did indicate employment of personnel whose job
description emphasized energy education. It is concluded
that companies attempt to provide energy education with
employees who have no written goals or objectives to
facilitate implementation of energy education.

Findings from the questionnaire imply that early school
years and post high school years are not receiving a
comparable amount of energy education as grades 4-12. It is
concluded that possibly formal energy education is initiated
too late in a child’s school career and diminishes
prematurely for those who continue their formal education
past high school.

For those utility companies responding positively to an
energy education policy, it appears that those companies
predominantly have a passive involvement in the education,
through use of filmstrips, books, pamphlets, etc. Active
involvement in the educational process, using a hands on

approach ranks low in the companies’ priorities.

Implications
The analysis of the results of this study implies that a

clear focus for energy education has not been established to
date. Several factors are involved in developing the
optimal written energy education policy. Each of these
factors would provide a basis for future research.
Government - Federal, State, Local. -- A policy to
accommodate each state or region and relating climate,

population, and availability of energy source needs to be

58
government mandated at all levels for written energy
education policies. Provisions for regulating, monitoring,
and verifying compliance with the written energy education
policies need to be established and maintained.

Public Utility Companies. -- To achieve compliance with
government mandates, public utility companies have several
opportunities for strengthening their position. The
companies should study and promote the many facets of energy
on an equal basis. To promote energy education the utility
company should function as a liason between itself and
educational institutions. This relationship can be fostered
with the company’s knowledge of the emphasis and time-frame
of energy education in the state’s education curriculum and
aided by employment of educators who would function to
develop and direct a more active approach to energy
education. Related to this would be the company’s
involvement on teacher panels to explore energy education
and company attempts to provide information and updates on
energy to the general public, as in a monthly newsletter.

Educational Institutions. -- The role of educational
institutions in providing effective energy education across
all levels may be enhanced by governmental direction and
cooperation with resources outside the educational
institution. This would necessitate involvement of public
utility companies with the educators and cooperation from
both factions to achieve required goals. Educational

institutions would also function as a liason between

59
students and families, providing direction and resources to
further energy education beyond the classroom.

Individuals/Families. -- As a result of the structured
energy education provided by governments, public utility
companies and educational institutions, energy knowledge at
an individual or familial level would be improved. The role
of the family unit continues to change in society and the
adoption of energy attitudes will affect lifestyles.

Each of these factors would provide a basis for future
research. Although each is a separate area in need of study
and development, it is the culmination of their interaction
that will result in an optimal written energy education

policy (Figure 13).

6O

Homo: msmumxm :ofluflccou swuwcm II.MH wuowwm

 

 

 

 

cofiuwpcou xwuosm

 

 

 

 

 

eunuch

APPENDICES

APPENDIX A

Questionnaire

APPENDIX A

Ques tionnaire

 

ENERGY EDUCATION: PUBLIC UTILITY COMPANIES'
PERCEIVED ROLES IN THE CLASSROOM

part oi nan's being has been and is his interaction with his
environ-ant. In recent years nan's attention has been narrowed to critical
energy issues. Environeental consumers have an onooing need ior energy
education. Hhat role do gas and electric utility companies have in this energy

education?

An integral

This study is constructed to evaluate the current status of energy education.
Please answer all oi the questions. Ii you wish to consent on any question
or oualiiy your answers, please use the oargins or a separate sheet oi

paper.

Return this questionnaire to:
Annette Schepper
1628 South Filth Street
Terre Haute, Indiana 47802

61

62

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67

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«.92.:ux

APPENDIX B

Questionnaire Cover Letter

1620 South Fifth Street
Terre Haute, Indiana 47802
August 25, 1987

Issues concerning the environment have increased in recent
years. Daily reports of environmental damage, misuse, and
depletion are presented by the media. Depletion of sources
Of energy and alternatives for future resources are
frequently discussed. Awareness of environmental issues is
not sufficient for today’ s consumer - - the education of
consumers on the topic of energy is fundamental in
facilitating change. This education can be provided from
several sources, including gas and electric utility
companies.

Your company is one of a number of gas and/or electric
utility companies in a nine state midwestern region.
Companies selected are being asked to respond to questions
concerning your company’ s perceived roles in energy
education in classrooms. So the results will indicate a
true regional sampling, your completing and returning this
questionnaire is warranted.

Your responses will remain confidential. An identification
number on your questionnaire is for mailing purposes only.
This allows check off of your name on the mailing list when
you return the questionnaire. Your name will not be placed
on the questionnaire.

The results of this research will be made available to gas
and electric utility companies in the United States,
educators, and interested citizens. You may receive a
summary of results by writing "copy of results requested" on
the back of the return envelope and printing your name and
address below it. Please do not put this information on the
questionnaire itself.

Should you have any questions, I would be most happy to
answer them. Please write or call. The telephone number is
(812) 234-0580.
Thank you for your assistance.

Sincerely,

Annette M. Schepper

Master's Degree Candidate
Michigan State Univeristy

68

APPENDIX C

Questionnaire Initial Follow-Up Letter

APPENDIX‘C

0

Initial Follow-Up Letter

 

September 14 1987

Two weeks ago a questionnaire seeking your opinion and
expertise about your company's perceived role of energy
education in the classroom was mailed to you. Your name was
selected from a nine state region in the midwestern United
States.

If you have already completed and returned it to me please
accept my sincere thanks. If not, please do so today.
Because it has been sent to only a small but representative
sample of public utility companies, it is extremely
important that yours also be included in the study if the
results are to accurately represent the utility companies of
this region.

.If by some chance you did not receive the questionnaire, or
it has been misplaced, please call me immediately , collect
(812-234-0680) and I will get another one in the mail to you
today.

Sincerely,

Annette Schepper
Master’s Degree Candidate
Michigan State University

69

APPENDIX D

Questionnaire Final Follow-Up Letter

Questionnaire Final Follow-Up Letter

 

September 24, 1987

In the latter part of August I wrote to you seeking your
opinion and expertise regarding your public utility
company’s perceived role in energy education in the
classroom. As of today I have not received your completed
questionnaire.

My research topic, energy education in the classroom, was
undertaken because of my professional experience with public
utility company and because of the need for continued energy
education if we as a nation are going to survive and
overcome the energy problems.

I am writing to you again because of the significance each
questionnaire has to the usefulness of this study. Your
company was selected from a nine state region in the
midwestern United States. In order for the results of this
study to be truly representative of the opinions of the nine
state region, it is essential that each person in the sample
return the questionnaire.

In the event that your questionnaire has been misplaced, a
duplicate is enclosed.

Your cooperation is greatly appreciated.

Sincerely,

Annette Schepper
Master’s Degree Candidate
Michigan State University

70

APPENDIX E

Majors Acceptable For Post-High School Graduate

APPENDIX.E

Majors Acceptable for Post High school Graduates

 

Number of Percent of
Majors Companies Responding Total
Liberal Arts 23 56.1
Communications 7 17.1
Business 4 9.8
Sciences 5 12.2
Technology 2 4.9
Total 41 100.7

 

71

APPENDIX F

Energy-Related Training For Energy

Education Employee

APPENDIX F

Energy-Related Training For Energy Education Employee

 

 

 

Number of Percent of

Company Response Companies Responding Total
Yes 22 64.7
No 12 35.5
Total 34 100.0

Number of Percent of
Type of Training Companies Responding Total
Conferences 6 37.5
Seminars 6 37.5
Special Training
Programs 4 25.0
Total 16 100.0

 

72

APPENDIX G

Average Number of Contacts to Institutions

APPENDIX.G

Average Number of Contacts to Institutions

 

Number of Average Number

Level of Institution Companies Responding of Contacts

K-3 30 5.6

4-6 30 5.6

7-8 30 5.6

9-12 28 4.7
Vocational/
Technical 22 2.5
Junior College 22 2.5
College/University 22 2.5

 

73

APPENDIX H

Educational Institutions' District Locations

APPENDIX H

Educational Institutions Districts Location

 

Number of Percent
Type of District Companies Responding of Total
Urban 24 44.4
Suburban 24 44.4
Small Town 33 61.1
Rural 30 55.6
Total 54 100.0

 

74

APPENDIX I

Educational Institutions' Enrollment

APPENDIX I

Educational Institutions Enrollment

 

Elem. Middle High Post High
Number of Students School School School School
Less than 999 77% 73% 36% 9%
n=24 n=l9 n=9 n=
1000 thru 4999 13% 19% 44% 23%
=4 n=5 n=11 n=5
5000 thru 9999 0% 0% 4% 27%
=0 n=0 n= n=5
10,000 thru 14,999 0% 0% 4% 23%
n= n=0 n-l n=5
15,000 thru 19,999 3% 4% 0% 14%
n=1 n=1 n=0 n=3
21,000 and over 7% 4% 4% 4%
n=2 n=1 n=1 n=1
No Response 23 28 23 22
Total 54 54 54 54

 

75

APPENDIX J

Energy-Related Educational Materials

APPENDIX J

Energy-Related Educational Materials

 

 

 

Number of Percent of
Company Response Companies Responding Total
Yes 47 87.0
No 5 9.3
No Reponse 2 3.7
Total 54 100.0

Number of Companies Percent of
Company Response Responding Total
Yes --- ---
No 47 100.0
Total 47 100.0

 

76

APPENDIX K

Topics Addressed in Energy-Related Materials

APPENDIX K

Topics Addressed in Energy-Related Materials

 

Topics Grade Level
19; fl _7-_8_ 9-12 Above 12
Energy Conservation 72.2% 70.3% 66.7% 68.5% 50.0%
n=39 n=38 n=36 n=37 n=27
Economics of Energy 9.2% 25.9% 48.0% 7.4% 42.6%
Cost of Fuel =5 n=14 n=26 n= n=23
Economics of Energy 3.7% 5.5% 22.2% 46.1% 46.3%
Rate Structure =2 =3 n=12 n=26 n=25
Energy/Environment 24.0% 48.0% 55.5% 64.8% 40.7%
Interaction n=13 n=26 n=30 n=35 n=22
Renewable Energy 24.0% 46.2% 57.4% 62.9% 40.7%
n=l3 n=25 n=31 n=34 =22
Conventional Energy 46.2% 27.7% 66.7% 68.5% 48.0%
n=25 n=35 n=36 n=37 n=26
Energy Social/ 1.9% 3.7% 25.9% 53.7% 37.0%
Political Issues n=2 n=4 n=14 n=29 n=20
Scientific Concepts 13.0% 16.7% 50.0% 53.7% 37.0%
n=11 n=22 n=27 n=29 n=20
Energy and History 13.0% 37.7% 50.0% 46.3% 31.5% ’
n=ll n=20 n=27 n=25 n=17
Energy Careers 9.2% 18.5% 29.6% 50.0% 27.7%
n= n=10 n=16 n=27 n=15
Energy Safety 42.6% 72.2% 70.3% 64.8% 46.3%
n=37 n=39 n=38 n=35 n=25

 

77

APPENDIX L

Types of Energy-Related Materials

APPENDIX L

Types of Energy-Related Materials

 

Material Grade Level
K—3 4-6 7-8 9-12 Above 12
Slides 29.6% 37.0% 46.3% 53.7% 38.8%
n=16 n=20 n=25 n=29 n=21
Films 68.5% 64.8% 68.5% 68.5% 53.7%
n=37 n=35 =37 n=37 =29
Filmstrips 50.0% 51.8% 42.6% 35.2% 20.4%
n=27 =28 n=23 n=19 n=11
Overhead Transparencies 5.5% 9.3% 12.9% 14.8% 9.3%
n=3 n=5 =7 =8 =5
Audio Tapes 22.2% 25.9% 24.1% 22.2% 20.4%
n=12 n=14 n=13 n=12 n=11
Pamphlets, Booklets 70.4% 74.1% 74.1% 72.2% 57.4%
Posters n=38 =40 n=40 n=39 n=31
"Hands-On" Material 14.8% 29.6% 31.4% 25.9% 12.9%
for Experiments n= n=16 n=l7 n=14 =7
Video Tapes 46.3% 55.5% 64.8% 64.8% 55.5%
n=25 n=30 n=35 n=35 =30
Computer Software 16.6% 29.6% 38.8% 40.7% 16.6%
= 9 n=16 n=21 n=22 n=
Teachers' Guides 59.2% 66.7% 68.5% 68.5% 33.3%
n=32 n=36 n=37 n=37 n=18
Curriculum Guides 22.2% 22.2% 27.7% 29.6% 14.8%
n=12 n=12 n=15 n=16 n=8
Evaluation Instrument 27.7% 29.6% 29.6% 25.9% 12.9%
n=15 n=16 n=16 n=14 n=7

 

78

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