PA 510 Smart Grid and Sustainable Communities: Version 4.0

A Two-Term Course Series, Winter and Spring Terms, 2013Winter Term: (January 17-March 21)

The Smart Grid and Sustainable Communities: Making the Connections

Spring Term (April 11-June 13)Making the Smart Grid Work in the Real World

Preliminary (April 9) Course Plan for Spring Term(Note: This course plan will be replaced by a Course Syllabus at it develops over the term )

Thursday evenings, 6:30-9:40 PM Urban Center, Room 204, 506 SW MillPublic website: http://www.pdx.edu/cps/smart-grid-for-sustainable-communities

Link to Desire to Learn (D2L) course website for registered students with password: https://d2l.pdx.edu

Faculty and Staff (faculty bios at http://www.pdx.edu/cps/faculty-for-smart-grid-courses)

Jeff Hammarlund, Lead Faculty, Adjunct Professor and Senior Research Fellow, Mark Hatfield School of Government, PSU, and President, Northwest Energy and Environmental Strategies, hammarj@pdx.edu, 503-249-0240

James Mater, Co-founder and General Manager, Smart Grid Business, QualityLogic; founding member and chair, Smart Grid Oregon, jmater@qualitylogic.com, 503-780-9796

Mark Osborn, Senior Vice President, Five Stars International, Ltd; formerly, Smart Grid Manager, Portland General Electric, mark.osborn@fivestarsintl.com, 503-709-9373

Lawrence Beaty, Executive Director and Chair of the Idaho State University Energy Systems Technology and Education Center, beatkawr@isu.edu, 208-282-3265 (class advisor and guest presenter)

Michael Jung, Policy Director, Silver Spring Networks, mjung@silverspringnet.com, 503-360-3881 (Special Course Advisor and Speaker)

Lisa Harrison, Course Assistant, lisaharrison@mac.com, 503-206-4534

Bill Henry, Class Blogger, bill@eqlenergy.com, 503-475-0391

Course Scope and Objectives This two-term course series explores a set of emerging concepts, technologies, applications and business models, and the related trade-off decisions involved in transforming the nation’s century-old, centralized power grid into a climate and renewable energy-friendly “Smart Grid.” If offers a cross-disciplinary approach intended to deepen individual areas of expertise in the context of multidisciplinary teamwork. The first term establishes a basic Smart Grid literacy, while the second term applies this knowledge base to specific “real world” case studies.

Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Many visionaries informed about the world of energy policy believe that this emerging “internet for energy” will enable individuals and businesses alike to participate in both the quality and quantity of energy they use to live and work, generating and storing energy from multiple sources, and managing the amount and timing of their use of that energy. The smart grid is expected integrate generation from both directions – home/business and central station plant – and move it as needed to meet load while incorporating solar panels, wind farms, fuel cells, plug-in hybrid electric vehicles, and other energy sources. This intelligent electric network will manage load shape and will achieve greater utilization than today. Its full value will be achieved when it is combined with an emerging participatory network model that enables consumers to actively manage their electricity consumption and sell back to the grid the surplus power they generate.Smart grid advocates argue that the concepts, technologies, and models addressed by this course hold the promise of a significant new paradigm for the generation, use and delivery of electric power that is more efficient, sustainable, robust, flexible, and environmentally sound, and that encourages a much higher level of consumer participation and control. Some advocates argue that converting to the smart grid also opens up additional opportunities to make other infrastructures (including waste water, transportation, telecommunications, and natural gas) greener and more sustainable during the conversion process.

During our winter term course, called The Smart Grid and Sustainable Communities: Making the Connections – 12 graduate students and 29 professional development students learned the smart grid basics and fine-tuned their ability how to work effectively in multidisciplinary small group teams. The spring term course, Marking the Smart Grid Work in the Real World, will explore additional aspects of the smart grind with new presentations from our expert faculty and additional guest speakers. But it will also offer opportunities for students to work in small group interdisciplinary teams (often referred to in the academic literature as “small group learning communities”) to apply much of what we have learned in “real world” projects. By working on actual projects, our small group teams will help advance the “state of the art” associated with this still-emerging concept of the smart grid by determining if and how it (and related concepts such as demand response, energy storage, and enhanced renewables integration )can actually support sustainable development. Is the smart grid mainly just hype or is there hope that, over time, it can fulfill its promises? Let’s find out!

The course objectives for the spring term sessions are to further student’s the understanding of:

How a comprehensive strategy involving the smart grid, demand response, and storage can enhance the integration of solar power into the electric grid.

Smart grid application and implementation strategies that some other parts of the county are pursuing and their potential relevance to the Pacific Northwest.

The benefits and challenges of communicating and collaborating in interdisciplinary and multi-disciplinary small group “leaning communities” and in larger group settings, and successful strategies to enhance the benefits and overcome the challenges.

Strategies to collaborate in small teams to research, develop, and present a professional paper and a presentation on that paper to clients and other professionals in a public setting.

The subject matter associated with the specific case study your small group team selects.

Course Approach and Innovative FeaturesThis is the fourth year PSU has offered an interdisciplinary graduate level course on the smart grid. Past editions have been heralded by all four governors and many members of Congress from the four Northwest states, the Secretary of Energy, and numerous energy educators and experts for its innovative features. We will continue and build upon many of these innovative features this year. For example, the course:

Serves two critical audiences: (1) graduate students in engineering, information technology, public administration/policy, urban planning, business, economics, law, and related fields; and (2) mid-career professionals from the utility, information technology, public administration, architecture, urban and transportation planning, business, legal, and related communities who are interested in getting up to speed on the smart grid as a part of their professional development.

Is taught by a multi-disciplinary and interdisciplinary faculty team that can offer academic knowledge and practical experience in policy and planning, power engineering, information technology, and business. We apply academic theory and research to address real world challenges (“Making Oregon our Classroom”).

Invites additional nationally known experts to offer their perspectives. For example, underwriting in 2011 allowed us to invite some of the nation’s top smart grid experts who are working in regions of the country that are ahead of Oregon on smart grid policy development, at least in some respects. These speakers included the chairman of the Federal Energy Regulatory Administration, the chairman of the

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Colorado Public Utilities Commission, and smart grid leaders from California, Illinois, Texas, Ohio, New York and elsewhere. They offered valuable insights and recommendations on what Oregon should and should not include in the state’s Smart Grid Roadmap.

Offers a cross-disciplinary approach that deepens individual areas of expertise in the context of teamwork. For example, we establish interdisciplinary small group “learning communities” that require communication, learning, and the completion of group assignments across traditional disciplines. We believe that an ability to communicate across traditional disciplines is critical to the successful development of the smart grid. It is also a skill that is highly valued by employers interested in positioning their companies for a successful future.

Runs over two consecutive terms, with the second term building on the first. The first term focuses on establishing the smart grid basics and learning how to function in multidisciplinary student teams; the second term adds to the knowledge base but places primary emphasis on applying this knowledge to help support “real world” projects that identify and test how the smart grid can support sustainable development. Examples of actual projects our multidisciplinary small group learning communities have addressed so far: PGE’s Salem Smart Power Project, Strategies for the Smart Grid to Support Emerging EcoDistricts and District Energy Systems in Portland; Exploring the Connections between Smart Grid and Vehicle-to-Grid: Opportunities and Challenges in Oregon; The Smart Grid’s Role as an Enabler of Renewable Energy Integration in Oregon and the Pacific Northwest; and Strategies to Include Low-Income and Other Vulnerable Consumers as Smart Grid Beneficiaries. We do not require seminar participants to enroll for both terms but we encourage them to do so.

Concludes with a conference or public forum at which we present our findings and recommendations to government and business leaders. For example, in 2011, each of the student teams offered a presentation and a briefing book for the members of simulated “Governor’s Blue Ribbon Advisory Panel on Oregon’s Smart Grid Policy.” While the panel had no official standing, it consisted of people who could easily serve on such a panel and was chaired by the governor’s actual senior advisor on jobs and the economy. Some of these recommendations have been incorporated in the governor’s actual Ten-Year Energy Plan. Faculty member Michael Jung was asked to chair Governor Kitzhaber’s Ten Year Energy Plan Task Force, and Jeff Hammarlund was asked to lead the smart grid workgroup associated with this plan. This year’s concluding conference is tentatively scheduled for the evening of June 13, which is also when our class would normally meet during final’s week.

An additional innovative feature for this year involves making this course available in real time to other interested parties in the Northwest region through PSU’s Distance Learning Center. This allows interested students enrolled at partner universities and mid-career professionals working at partner electric utilities to take this course as part of their university curriculum or professional development training. Three Distance Learning options are available for students and mid-career professionals:

Video Conference. Participants may view the class presentations and interact with the faculty and guest speakers in real time at participating receiving Distance Learning Centers. This is the recommended option when possible.

Live Stream. Participants may view the class live but will not be able to interact with the faculty and guest speakers in real time.

Media Archive. Each class and presentation will be captured and stored for later viewing. A link will be provided for access to the archived media, which should be available the next day.

Small Group Learning Community Case Study Projects During the final class session of winter term, the faculty proposed ten potential small group learning community case study projects. We identified and ranked candidate projects using a number of criteria reflecting our best guess as to each projects likely potential to:

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Enhance the prospects for helping students secure new jobs or better jobs (professional development). This includes:

o Advancement in current employment – e.g., gaining promotions due to added experienceo Employment opportunity improvement – e.g., improving attractiveness of resume and

references Meet the workforce needs of our course sponsors (Intel, Portland General Electric, and Veris Industries)

and other employers. These employers include BPA, both investor and consumer owned electric utilities, vendors, consultants, trade associations, government agencies and non-profits.

Synchronize well with faculty knowledge and interest. Faculty members will be more helpful and enthusiastic if they support projects they are both interested in and knowledgeable about.

Synchronize well with student interests.

To test our assumptions about the student interest criterion, we requested and received student feedback during class. Based on this guidance and on additional faculty interactions with representatives of the potential “clients” associated with these projects, we narrowed our initial list of ten “candidate” projects to the four “finalists.” They are:

A Demand Response and Smart Grid Component of PSU’s Clean Energy Upgrade Project; Analysis related to two components of PGE’s Smart Power Project in Salem; A Smart Meter Consumer Data Study; and The Smart Grid and Demand Response Component of the Oregon Convention Center’s Strategic

Energy Plan.

Our plan is to recruit members of an Advisory Team for each project. In most instances, at least some of the members of the advisory team will also be representatives of that group’s “client” (PGE, PSU, Oregon Convention Center.) When possible, advisory team members will meet with their group for a formal “consultation session” during one of our regularly scheduled class periods. All students are encouraged to attend and learn from each of these consultation sessions, but the primary dialogue will be between the student group and their respective advisory team. Each student team will be encouraged to prepare and deliver questions to their advisory team in advance to ensure that their advisors’ precious time is used wisely.

The faculty will offer brief summaries of the project finalists during our first week of class and ask those students who are interested in joining a small group learning community to identify their top two choices for group class projects. It is important to note that professional development students may choose to participate in a small group or not. We are confident that all professional development students who attend most of the class presentations, participate in class discussions, listen in on the in-class consultation sessions, and tackle at some of the required readings will learn a lot in this course will learn a lot from this class. We will make this as easy as possible by recording all class lectures and in-class discussions and making these available on the password protected Desire 2 Learn class website the very next day. We are just as confident that professional development students will learn far more if they choose to supplement these important course activities by also joining a small group and participating in a class project. At the same time, we also appreciate that participation in a “real world” class projects such as these represents a significant time commitment that may not be possible for all professional development students. If you simply don’t have time to take this on, choosing not to join a small group learning community is 100% acceptable.

If you are a professional development student who is “on the fence”, be assured we do not expect you to make the same level of commitment to a class project that is expected of the graduate students. But we will expect you to be clear with yourself and your teammates regarding the level of commitment you can make. We would rather a professional development not join a small group learning community at all than make a commitment to take responsibility for on a specific aspect of the group project and fail to follow through.

We will determine how many of these case study projects we actually pursue and confirm the members of each group’s Advisory Team based on the guidance we receive from students after our initial class. To help you make an informed decision, here is some additional information on the four class project finalists.

Smart Grid and Demand Response Component of PSU’s Clean Energy Upgrade ProjectPSU has made a clear commitment to establishing a sustainable physical campus that can serve as a model to universities across the county. In 2010, the university adopted a Climate Action Plan (CAP) and set a target to reduce energy use 25 percent below 2000 levels through energy efficiency and demand management. It also completed a 10-year University District Framework Plan that positioned the campus as the institutional anchor of the South of Market (SoMa) EcoDistrict. This EcoDistrict includes 90 city blocks and approximately 9 million square feet of office, residential and university space. An estimated 50% of buildings in the district are owned by PSU.

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Current planning documents for PSU and the SoMa EcoDistrict call for an explicit focus on building retrofits to reduce carbon emissions generated by natural gas and electricity. Buildings currently account for 36 percent of PSU’s carbon emissions and are therefore a central target of climate mitigation strategies. PSU is now pursuing funding for a number of intriguing energy projects that could help the university achieve its clean energy commitments. An important objective of these projects is to engage students and faculty in hands-on, live projects utilizing the campus as a living laboratory. 

One of the largest proposals that could provide interesting opportunities for guidance from a student team is the Campus-Wide Energy Efficiency Retrofit Project. This project has been submitted to the US Economic Development Administration in the Department of Commerce and PSU expects a response by early to mid April. This proposal focuses on upgrading the campus district energy loop, establishing comprehensive metering across campus, and constructing a “visualization theater” to model and display energy efficiency benefits on campus.

The proposal’s District Energy Upgrade Component includes the replacement a 50-year boiler with a significantly more efficient boiler and other upgrades to the district energy loop to lower PSU’s carbon footprint and reduce operating costs. One possible option would be to convert the district energy system from a low-pressure steam based to a water-based system that is more efficient, cheaper to install and maintain, safer, and are more compatible with combined heat and power systems allowing for cheaper and more efficient production of heat and electricity. Such a system could also support the integration of wind and solar and other intermittent renewable energy options by providing more of the water heating when the wind is blowing and the sun shining and storing that energy as hot water when wind and solar energy are unavailable. The proposal’s Campus-Wide Metering Component would significantly improve the metering of campus buildings and install a new metering software system to more efficiently and effectively track energy and utility use. The proposal involves the installation of domestic water, chilled water and heating hot water, natural gas and electrical meters on 23 campus buildings. The system is expected to be a web-based energy monitoring service that will track buildings energy consumption, greenhouse gas emissions and help with identifying areas where efficiency can be increased. A detailed study of the potential for each building on campus has already been completed.

PSU is also submitting a proposal to BPA through its FY 2014 Technology Innovation Funding Opportunity. BPA offers $3.5 million in funding through this program and supports projects between $50,000-$500,000 each year, for up to three years; it requires a 50 percent cost share. The proposal has passed the first round of BPA’s selection process and is awaiting further approval decisions.

The PSU proposal addresses one of the focus areas BPA has indicated interest in exploring – lighting controls that could provide both energy efficiency (EE) and demand response (DR) benefits. Demand response is defined by the Northwest Power and Conservation Council as “a voluntary and temporary change in consumers’ use of electricity when the power system is stressed.“ BPA is particularly interested in establishing the technical feasibility and programmatic requirements of using various end use loads to decrease loads (and/or in some cases increase loads) in response to utility peaks, integration of renewable energy generation, or other grid conditions. In its guidance document for this funding opportunity, BPA notes that

“…while lighting is most popular EE measure in the Northwest, other regions of the USA routinely use lighting controls for both DR and EE purposes, with DR and EE measures often installed at the same time, with incentives paid for both attributes. The PNW lags all regions in the consideration of lighting for DR uses. It would be helpful to examine what can be done to get some DR value from lighting system retrofits and improved design of new lighting systems.” BPA suggests that some proposals might “assess and demonstrate the use of lighting controls to provide DR.”

PSU’s proposal does this by providing the capability to dim selected lights in response to a DR event. A lighting control system that is capable of responding to a DR signal would require:

A lighting system that is integrated into a building management system (BMS) and is thus capable of remote management;

A system that can interact with multiple independent an potentially different BMS’; and The integration of this system in ways that ensure that it can accept and respond to an OpenADR

signal.

Among other things, a small group student team could help determine what lighting control system would offer the best opportunity for success in meeting PSU needs and support the relevant objectives of both the

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Economic Development Commission grant and BPA’s Technology Innovation Funding Opportunity.

In addition to the course faculty, it is expected that the advisors on this project would include: Jason Franklin, PSU’s Director of Campus Planning and Design; Dan Zalkow, PSU’s Executive Director, Planning, Construction & Real Estate, Finance & Administration; Kathleen Belkhayat, Business Sector Project Manager for the Energy Trust of Oregon and a course alumnus. We may also work with Erin Flynn, PSU’s Associate Vice President in the Office of Research and Strategic Partnerships.

PGE Smart Power ProjectPortland General Electric’s role in the Pacific Northwest Smart Grid Demonstration Project involves developing a series of new pilot projects in the Salem area to investigate and demonstrate the use of battery storage to offset wind variability; commercial and residential demand response (including a water heater demand response program), remote-operated power line switches, and islanding a specific feeder to create a high-reliability zone. A small group learning community from the 2010 version of this class worked on one of the initial phases of this project. The project is now entering the operation and data collection phase. There are several potential project components a small group could work with PGE on that could provide benefits to both the student team and the utility. These include:

Energy Arbitrage. The student team could help determine the best times, amounts and economic values for charging and discharging the projects’ 5 MW, 1.25 MWh battery to optimize engineering and economic performance of the asset. This is often referred to as energy “arbitrage” (buying an asset, in this case electricity, at low price and selling it at a different time or in a different at a higher price.)

Microgrid and High Reliability Zone. A key component of the PGE Smart Power Project involves “islanding” of a section of the grid to create a “high reliability zone.” This high reliability zone can be viewed as a discrete microgrid that could be isolated from the rest of the grid. This student team could help determine various conditions and analyze customer scenarios in which different sections of the feeder would be isolated during fault conditions (outages), by fully utilizing two substations, the battery storage system, and the dispatchable standby generation on customer property to work as a unified whole to keep as many customers powered as possible under numerous permutations of power outage conditions in different locations on the distribution feeder. The team might also explore the lessons can be learned from this project that would assist others interested in similar islanding technology.

In addition to Mark Osborn, who was the Project Manger for the PGE Smart Power Program for its first three years, the members of the advisory team for this project would include Kevin Whitner, PGE’s Smart Grid Engineer, and Dr. Wayne Lei, PFE’s Director of Corporate R&D and Smart Grid Programming.

Smart Meter Consumer Data Study In 20111, 493 U.S. electric utilities had 37,290,374 advanced ("smart") metering infrastructure (AMI) installations. About 77% were installed by investor-owned utilities and about 90% were residential customer installations.

Advanced metering infrastructure includes meters that measure and record electricity usage at a minimum of hourly intervals and provide the data to both the utility and the utility customer at least once daily. They range from basic hourly interval meters to real-time meters with built-in two-way communication capable of recording and transmitting instantaneous data.

With so many meters installed, the question arises: what benefits are utilities and their customers seeing from these installations? A potential project would research this question by looking at a sampling of utilities with smart meters to:

Understand what smart meter data is being made available to consumers – e.g., intervals, frequency of updates, delays in the data, data formats, analysis capabilities, interfaces to energy management systems, etc.

1 See http://www.eia.gov/tools/faqs/faq.cfm?id=108&t=3

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Understand what data is available to researchers to study energy consumption and consumer energy behavior patterns.

The project would likely require a combination of web site research and calls directly to a sampling of utilities. A study of secondary data and publications could also be useful. Conclusions and recommendations to regulators, consumer advocates and utilities could be an output of such a project. An advisory team for this project has not been identified yet but it will likely includes James Mater, a member of the course faculty.

Proposing a Smart Grid and Demand Response Component of the Oregon Convention Center’s Strategic Energy PlanErin Rowland, an alumnus of PSU first (2009) Designing the Smart Grid for Sustainable Communities class, was recently hired as the Sustainability Coordinator for the Oregon Convention Center (OCC). She is interested in the possibility of working with a student team to develop a smart grid and demand response component of their overall Strategic Energy Management Plan.

According to Erin, the OCC has entered into an agreement with the Energy Trust of Oregon (ETO) to develop a Strategic Energy Management Plan. This process includes: developing an energy efficiency policy for the OCC, setting energy reduction targets, implementing various actions from an act list created for OCC from an ETO energy audit, creating an “energy team” (along the lines of a “green team)”, receiving onsite support from ETO in identifying efficiency measures, and more. OCC is also working on various “Retro-Commissioning” projects, focused on lighting upgrades, BAS, and more. They have an ongoing contract with Glumac Engineering to identify opportunities and support various projects. OCC is in the middle of the “performance period” for their LEED EBOM re-certification. They hope to achieve Gold status. They are also vetting proposals for a new roof (phase 1), which includes looking into the feasibility options of adding a solar and/or eco-roof. Finally, they have developed a partnership with the Rose Quarter and Memorial Coliseum to develop a shared thermal energy project.

The Energy Trust of Oregon (ETO) is able to make recommendations on the energy efficiency and renewable energy components of the OCC’s Strategic Energy Plan, but not on the demand response storage and related components of the plan. Fortunately, Kathleen Belkhayat, the Energy Trust of Oregon’s project manager for the OCC Strategic Energy Plan, was a participant in the winter term component of this course and has offered to serve as an advisor to the student team working on this effort. This will help to ensure that the recommendations from the student team are consistent with and build upon those that come from ETO, their subcontractors, and other parties. The role of the student team would be to examine what role the smart grid, demand response, and related technologies and approaches might play in supporting and advancing other efforts. In addition to Kathleen, other potential advisors for this project include Erin Rowland, and her boss, the OCC facilities manager. They will also be the clients for this student team.

Final Class Projects and Pubic ForumFor its final project, each small group learning community will prepare and deliver a professional-quality report and offer a 30-minute presentation to their clients at the Public Forum during our last evening of class (June 13.) Each report will include at least the following: the team’s definition of the problem they have decided to address, the alternative approaches to addressing this problem they have considered, the criteria they used to evaluate trade-offs among alternatives, their recommended course of action, and justification for that recommendation. If this was not a class exercise, all of those steps might not be included in the final report. Since we are participating in a learning environment, we will “show our work” to demonstrate to the faculty and our clients that we have learned how to conduct a first-rate analysis as well as prepare a first-rate report.

This public forum will take place in the Urban Center’s Second Floor Gallery. In addition to the clients, we will invite, the members of each group’s advisory team, the board of directors and advisory council members of Smart Grid Oregon, all students from this and previous year’s smart grid classes, and other interested parties.

Course SponsorsWe could not offer a course with such a strong and diverse faculty team of recruit talented guest speakers without the generous financial support from companies with a strong local and regional presence that believe that the Smart Grid can make important contributions to a cleaner and more sustainable energy future. We would like to thank Portland General Electric for offering leadership and guidance, plus critical financial,

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

faculty and technical support all four year’s we have offered this course, Intel Corporation for offering valuable support for three years, and Veris Industries our newest sponsor and underwriter.

With these underwriters support, we have been able to recruit a first-rate faculty team with a wide range of backgrounds. The faculty members are listed above.

Guest SpeakersOur course sponsors have also contributed some of the financial support needed to help us recruit a stellar group of guest speakers. In some cases, we have been able to pay for their basic travel and accommodations. In other cases, the guest speakers have agreed to contribute some or all of these costs. In no cases, are the speakers requiring an honorarium. We want to acknowledge and appreciate their generosity and passion for contributing to our efforts to help prepare the next generation of leaders in this new and important endeavor.

Our guest speakers for spring term will be based in part on the projects the class decides to work on through the small group learning communities during the initial two weeks of the term. However, we can confirm several guest speakers now. The first is Eran Mahrer, Vice President, Research and Strategy for Strategy for the Solar Electric Power Association. SEPA is holding their annual Utility Solar Conference in Portland April 16-and 17, and Eran has kindly agreed to stay over and speak to the class on how the smart grid can enhance the potential of solar energy the evening of April 18.Michal Jung, Policy Director for Silver Spring Networks and former Chair of the Governor’s Ten Year Energy Plan Task Force, and a winter term faculty member; and Bill Henry, long time class participants and an analyst with EQL Energy, have offered to speak later in the term.

Opportunity to Participate in the Inaugural Transactive Energy ConferenceMost (and potentially, all) participants in this course will receive a full scholarship to attend a very important conference that will take place in Portland on May 23 and 24. Additional students will be allowed to attend if the conference does not sell out and space is still available. In addition, at least one major conference speaker will be a guest speaker in the class on May 23.

The standard registration fee for this conference is $400 ($450 for those who register the day of the conference), so this is a great “two for the price of one” deal. We can offer this because PSU’s Center for Public Service is one of the conference sponsors.

The conference is called Transactive Energy – Implementing the Future of the Electric System. It is the first conference in the world to address this very important aspect of the Smart Grid. It will feature a number of government and industry heavy hitters including:

John Wellinghoff, the Chairman of the Federal Energy Regulatory Commission; Phil Jones, Chairman of the Board and President of the National Association of Regulatory Utility

Commissioners and Member of the Washington Utilities and Transportation Commission; Ron Ambrosio, Global Research Executive, IBM; Aaron Snyder, Director, Smart Grid Labs, EnerNex; Top officials from the Department of Energy, and more.

The speaker list is still being developed. Click here for the latest updates, or go to: http://www.pointview.com/s/131#Speakers.

What is Transactive Energy? You can tell the world after you take this class and attend this conference. For now, we will simply say it is the set of theories, practices and technologies needed to implement the vision of the smart grid.   It includes advanced techniques for managing the generation, consumption or flow of electric power within an electric power system through the use of economic or market based constructs while considering grid reliability constraints.   In this context, the term "transactive" refers to making energy decisions based on economic value.

Course ReadingsWe will use two course texts for both the winter and spring terms of this course. They are:

Peter Fox-Penner, Smart Power: Climate Change, the Smart Grid, and the Future of Electric Utilities, Island Press, 2010

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Fereidoon P. Sioshansi (ed.), Smart Grid: Integrating Renewable, Distributed & Efficient Energy, Academic Press/Elsevier, 2012

Both books are available at the PSU Bookstore (for PA 510, section CPS). They are also available at various on-line booksellers. Some of the readings we will assign from these texts were also assigned during winter term, so they may be a review for those students who are continuing from winter term.

In addition, we will use two new texts during spring term.

Fortunately, one is available free on line. It is John Kassakia, Richard Schmalensee, et al, The Future of the Electric Grid: An Interdisciplinary Study. It is available for download as a full document or separate chapters at: http://mitei.mit.edu/publications/reports-studies/future-electric-grid.

The other will be used during week 3 (April 25) and is not available at the bookstore so it should be ordered from an on-line bookseller as soon as possible. It is Eugene Bardach, A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving. Note: this book is in its fourth edition. I see it on Amazon for $26. However, any of the earlier editions will be fine for our purposes and they are available for as little at $2.12. I also own three copies of the first edition and would be happy to loan them (with priority to starving grad students.)

In addition, we will use many studies and articles that are available on line or in journals that are available electronically through the PSU library. When possible, we include links to the articles so students can access the articles directly from an electronic version of the course syllabus. When this is not possible, we post the article in the proper week on the Desire to Learn (D2L) course website maintained by PSU and available to registered participants. Some of the articles we read toward the end of the term will not have been published yet when the term begins. Our guest speakers will recommend other articles, in some cases just the week before that class session. As a result, D2L will be updated regularly throughout the term.

Week 1 (April 11) Introduction to the Topic, Course Plan, and Class Participants Introduction to Candidate Case Study Projects

Agenda 6:30 Welcome 6:40 Student introductions7:10 Faculty introductions and roundtable on what we find intriguing about the Smart Grid in general and

our candidate case studies in particular (15 minutes each faculty member)7:50 Break8:00 Course plan and logistics (Jeff)8:15 Role of small group learning communities (Jeff)8:25 Introduction to the candidate case study projects (Faculty)9:15 Receive Individual Assignment 1 (Your bio, class objectives, and guidance on projects)9:20 Distribution of D2L usernames and password/An introduction to D2L (Jeff and Lisa)9:40 Adjourn

Reading Assignment for Week 1 (this will be review readings for winter term students)Priority Reading:Course text:

Fox-Penner, Smart Power: Climate Change, the Smart Grid, and the Future of Electric Utilities, chapters 1-3

Posted on Desire to Learn (D2L): US DOE, Smart Grid Vision Statement (A Vision for the Smart Grid/What Is the Smart Grid?) US DOE, Enhancing the Smart Grid: Integrating Clean Distributed and Renewable Generation Friedman, The Energy Internet: Where IT Meets ET

Web links: Subscribe to free on-line Smart Grid Newsletter at

http://www.smartgridnews.com/artman/publish/index.html and review updates throughout course.

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Litos Communications for US DOE, The Smart Grid: An Introduction http://www.oe.energy.gov/DocumentsandMedia/DOE_SG_Book_Single_Pages.pdf

Ebert, Customers Right to Be Wary of Smart Gridhttp://www.nwenergy.org/news/the-transformer-january-4-2011/

US DOE, Enhancing the Smart Grid: Integrating Clean Distributed and Renewable Generation http://energy.gov/sites/prod/files/oeprod/DocumentsandMedia/RDSI_fact_sheet-090209.pdf

Additional Recommended Reading: Pernick et al, Carbon Free Prosperity 2025: How the Northwest Can Create Green Jobs, Deliver Energy

Security, and Thrive in the Global Clean-Tech Marketplace (see especially chapter on Smart Grid Technologies) http://climatesolutions.org/resources/reports/carbon-free-prosperity/CarbonFreeProsperity.pdf

Week 2 (April 18) Can the Smart Grid, Demand Response, and Storage Help Solar Electric Power Blossom? Creation of Smart Grid Learning Communities and Selection of Case Study Projects

Agenda:6:30 Announcements6:40 Can the smart grid, demand response, and storage help solar electric power blossom? (Eran Mahrer,

Vice President, Utility Strategy, Solar Electric Power Association)8:15 Break8:25 Formation of multidisciplinary small group learning communities and selection of case study projects8:35 Troubleshooting on D2L, Google groups and small group learning communities (Lisa, faculty, and class)8:45 Small groups meet, exchange contact information, and get started on case studies with faculty support9:40 Adjourn

Reading Assignment for Week 2:Priority Reading: Course text:

Fox-Penner, Smart Power: Climate Change, the Smart Grid, and the Future of Electric Utilities, chapters 1-2

Sioshansi, Smart Grid: Integrating Renewable, Distributed, & Efficient Energy, chapters 5 (Prospects for Renewable Energy: Meeting the Challenges of Integration and Storage), 6 (The Smart Grid Vision and Roadmap for California, and 7 (Realizing the Potential of Renewable and Distributed Generation)

Kassakia and Schmalensee, Chapter 3 (Integration of Variable Energy Resources)Posted on Desire to Learn (D2L):

Gibson, What’s Next for Solar?Web links:

Miller & Beauvais for IEA and International Smart Grid Action Network, Smart Grid Contributions to Variable Renewable Resource Integration, 2012, http://www.ourenergypolicy.org/smart-grid-contributions-to-variable-renewable-resource-integration/

American Physical Society, Integrating Renewable Electricity on the Grid, A Report of the APS Panel on Public Affairs (read at least executive summary and section on storage) http://www.aps.org/policy/reports/popa-reports/upload/integratingelec.pdf

Renewable Energy Integration is Becoming a Higher Priority for Smart Grid Projects, Navigant Research, http://www.navigantresearch.com/newsroom/renewable-energy-integration-is-becoming-a-higher-priority-for-smart-grid-projects

Additional Recommended Readings: Forsten & Brooks, Integrating Renewables-Role of the Smart Grid,

http://www.nrel.gov/esi/pdfs/esif_workshop_10_brooks.pdf Kirby and Milligan, Utilizing Load Response for Wind and Solar Integration and Power, Reliability,

http://www.nrel.gov/docs/fy10osti/48247.pdf Massive Freezers Test Integration of Renewables Using Smart grid, Sustainable Business News,

http://www.greenbiz.com/blog/2012/10/29/massive-freezers-integration-renewables-smart-grid

Week 3 (April 25) Consultation Session with Advisory Committee on PGE’s Smart Power Project in Salem

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

o Battery Arbitrageo Microgridso (Possibly Commercial DR Analysis)o (Possibly Cost/Benefit of Experiments)

Agenda:6:30 Announcements6:35 Consultation session between Small Group Team and Advisory Committee, Part 18:00 Break8:10 Consultation session between Small Group and Advisory Committee, Part 29:40 Adjourn

Reading Assignment for Week 3:Priority Reading:Course Text:

Sioshansi, Chapter 10 (What Role for Microgrids?) Fox-Penner, Chapter 3

Additional Priority Reading on Microgrids:Web Links:

Lawrence Berkley National Lab, The Microgrid Concept http://der.lbl.gov/microgrid-concept Galvin Electricity Initiative, What Are Smart Microgrids? (Explore additional links if possible)

http://galvinpower.org/microgrids US DOE, Summary Report: 2012 DOE Microgrid Workshop (at least skim)

http://energy.gov/sites/prod/files/2012%20Microgrid%20Workshop%20Report%2009102012.pdfPosted on D2L:

Asmus, Moving Microgrids to the Mainstream, Forbes.com Asmus, Microgrids, Virtual Power Plans and Our Distributed Energy Future Rahimi & Ipakchi, Transactive Energy Techniques-Closing the Gap between Wholesale and Retail

Markets (how tranasctive energy can support arbitrage and grid reliability) Shahidehpour & Clair, A Functional Microgrid for Enhancing Reliability, Sustainability, and Energy

Efficiency (on Illinois Institute of Technology’s on campus microgrid) Marritz, NRRI Panel: Are Microgrids Potential Answer to Grid- and Cyber-Security?

Additional Recommended Readings on MicrogridsPosted on D2L:

Ton & Smith, The U.S. Department of Energy’s Microgrid Initiative Vasiljevska et al, Evaluating the Interest in Installing Microgrid Solutions Bhavaraju et al, Multi-Inverter Controls and Management of Energy Storage for Microgrid Islanding Panwar et al, Dispatch in Microgrids-Lessons from the Fort Collins Renewable and Distributed Systems

Integration Demonstration Project

Additional Priority Reading on Energy Storage and Arbitrage: About.com Economics, What Is Arbitrage? http://economics.about.com/cs/finance/a/arbitrage.htm Kinter-Meyer et al (PNNL), National Assessment of Energy Storage for Grid Balancing and Arbitrage:

Phase 1, WECC http://energyenvironment.pnnl.gov/pdf/PNNL-21388_National_Assessment_Storage_Phase_1_final.pdf (focus on arbitrage sections and at least skim others that look interesting)

Kinter-Meyer et al (PNNL), National Assessment of Energy Storage for Grid Balancing and Arbitrage (PowerPoint Presentation on full report) http://energy.gov/sites/prod/files/ESS%202012%20Peer%20Review%20-%20National%20Assessment%20of%20Energy%20Storage%20for%20Grid%20Balancing%20and%20Arbitrage%20-%20Michael%20Kintner-Meyer,%20PNNL.pdf

Additional Recommended Readings on Energy Storage and Arbitrage:Web links:

Navigant Research, Advanced Batteries for Utility-Scale Energy Storage Applications http://www.navigantresearch.com/research/advanced-batteries-for-utility-scale-energy-storage-applications (announcement on study; unfortunately we cannot afford the actual study so we must reply on this summary)

Hafliðason, Electric Energy Price Arbitrage Using Battery Energy Storage Feasibility Study http://skemman.is/en/stream/get/1946/12605/30871/1/Electric_Energy_Price_Arbitrage_2.0.pdf

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Walawalkar and Apt (for US DOE and NETL), Market Analysis of Emerging Electric Energy Storage Systems http://www.netl.doe.gov/energy-analyses/pubs/Final%20Report-Market%20Analysis%20of%20Emerging%20Electric%20Energy%20Sto.pdf

Walawalkar et al, Economics of Electric Energy Storage for Energy Arbitrage and Regulation in New York https://wpweb2.tepper.cmu.edu/ceic/pdfs/CEIC_06_04.pdf

Denholm et al (for NREL), The Role of Energy Storage with Renewable Electricity Generation http://www.nrel.gov/docs/fy10osti/47187.pdf

Demand Energy, Energy Price Arbitrage (see especially microgrid and backup systems) http://demandenergynetworks.com/solutions/commercial-buildings-complexes-energy-storage/energy-price-arbitrage

PowerOasis, PowerOasis Launches Extended Power Back-up and Smart Grid Energy Arbitrage System for Wireless Operators http://www.power-oasis.com/poweroasis-launches-extended-power-back-up-and-smart-grid-energy-arbitrage-system-for-wireless-operators

Week 4 (May 2) A Tool Kit to Help Small Group Learning Communities Analyze and Prepare their Case Study

Project Reports and Recommendations Small Groups Receive Pubic Forum Paper and Presentation Guidelines and Project Work

Plan Assignment Small Group Teams Meet

Agenda:6:30 Announcements6:35 A “Tool Kit” to help Small Group Learning Communities develop a report for their clients (Part 1) (Jeff

Hammarlund)8:00 Break8:10 A Tool Kit to help Small Group Learning Communities (Part 2) (Jeff Hammarlund)8:50 Small group teams receive Small Group Assignment 1 (client paper and presentation guidelines and

presentation & project work plan assignment, and problem definition)9:00 Small group teams meet9:40 Adjourn

Reading Assignment for Week 4:Priority Reading: Course text:

Bardach, A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Policy Analysis (read all chapters)

Week 5 (May 9) Consultation Session with Advisory Committee on Smart Grid and Demand Response

Component of PSU’s Clean Energy Upgrade Project Small Group Team’s Problem Statement and Initial Paper Outline Due

Agenda:6:30 Announcements6:35 Consultation session between Small Group Team and Advisory Committee, Part 18:00 Break8:10 Consultation session between Small Group Team and Advisory Committee, Part 29:40 Adjourn

Reading Assignments for Week 5:Priority Reading:Course text:

Sioshansi, Chapter 9 (Renewables Integration through Direct Load Control and Demand Response) Kassakia and Schmalensee, Chapter 7 (Engaging Electricity Demand) Fox-Penner, Chapter 4

Web links: The Energy Grid, Demand Response Programs

http://www.gridwiseac.org/about/transactive_energy.aspx Wikipedia, Demand Response http://en.wikipedia.org/wiki/Demand_response

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Portland State University, Portland State University District Framework Plan, http://www.pdx.edu/planning-sustainability/university-district-framework-plan and http://www.pdx.edu/planning-sustainability/sites/www.pdx.edu.planning-sustainability/files/PSU%20FrameworkPlan_WEB.pdf

Portland State University, Portland State University Climate Action Plan, http://www.pdx.edu/planning-sustainability/climate-action and http://www.pdx.edu/sites/www.pdx.edu.sustainability/files/ClimateActionPlan%284mb%29.pdf

Seltzer et al, Making EcoDistrictsConcepts & Methods for Advancing Sustainability in Neighborhoods (read at least Executive Summary and Introduction), http://pdxinstitute.org/wp-content/uploads/2013/03/making_ecodistricts_concepts_and_methods_for_advancing_sustainability_in_neighborhoods.pdf

Bowan et al, North Carolina State University Centennial Campus Smart Grid Feasibility Study, http://issuu.com/ncsu_energy/docs/centennial_campus_smart_grid_feasibility_study_fin

Additional Recommended Reading:Web links: NREL, Smart Grid and Climate Neutral Research Campuses (with links to specific university campuses),

http://www.powermag.com/issues/cover_stories/In-Search-of-Perfect-Power_1801.html WSU Develops Smart Grid Expertise (short video), http://school.eecs.wsu.edu/innov_lecture Pullman Becomes Smart Grid Community, http://researchnews.wsu.edu/physical/260.html Pacific Northwest Smart Grid Demonstration Project 2012 Annual Report (see page 3, University of

Washington: A Smart Grid Campus for the 21st Century), http://www.pnwsmartgrid.org/docs/2012_annual_report.pdf

Roseth, University of Washington Launches Research Phase of Smart Grid Project, http://www.washington.edu/news/2012/10/24/university-of-washington-launches-research-phase-of-smart-grid-project/

Week 6 (May 16) Consultation Session with Advisory Committee on Third Case Study Project (TBD) Faculty Feedback on Problem Definition Detailed Work Plan Client Paper and Presentation Due

Agenda, Speakers and Reading in Process

Partial Priority Reading for Week 6Priority Reading:

Kathan et al, 2012 Assessment of Demand Response and Advanced Metering: Staff Report, FERC December 2012 http://www.ferc.gov/legal/staff-reports/12-20-12-demand-response.pdf

Perlstein, Can Demand Response Programs Help Meet the Renewable Energy Integration Challenge? Aol Energy http://energy.aol.com/2012/08/09/can-demand-response-programs-help-meet-the-renewable-energy-inte/

Perlsten et al, Potential Role of Demand Response Resources in Maintaining Grid Stability and Integrating Variable Renewable Energy under California’s 33 Percent Renewable Portfolio Standard, Navigant http://www.navigant.com/insights/library/energy/2012/maintaining_grid_stability/

Klose, et al, Toward a Distributed-Power World-Renewables and Smart Grids Will Reshape the Energy Sector, Boston Energy Group

Additional Recommended Reading: Kathan et al, Implementation Proposal for the National Action Plan on Demand Response, FERC July

2011 http://www.smartgrid.gov/sites/default/files/doc/files/Toward_DistributedPower_World_Renewables_Smart_Grids_Will_Re_201008.pdf

Week 7 (May 23) Transactive Energy Conference and Guest Speaker(s)

o Speaker(s) to be recruited by James Mater Detailed Client Paper Outline Due Faculty Consultation with Small Group Teams

Agenda, Speakers and Readings in Process

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Designing the Smart Grid for Sustainable Development Course Syllabus, Spring Term, 2013

Potential Reading Assignments for Week 5: GridWise Architecture Council, Transactive Energy

http://www.gridwiseac.org/about/transactive_energy.aspx Taft and DeMartini (for Cisco), Ultra Large‐Scale Power System Control Architecture

http://www.cisco.com/web/strategy/docs/energy/control_architecture.pdf Caltech’s Resnick Institute, Grid 2020-Towads a Policy of Renewable and Distributed Energy Resources

http://resnick.caltech.edu/learn/docs/GRID_2020_Resnick%20Report.pdf

Week 8 (May 30) The State of Smart Meters and Consumer Information Today/Leading States and Utilities in

Consumer Benefits/View of last mile to consumer (Michael Jung) Electricity Markets and Demand Response (Bill Henry) Draft of Client Paper Due Faculty Consultation with Small Group Teams

Agenda and Additional Readings in Process

Week 9 (June 6) Dry Run of Client Presentations for Public Forum Near Final Draft of Client Paper Due Faculty Consultations with Small Group Teams

Week 10 (June 13) Public Forum Presentation of Certificates of Completion

Other Course InformationOptional Field Trip: There will be optional class field trips related to our case study projects. More information will become available as it develops.

Evaluation of student work: Course evaluations and grades will be based on student performance in four areas: the individual and group assignments associated with the steps leading to the final project will count for 20% of the grade, the final report will count for 40%, the presentation on June 13 will count for 20%, and class participation, observance of due dates, and attendance will count for the remaining 20%. Students taking the course for professional development are encouraged to participate actively in their small group learning communities. This is where a significant amount of your learning will take place. Some organizational sponsors may require an evaluation of performance as a condition for reimbursing course payment. Faculty will follow their direction and/or we will establish an understanding with the organizational sponsor. Unless the company sponsor advises us otherwise, we will assume that professional development students will not take the final exam. However, we will expect all students to participate in and complete other group and individual assignments. Faculty will ask all students to complete an anonymous evaluation of the small group leaning community process as a whole and of the participation level and performance of each small group member. This information will be factored into the evaluation of each student’s performance in the course.

Attendance and Etiquette: Please email Jeff Hammarlund and Lisa Harrison in advance if you will need to miss a class session. Arrange for someone else in class to pick up any class handouts for the missed session. Please come to class on time and turn all cell phones off.

Faculty office hours: Jeff Hammarlund: Wednesday 1-3 pm and by appointment, 503-249-0240 and hammarj@pdx.eduLawrence Beaty: By appointment, beatkawr@isu.edu, 208-282-3265James Mater: By appointment, jmater@qualitylogic.com, 503-780-9796Mark Osborn, mark.osborn@fivestarsintl.com, 503-709-9373

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