Sustainability at Auburn University: Assessing Rooftop Solar Energy Potential for Electricity Generation with Remote Sensing and GIS in a Southern US Campus

Achieving sustainability through solar energy has become an increasingly accessible option in the United States (US). Nationwide, universities are at the forefront of energy efficiency and renewable generation goals. The aim of this study was to determine the suitability for the installation of photovoltaic (PV) systems based on their solar potential and corresponding electricity generation potential on a southern US university campus. Using Auburn University located in the southern US as a case study, freely available geospatial data were utilized, and geographic information system (GIS) approaches were applied to characterize solar potential across the 1875-acre campus. Airborne light detection and ranging (lidar) point clouds were processed to extract a digital surface model (DSM), from which slope and aspect were derived. The area and total solar radiation of campus buildings were calculated, and suitable buildings were then determined based on slope, aspect, and total solar radiation. Results highlighted that of 443 buildings, 323 were fit for solar arrays, and these selected rooftops can produce 27,068,555 kWh annually. This study demonstrated that Auburn University could benefit from rooftop solar arrays, and the proposed arrays would account for approximately 21.07% of annual electricity requirement by buildings, equivalent to 14.43% of total campus electricity for all operations. Given increasing open and free access to high-resolution lidar data across the US, methods from this study are adaptable to institutions nationwide, for the development of a comprehensive assessment of solar potential, toward meeting campus energy goals.

Navigating Performance-Based Assessments in Unprecedented Times

This chapter focuses on the implementation of performance-based assessments (PBAs) at the Auburn University Harrison School of Pharmacy (AUHSOP) during the COVID-19 pandemic, when shifts were made to a fully remote delivery of the pharmacy curriculum in March 2020 and then altered to a hybrid delivery in the fall semester in which students returned to campus in a limited capacity. In addition to describing adaptations made due to curriculum delivery changes for each professional year, the chapter will provide specific challenges encountered while planning and implementing PBAs with a focus on factors related to students, standardized persons (SPs), and logistics. Student and SP perceptions of remote PBA delivery will be presented as well as strategies for improvement of future PBA events.

Enhanced Mentored Undergraduate Research Experiences: Successful Strategies Used in Two Laboratories at Auburn University

Purpose There is a growing trend toward the provision of undergraduate research experiences as a high impact educational practice that promotes the development of critical thinking and problem-solving skills. This tutorial aims to provide mentoring pathways and resources to faculty mentors who may be unaware of the benefits of undergraduate student participation in research or faculty researchers who are interested in developing meaningful mentored undergraduate research experiences (MUREs). Faculty and student perspectives shared from two research labs at Auburn University illustrate an applied framework for implementation of MUREs. The observed benefits and potential barriers related to the development of MUREs in these laboratories as well as specific recommendations for a structured mentoring approach to optimize student training and research deliverables are described. Conclusions Key elements for developing successful MUREs include relationship building between the mentor and the student, identifying the benefits for both the students and mentor, and persevering beyond barriers to implementation. The utilization of practical guides, theoretical approaches, and collaborative efforts yielded benefits for both students and mentoring faculty in two research labs at Auburn University. Practical guides for obtaining funding for MUREs and accompanying supplemental materials (a lab manual template and manuscript-writing guide) that have supported success in our labs are provided. Supplemental Material https://doi.org/10.23641/asha.14044067

JHET INTERVIEWS: ROBERT F. HÉBERT

Robert F. Hébert was the eighteenth president of the History of Economics Society, from 1991 to 1992. He studied at Louisiana State University at Baton Rouge from his undergraduate degree (completed in 1965) to his PhD (obtained in 1970). During his academic career he taught economics in the US at Clemson University (South Carolina, 1970 to 1974), Auburn University (Alabama, 1974 to 2000), and the University of Louisiana at Lafayette (2000 to 2005); and in France at Université de Paris 1 (Sorbonne, 1995) and at the University of Caen (2004). Currently Professor Hébert is Russell Foundation Professor of Economics (Emeritus Professor of Entrepreneurial Studies) at Auburn University, and he resides in Baton Rouge, Louisiana. This interview was done in writing from November 6 to December 18, 2019.

JHET Interviews: Robert F. Hébert

Robert F. Hébert was the eighteenth President of the History of Economics Society, from 1991 to 1992. He studied at Louisiana State University at Baton Rouge from his undergraduate degree (completed in 1965) to his PhD (obtained in 1970). During his academic career he taught economics in the U.S. at Clemson University (South Carolina; 1970-1974), Auburn University (Alabama; 1974-2000), and the University of Louisiana at Lafayette (2000-2005); and in France at Université de Paris 1 (Sorbonne; 1995) and at the University of Caen (2004). Currently Professor Hébert is Emeritus Russell Foundation Professor of Entrepreneurial Studies at Auburn University, and he resides in Baton Rouge, Louisiana. This interview was done in writing from November 6 to December 18, 2019.

Rose McLarney

Rose McLarney was reared near Asheville, North Carolina. From an early age, she had a keen love for the mountains, which she credits in part for her decision to attend Warren Wilson College for both her BA and MFA degrees, where she has also taught. McLarney is a professor of creative writing at Auburn University. She has published two collections of poems, ...