A product of the 1970s, the building that houses Mount Wachusett Community College in Central Massachusetts was born during a national energy crisis. At that time, the desire to break from a dependence on foreign oil led the school to build an all-electric campus.
Decades later, energy once again became the focus of discussion at the Central Massachusetts campus, only this time it was the cost as much as the source. With electricity bills approaching $800,000 annually, school officials decided to reinvent the institution as one focused on renewable energy.
First came the biomass heating system. Then, a 100-kilowatt solar array was installed on the roof. The big change, though, came earlier this spring when the school welcomed two Vestas wind turbines, which will power 97 percent of the school.
The decision to turn to wind power was an easy one, according to Bob Labonte, Vice President of Finance and Administration. “If you come up the school in the wintertime, the first comment everyone says is, ‘Wow, you should put some windmills up there,’” he said about the school’s natural positioning in a wind corridor.
So, up they went. The two Vestas turbines have a capacity of 3.3 megawatts, and they’ve helped the school cut its electricity consumption from as high as 9 million kilowatt hours a year to about 5 million. Future energy efficiency gains could push consumption down to a target of 4 million kWh each year.
If that becomes the case, the school will then be producing more energy than it is consuming.
“We’re one of the few campuses in the country, and perhaps the world, that is approaching zero net energy and zero net carbon — and that’s without buying green energy from another source,” said Ed Terceiro, a former school official who helped lead the wind turbine project.
MWCC’s $9 million wind development was funded through a $3.2 million Department of Energy grant, a $2.1 million low-interest Clean Renewal Energy Bond and a $3.7 million bond from Massachusetts Clean Energy Investment.
The school also moved to the forefront of the energy conversation when it became a charter signatory of the American College & University Presidents’ Climate Commitment, an organization that helps schools create and implement plans to attain carbon neutrality — both through renewable energy programs and gains in efficiency.
“I don’t think there’s any college, whether it’s a community college or a university, that is involved in as many initiatives as we are currently involved in,” said MWCC President Daniel Asquino.
All that power with only two turbines, shows how easily we could enlist clean power to do the job. Thanks to this college for making a difference. Spain recently produced over half it's electricity with wind power alone, and proves that a high concentration of wind power does not overwhelm the grid. Of course updating the grid is necessary anyway, but the advantages of clean, fuel free power is well worth the investments. http://www.reuters.com/article/2011/05/24/us-utilities-smartgrid-epri-idUSTRE74N7O420110524 Saving money is in everyone's interest, and reducing pollution is a goal we can all get behind.
There is old Tvindmill in Denmark which is a community work of Tvind Teachers and Students,a great feat indeed.
The Tvind Mill is one of the biggest windmills in the world (54 m). It is an impressive building, constructed by the pupils of the school with the advice of experts.
The construction of the mill started in 1975, and today the mill supplies the many school-buildings with electricity. It took three years to build Tvindkraft. "Mølleholdet" ["The Mill Team"] was the implementing force, and consisted of members of Tvind's Teacher Group and a long row of volunteers who by their labour wished to participate in this vigorous demonstration in the energy debate. They solved the difficulties which arose along the way, and through tireless work they erected the windmill: the excavation and the foundation, the tower that slid upward in its gliding form, the cap and the hub with its complicated welding. The blades, which no manufacturer dared commit themselves to producing, and where aerodynamics, calculations of strength as well as practical execution had to be developed from scratch.
The shaft, gearbox and generator were bought second hand, and "Krabbe's box" [the frequency converter control box] was put together by professor Ulrich Krabbe from DTH [Denmark's Technical University] and his students, who got themselves a really good final examination task. It was used for converting the varying frequency of the generator, so that the mill could deliver power to the power grid. Computer control and supervision systems were developed, and long assembly language programs were written for the Z80-computer. And finally, the large cranes arrived and hoisted all the parts up. First the cap, and then the generator and gear box on top, the main shaft with the hub, and finally the blades, one at the time. Like that.
Dr.A.Jagadeesh Nellore(AP),India
Wind Energy Expert
E-mail: anumakonda.jagadeesh@gmail.com
This is a especially inspiring move for me as I've always felt that of all institutions, it was higher learning institutions in particular that were most apt for the use of alternative energy and self-sufficiency. It is one thing to produce students who can build and innovate such that they win contests, such as the one at the National Mall, but it is more inspiring when the institution as whole is committed, for self-sufficiency, and the adoption of the most intelligent technology (which can sometimes be the simplest) should be what learning instituions are primarily about anyway!
Too often in my own life I got the feeling that I was merely at school to learn how to have a "profession," and not one that was relevant to the most pressing or important needs to either the individual or society. In other words, if you're not taught throughout school how to be self sufficient, but rather are merely educated on how to satisfy a large corporation or even the government (and various other social institutions), then learning is essentially a vain and barren process, and not one that really edifies or contributes in a postive way.
If for the past 70 years, for example, architectural and engineering students had been educated in how much more efficient and inexpesive radiant floor heating was compared to other forms of heating, then we would probably have entered an "age of efficiency" many decades ago. (We could also constrast Frank Lloyd Wrights genius in this regard - he was an early adopter of radiant floor heating - with his unfortunate inability to ever design the flat roofs he loved some much that didn't leak!)
Dundalk (DKIT) Co Louth Ireland. (My old Alma Mater) has been running on wind-power for near a decade. Designed and run by the technical collage the windmill can at times exceed the total necessary for the collage and the excess is sold to the national grid. See; http://www.measuresoft.com/case-studies/electronics-power-generation/dkit-wind-turbine.aspx
Dundalk itself is been used as an European case study 'Dundalk 2020' See; http://www.louthcdb.ie/downloads/General/2009/Dundalk2020.pdf
Happily I've 2 aunts on the steering committee. There must be a 'green gene' on the O'Brien side.
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About:
Steve Leone has been a journalist for more than 15 years and has worked for news organizations in Rhode Island, Maine, New Hampshire, Virginia and California.
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