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Understanding the Social Value of Solar Energy Production in the Phoenix Metropolitan Area

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With an abundance of sunshine, the state of Arizona has the potential for producing large amounts of solar energy. However, in recent years Arizona has also become the focal point in a political battle to determine the value and future of residential solar energy fees, which has critical implications for…

With an abundance of sunshine, the state of Arizona has the potential for producing large amounts of solar energy. However, in recent years Arizona has also become the focal point in a political battle to determine the value and future of residential solar energy fees, which has critical implications for distributed generation. As the debate grows, it is clear that solar policies developed in Arizona will influence other state regulators regarding their solar rate structures and Net Energy Metering; however, there is a hindrance in the progress of this discussion due to the varying frameworks of the stakeholders involved. For this project, I set out to understand and analyze why the different stakeholders have such conflicting viewpoints. Some groups interpret energy as a financial and technological object while others view it is an inherently social and political issue. I conducted research in three manners: 1) I attended public meetings, 2) hosted interviews, and 3) analyzed reports and studies on the value of solar. By using the SRP 2015 Rate Case as my central study, I will discuss how these opposing viewpoints do or do not incorporate various forms of justice such as distributive, participatory, and recognition justice. In regards to the SRP Rate Case, I will look at both the utility- consumer relationship and the public meeting processes in which they interact, in addition to the pricing plans. This work reveals that antiquated utility structures and a lack of participation and recognition justice are hindering the creation of policy changes that satisfy both the needs of the utilities and the community at large.
ContributorsGidney, Jacob Robert (Author) / Richter, Jennifer (Thesis director) / Jurik, Nancy (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
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Undergraduates Learning Public Engagement through Designing and Sharing Games: Undergraduate Research Engineers Enacting the Roles of Public Engagement with Science

Description
This study is a qualitative exploration into the roles and social identities that Research Engineering Undergraduates (REU) enacted while engaging the public through designing serious games. At present, the science communication field is searching for ways to train the next generation of scientists to practice public engagement with science in…

This study is a qualitative exploration into the roles and social identities that Research Engineering Undergraduates (REU) enacted while engaging the public through designing serious games. At present, the science communication field is searching for ways to train the next generation of scientists to practice public engagement with science in a way that fosters dialogue with the public, however, little research has been done on training undergraduates in this regard. This exploratory study seeks to determine what opportunities a game design project in a summer program in solar energy engineering research provides undergraduates to that end. The project includes REUs designing games through a facilitated design process and then sharing them with the public at arts festivals. Through discourse analysis, data was analyzed through the lens of cohesion in order to interpret what roles and social identities REUs enacted as well as members of the public who play the games. Based on the analysis of 12 REUs and 39 player participants, findings indicate REUs most often enacted the science game designer social identity and science educator role during the public event. Less often, REUs enacted a sociotechnical role to determine the player's relationship to science/solar energy. Also, less often did they position themselves directly as scientists. For the most part, REUs reproduced the dissemination model of science communication in an interactive way and with an element of reflexivity. However, during public engagement events, dialogue with the public occurred when REUs enacted open-ended roles that enabled members of the public to contribute to the conversation by assuming a range of roles and social identities rather than positioning them into a single role. Dialogue was also supported when REUs were responsive and shifted their role/ social identity to correspond with the public’s enactment. Some players enacted a local Arizonan social identity in response to the open-ended role and game content about Arizona’s solar energy. The project afforded REUs the opportunity to learn illustration and reformulation to communicate science concepts. Also, REUs referenced their game during illustration and reformulation, using it as a tool to teach science, be a science game designer, and other enactments. More research is needed to determine how science, technology, engineering, and math (STEM) undergraduates learning science communication can design serious games and conduct player reflections in such a way to promote dialogue to a greater degree than observed in this study.
ContributorsEvans, Mathew (Author) / Jordan, Michelle (Thesis advisor) / Koro, Mirka (Thesis advisor) / Jalbert, Kirk (Committee member) / Arizona State University (Publisher)
Created2020
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Viewing Tellurium Production and Usage in Solar Panels Through an Energy Justice Lens

Description
Climate change has necessitated the transition from non-renewable energy sources such as coal, oil, and natural gas to renewable, low-carbon energy sources such as solar, wind, and hydroelectric. These energy sources, although much better equipped to reduce carbon-induced climate change, require materials that pollute the environment when mined and can…

Climate change has necessitated the transition from non-renewable energy sources such as coal, oil, and natural gas to renewable, low-carbon energy sources such as solar, wind, and hydroelectric. These energy sources, although much better equipped to reduce carbon-induced climate change, require materials that pollute the environment when mined and can release toxic waste during processing and disposal. Critical minerals are used in low-carbon renewable energy, and they are subject to both the environmental issues that accompany regular mineral extraction as well as issues related to scarcity from geopolitical issues, trade policy, and geological rarity. Tellurium is a critical mineral produced primarily as a byproduct of copper and used in cadmium-telluride (CdTe) solar panels. As these solar panels become more common, the problems that arise with many critical minerals’ usage (pollution, unfair distribution, human health complications) become more apparent. Looking at these issues through an energy justice framework can help to ensure availability, sustainability, inter/intragenerational equity, and accountability, and this framework can provide a more nuanced understanding of the costs and the benefits that will accrue with the transition to low-carbon, renewable energy. Energy justice issues surrounding the extraction of critical minerals will become increasingly prevalent as more countries pledge to have a zero-carbon future.
ContributorsMaas, Samantha (Author) / Jalbert, Kirk (Thesis director) / Chester, Mikhail (Committee member) / Barrett, The Honors College (Contributor) / School of Public Affairs (Contributor) / School of Life Sciences (Contributor)
Created2022-05