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This study examines the inputs (processes and strategies) and outputs (perceptions, skill development, classroom transfer, disciplinary integration, social networking, and community development) of a yearlong, interdisciplinary teacher learning and development experience. Eleven secondary math and science teachers partnered with an interdisciplinary team of university engineering mentors in a yearlong engineering education and project implementation program. It consisted of a 6-week on-site resident professional development and collaboration experience, with an ongoing support and follow-up including digital systems. Mixed-method, multisource data indicate that teachers engaged with motivations combining personal, intrinsic interest and classroom integration goals. They formed and sustained an active community of learning and practice that supported their success, on-site and through classroom integration, thereby promoting innovations. Teachers reported positive perceptions throughout the program and demonstrated significant, productive trajectories of change-over-time. Teachers learned and transferred task-specific engineering and scientific skills, as well as more general inquiry-based pedagogical strategies to their secondary classrooms.

Solar generation has increased rapidly worldwide in recent years and it is projected to continue to grow exponentially. A problem exists in that the increase in solar energy generation will increase the probability of grid disturbances. This study focuses on analyzing the grid disturbances caused by the massive integration to the transmission line of utility-scale solar energy loaded to the balancing authority high-voltage transmission lines in four regions of the United States electrical system: (1) California, (2) Southwest, (3) New England, and (4) New York. Statistical analysis of equality of means was carried out to detect changes in the energy balance and peak power. Results show that when comparing the difference between hourly net generation and demand, energy imbalance occurs in the regions with the highest solar generation: California and Southwest. No significant difference was found in any of the four regions in relation to the energy peaks. The results imply that regions with greater utility-level solar energy adoption must conduct greater energy exchanges with other regions to reduce potential disturbances to the grid. It is essential to bear in mind that as the installed solar generation capacity increases, the potential energy imbalances created in the grid increase.

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