Before we begin our semester of study together, please review all of the material on these pages and on our course syllabus. These resources will not only prepare you to be successful in this course, but they will also help you prepare for the "Course Information" quiz at the end of the orientation. You must get a score of 100% on that quiz to gain access to future course material. (You can take it more than once if necessary.)
This course orientation will complement and expand on the information provided on our syllabus. Be sure to review that document, too...carefully! A link to the syllabus is located in the Syllabus tab at the top of this page.
Optimally, you should complete the Orientation before the first week of class so you are prepared. This will also give you a jumpstart on the rest of the material. It will be extremely helpful for you to get this done the week prior to the semester because it will give you a time buffer for future lessons. You never know when you will hit a snag in future weeks.
The following is an overview of the activities that must be completed for the Orientation. Detailed directions and submission instructions are located on the page containing the assignment within this orientation.
Refer to the course calendar for Orientation activity due dates. Late work will receive no credit.
Tasks | Page of Orientation |
---|---|
Read through the Syllabus. | Syllabus [1] |
(Strongly Suggested) Subscribe to the "Questions about EME 444?" discussion forum in Canvas. | Syllabus [1] |
(Strongly Suggested) Subscribe to the "Coffee Shop" discussion forum in Canvas. | See below |
Introduce yourself. | Getting to Know You [2] |
(Strongly Suggested) Fill out the Initial Course Survey . | Getting to Know You [2] |
Take the Orientation Quiz - You must pass this to open up the rest of the course content. | Summary and Final Tasks [3] |
(Note: You may want to print this page to serve as a checklist as you go along.)
This Orientation complements and expands on the information provided on the syllabus [4]. If you haven't read it, be sure to review that document carefully! It is linked from this website and may also be available in Canvas. You will be tested on syllabus content in the Orientation Quiz.
As you work your way through these online materials for the Course Orientation, you will encounter additional reading assignments, exercises, and activities. The chart below provides an overview of the requirements for the Course Orientation. For assignment details, refer to the orientation page noted. A chart similar to this will be presented at the beginning of each Lesson.
REQUIREMENT | LOCATION | SUBMITTED FOR GRADING? |
---|---|---|
Take the Course Information Quiz | In Canvas, under Modules tab, see Lesson 00: Orientation subheading. | No-The quiz is designed to test your knowledge of the basic functioning of the course management system-Canvas, and the information covered in these course orientation pages, as well as the course syllabus. You must get a score of 100% on this quiz to unlock material in Canvas. You may retake the quiz as many times as you need. |
Complete the "Initial Course Survey" | In Canvas, under Modules tab, see Lesson 00: Orientation subheading. | No-This survey contains questions about you and your expectations for this course. Your participation is not graded, but will be very helpful! |
Introduce yourself and meet the rest of the class! | In Canvas, under Discussions tab, see Lesson 00: Orientation subheading. | Yes-Your participation is graded, but no right or wrong answers! |
Review list of current Case Study Issues and complete survey. | Description on course website. Interest survey in Canvas, under Modules tab, see Case Study Assignments subheading. | No-This is not due yet, but will be soon. See Canvas for Case Study Issue Interest Survey due date. There is a lot of information to digest, so I strongly suggest that you start reading through the Case Study descriptions this week. I am happy to answer questions about the material. |
Due dates for all assignments in this course are posted in the Canvas and Google Calendar. Please refer to the Calendar in Canvas and Google Calendar on the Home page for Orientation Activities due date. Submissions are due by 11:59 pm EST on the date posted.
Where is something? Problem accessing a site or resource? Questions about an Assignment? Please post any questions you may have about this course to our Questions about EME 444? Discussion Forum. I strongly encourage you to ask all content- and course-related questions by submitting to this forum, as long as you are comfortable with others seeing your question and any responses. The old adage that "if you have a question, most likely someone else has the same question" is often accurate, so a lot of time may be saved by submitting to the forum instead of a personal communication with me. For your convenience, it is listed under the Communicate, Resources, AND Lessons tabs in Canvas. Of course, I welcome any and all questions asked of me privately as well.
I actively encourage discussions about the course content and assignments. I HOPE that you will exchange questions and ideas with me and your classmates. I check this Discussion Forum daily and will provide help as promptly as possible. While you are there, feel free to post your own responses if you are able to help out a classmate. Thank you.
The goal is for each of you to learn, understand and succeed with the material in this class. I champion an open environment of free speech (just be sure it's respectful and the facts are right!), with a great emphasis on our cooperative advancement. All reasonable questions are fair game, and please don't hesitate to ask a question that you might think is too "simple!" I want you to maximize your time with me this semester, and asking questions can play an important role in doing that.
Let's keep this interesting and fun--have a good question? Saw a great YouTube clip? Working on a cool project? Have a great pic? Just made your own music video? Heard a good joke? Share with us in the EME 444 Coffee Shop Discussion Forum. Access this by going to the Discussions tab on Canvas. I strongly suggest subscribing to this forum (click the "subscribe" button next to the Coffee Shop on Canvas).
On the following pages, you will find important information about the course structure, requirements, scheduling, and technical requirements and assistance...all of which you'll need to know in order to pass the course. Remember, you are also responsible for the information located on our course syllabus (see the Resources menu to the left).
Hi! My name is Vera Cole, and I am the author of EME 444. I'm fascinated by energy—the science, the industry, the economics, the socio-implications, and the magic of energy in its many forms and transformations. I also believe this is a topic of immense importance at this point in world history—in terms of the environment, security and freedom, and economic stability. We need strong balanced policy, supported by informed voters. I hope this course adds to our collective working knowledge.
I am from South Carolina originally and started college there at Clemson University. I finished my degree in Mechanical Engineering at New York Institute of Technology on Long Island. While working for Motorola, I earned my masters degree in Industrial Engineering at Arizona State University. A few years later, tempted by a grant from the National Science Foundation, I happily returned to academic life and received my PhD from Drexel University in Philadelphia, where I studied Information Science and Technology.
I paid my own way through school, with the help of loans, grants, and scholarships. I always worked while in school and understand how hard it can be to balance work, family, and classes. I’d certainly do it all again...but it sure feels good to sleep past 7:00 on a weekend morning! Many of you are in this demanding (and rewarding) place in your lives right now. I commend your hard work and thank you for your present and future contributions.
I have held a wide range of engineering positions, including Regional Editor for Electronic Products magazine, manufacturing manager for Unisys Corp., business process design and methodology positions with several B2B integration high-tech start ups (these companies offered software and services that helped businesses do business with one another more efficiently), and many consulting projects. In the late 70s, early 80s, I did solar-related work and decided a few years ago to return to these roots, shifting my career back in the direction of renewable energy. It’s proven to be a perfect fit, professionally and personally. I have always practiced (never perfected!) the principles of simple, sustainable living. I'm a compulsive recycler, avid conservationist, yogi, and vegetarian. We belong to a local organic co-op, have a geothermal heating system in our home, and will be adding solar electric this year.
I do work with a non-profit group called the Mid-Atlantic Renewable Energy Association (MAREA) [5]. I often co-instruct hands-on solar electric installation workshops, where participants install (I mean, they really do the work!) photovoltaic arrays from the bottom up. One of these was a 3.2 kW system at Penn State’s Hazleton campus. If you visit the campus, check it out; it’s next to Chestnut Cottage.
In 2009, I wrote a book, “Pennsylvania Homeowner’s Guide to Solar Electricity” which was published by MAREA. (If you’re interested, see additional information on Amazon.com [6].) I'm an active member of the Pennsylvania Public Utility Commission's Solar Stakeholders Working Group and participate at the state level in education and advocacy efforts, lobbying for solar policy, working with other non-profits, industry associations, and electricity providers.
I’m often invited to speak on this topic, and enjoy helping others understand the technology, economics, and environmental considerations of solar electricity. It’s exciting to bring more people into the conversation—to really stop and think: Where does that electricity come from that is always available in any outlet? How is it measured? How much does it cost? How can I turn sunshine into electricity? Come to think of it, which way does my house face? Where does the sun rise and set? What if, what if, what if...
The more of these conversations we have, I believe, the greater our shared understanding of energy and its role in our quality of life, economics, security, health and personal well being, as well as that of the planet. The challenges facing us are big and complicated; the more people participating in the conversation, the better our chances are of getting it right.
Pleased to meet you.
Hi everyone! My name is Dan Kasper, and I will be your instructor for this course. I am very much looking forward to working with all of you this semester! One of the great things about this course (and this degree program in general) is that we are privileged to have students from a variety of professional, personal, and academic backgrounds enrolled. I embrace this type of diversity and view it as an asset, and I hope you all do too.
I grew up in a very small town in Central Pennsylvania (Milesburg) - in fact, the townsfolk are still waiting for their first stoplight! I enrolled in Penn State with the intention of becoming an engineer (I was never sure which kind), but after trying out a few majors ended up deciding on Earth Science because it interested me the most. I've always been, and continue to be, fascinated by natural processes, from the tiniest processes such as soil formation to the large, dramatic processes such as mountain building. After earning my BS, I spun my wheels for a few years bartending and working at the Center for Environmental Informatics at Penn State. I focused mostly on basic Geographic Information Systems (GIS) work at the latter job. I continued to use GIS throughout my academic career.
After a few years my wife and I moved to Denver, Colorado, where I earned my MA in Geography from the University of Denver. My wife and I think very fondly of our time in Denver, because we absolutely love the scenery, the people, and the active lifestyle there. And if I'm being honest we really miss the music scene as well! I am now enrolled in a PhD program at the University of Delaware's Center for Energy and Environmental Policy (CEEP). In my time at CEEP I have engaged in a number of research projects, including analyzing a sustainable energy future for South Korea, a policy report on promoting personal food production in Delaware, and designing an energy education workshop series focusing on helping low and fixed income individuals take control of their energy use, among other topics.
I love to travel, and am the International Education Coordinator for my campus at Delaware Tech. I took students to Denmark a few years ago for a renewable energy course (here is my blog from the trip [7], if you are so inclined), and took students to Switzerland in 2015, 2016, and 2017. (See my blog about that experience [8] if you're interested.). I have been to Europe a number of times, and have traveled to various parts of the U.S. as well. You learn a lot about yourself when you are taken out of your comfort zone, and no better way to do that than in a new (and hopefully interesting) place!
My academic, professional, and personal focus has for a long time been on figuring out ways to live more sustainably and helping others to do the same, while doing what I can to advocate for and establish socially just and ecologically responsible ways of living. That, and I really like to garden! I have helped establish multiple community gardens, and am a firm believer in harvesting the (grassroots) power of communities (sorry for the double pun). Over the years I have realized that getting something done is mostly a two-step process: 1) Find like-minded people who also want to get it done. 2) Do it! There are of course a lot of devils in the details, and you don't always end up getting what you desired, but the journey is always worth it! I have served on a number of college and civic committees, all of which focused on various aspects of sustainability.
I have been teaching this course for a few years now, but I have been enveloped in related material for some time now. I feel the content is very important for a number of reasons. First of all, I believe that it is imperative that people understand the nature, sources, and the consequences of energy use if we are ever to achieve a sustainable energy future. Without reliable energy, our society and economy would grind to a halt. And as I’m sure you know, the current fossil fuel-heavy energy regime has a number of negative consequences, though it has served us well for a long time. Second, social, political, and personal engagement are essential characteristics of a properly functioning democracy and society, and are the focus of this course. Third, you will learn about energy and society in China, India, and the European Union, in addition to the U.S. Though domestic energy issues are important, energy is a global commodity with global consequences. In short, the course material is important and topical.
I believe strongly in the power of respectful, substantive dialogue, and as I noted above, I value diversity. One of my favorite aspects of teaching/academia is engaging with students and colleagues in such dialogue. This course is in part designed to facilitate such dialogue (digitally, of course), and I encourage you to contribute as you can. As Dudley Malone (yeah, I don’t know who he is either) said, “I have never in my life learned anything from any man (sic) who agreed with me.” Chauvinistic language aside, I think this is a cogent thought. I encourage you to embrace new ideas, and take into serious consideration ones that don’t jibe with your current worldview. And remember, there is an important difference between thinking critically and being critical!
I have worked since I was very young, and worked throughout college (including assistantships in both graduate degree programs). I know that many - if not all - of you are working and have families, and believe me, I can relate! I had my first daughter early in my PhD program. You wouldn't believe how many papers I've written with an infant on my lap! Please know that I commend you for your decision to continue your education with so many other things begging for your time. I hope I can be helpful to you on this leg of your academic journey.
One of my favorite quotes is: “Climb to the top of the mountain so you can see the world, not so it can see you” (unknown author). I hope that this course, and I, can help you take some steps closer to whichever mountaintop you are trying to reach.
This course will be conducted entirely on the World Wide Web. There are no set class meeting times, but you will be required to complete weekly assignments. Registered students in this course will need to navigate between several environments in the World Wide Web. These include:
Students who register for this Penn State course gain access to assignments and instructor feedback, and earn academic credit. Information about Penn State's Energy and Sustainability Policy Bachelor's program is available at the ESP Overview Page [10].
The content of this course is divided into 12 lessons. Each lesson will be completed in approximately 1 week. Lesson learning activities focus on discussions and case study exercises.
EME 444 will rely upon a variety of methods to assess and evaluate student learning, including:
Please refer to the course syllabus for assignment weighting and final grade calculation.
This page provides information about Canvas, Penn State's new online learning management system.
If you are new to Canvas, it is strongly recommended that you complete the PSU: Canvas Student Orientation [11].
You may also want to review the Canvas Student Getting Started Guide [12] to acclimate yourself further, and watch the following (6:47) video:
200 - Canvas Overview for Students [13] from Canvas LMS [14] on Vimeo [15].
In this video, you will get a brief overview of the Canvas user interface. The Canvas user interface has three main components: the Dashboard, Global Navigation, and Sidebar. The Dashboard is the first thing you see when you log into Canvas. It provides a high-level overview across all your courses. The Dashboard has two different viewing options, the course view or the recent activity stream. The Dashboard course view includes a course card for each of your favorite courses. Each card can include up to four tabs, which represent the four main Canvas features for student course activity: Announcements, Assignments, Discussions, and Files. These tabs mimic visibility and order in Course Navigation, so, for instance, if an instructor hides the Announcements link, the Announcements tab will not be displayed. The total number of activities are indicated on the appropriate tab with a number icon. You can directly access these recent activities by clicking the tab.
You can change a couple settings for your course cards by clicking the card Settings icon. First, you can create nicknames for your courses to help you organize your dashboard. In the Nickname text field, enter the nickname for your course. Click the Apply button. The new nickname will appear. Course nicknames appear in the Dashboard, Course Navigation Menu, course breadcrumbs, and notification e-mails and only changes the name of the course for the individual user who created the nickname. If users need to know the original name of the course, they can hover over the nickname and the original name will appear. To remove a nickname, open the card settings and remove the nickname. The Nickname field will display the original name of the course. Click the Apply button to save changes. You can also change the color for your course cards. In the card settings, select the color you would like to assign to the card. You can also enter a HEX code for any color. Then click Apply.
To view the recent activity stream, click the toggle to the right. The recent activity stream view contains a stream of recent notifications from all your courses, including announcements, discussions, assignments, and conversations. New or unread activities are shown by the blue indicator dot. You can view the details of each activity by hovering in the notification area and clicking the Show More link. To collapse recent activity, click the Show Less link. You can directly access your recent activities by clicking the link. To remove a notification, click the remove icon.
Another interface component is the Global Navigation, which is a static menu on the left side of the page that gives you direct access to your courses and other information in Canvas. This menu is accessible from any page within Canvas. To modify your user settings or profile, click the Account link. You can also specify your notification preferences, upload personal files, or manage ePortfolios here. Click the Logout link to Logout of Canvas. To hide the slideout menu, just click the menu link again or click the close icon. Click the Dashboard link to return to the Canvas Dashboard at anytime.
By clicking Courses, you can access your individual courses or view a list of all courses in which you are enrolled. Here, you can customize the courses that display on your Dashboard and in your Courses list by clicking the stars next to the course names. Click Groups to access any groups in which you are enrolled or to view a list of all your groups. Click the Calendar link to view the global calendar, which shows an aggregated view of all assignments and events from each of your courses. The Inbox link will take you to your Conversations. You can compose and send new messages to other students and teachers here, or view any existing conversations. And click the Help link to access help resources, including the Canvas Guides, the Canvas Community, or Canvas Support. If you ever have a problem with Canvas, be sure to click the “Report a Problem” link to get help from a support agent. This link may not be available to all Canvas users.
The last interface component is the Sidebar. On your dashboard, the sidebar includes a To Do list, Coming Up feed, Recent Feedback, and a View Grades button. The To Do list helps you keep track of assignments that you need to complete. Click any assignment link and Canvas will direct you to the appropriate page. You can also click the close icon next to any item to ignore the assignment. The Coming Up feed lists upcoming assignments and events within your courses. Under Recent Feedback, you will see the latest comments from instructors or peers on previously submitted assignments. Click the View Grades button to quickly access the grades for any of your courses. Note that when viewing Canvas with a small screen resolution, any sidebar content aligns with the bottom of the page.
Now, let’s visit a course and take a look at the course interface. The course interface consists of 4 main components: the Course Navigation, the Content Area, the Breadcrumb Navigation, and the Sidebar. The course navigation menu provides links to the different areas of your course. Your instructors have the ability to customize this menu, so it may vary slightly from course to course. This menu can be collapsed by clicking the menu icon. The content of the course will be displayed in this Content Area. The Breadcrumb Navigation shows your current location within a course and allows you to easily move to a previous screen. The Course Sidebar is similar to the Canvas Sidebar. It includes a View Course Stream link to see recent course activity, as well as your To Do list, Coming Up feed, and Recent Feedback comments.
You've now completed this Canvas Overview for Students. For additional information on this or any other topic about Canvas, just visit guides.canvaslms.com. You can also ask questions and engage with other Canvas users by visiting community.canvaslms.com.
The Canvas Help Center provides extensive, up-to-date documentation [16] on making sure your computer is configured properly for Canvas. Failure to follow these recommendations may result in significant issues while viewing materials, taking assessments, and using dropboxes. Use of unsupported browsers is at your own risk.
Access to a reliable Internet connection is required for this course. A problem with your Internet access may not be used as an excuse for late, missing, or incomplete coursework. If you experience problems with your Internet connection while working on this course, it is your responsibility to find an alternative Internet access point, such as a public library or wifi hotspot.
Before you begin working through the course content, you need to make sure the computer you are using is configured properly for the multimedia that you will encounter. Below are specifications and tests to help make sure everything is in working order.
This site is considered a secure web site which means that your connection is encrypted. We do, however, link to content that isn't necessarily encrypted. This is called mixed content. By default, mixed content is blocked in Internet Explorer, Firefox, and Chrome. This may result in a blank page or a message saying that only secure content is displayed. Follow the directions below to view the mixed content.
Click the shield icon to the left of the address bar.
In the pop-up window, click the down arrow next to "Keep Blocking" and select "Disable Protection on This Page".
Click the shield icon to the right of the address bar.
In the icon dialog box, click "Load anyway".
Scroll to the bottom of the screen and click "Show all content".
We have Flash movies and Quicktime video material in many of the lessons in this course. Chances are pretty good that you already use a Web browser that is configured to open up a Quicktime movie and play swf (Flash) files, but, to be safe, here are some "test" files that you should try out now to make sure you won't have problems later in the course. If these files run smoothly for you, then you're ready to go. If you can't get one or any of the files below to play on your computer, then please refer to the steps at the bottom of this page to troubleshoot your problem.
"Energy Use [17]"—This link will take you to Teachers' Domain, a great Web site containing free instructional resources from NOVA and other PBS programming. (This clip is admittedly outdated - note the use of an actual chalkboard - but still relevant!)
Flash movies appear throughout the course. (This one was made with "Jing," which is free software that creates screen shots and voice-narrated screen captures. You might be interested in trying it out, too!) Click on the play button to test the Flash movie below.
Step 1: Install a New Plugin. If you are not able to play the files, start by installing (or re-installing) the Quicktime or Flash plug-ins. The links here will take you to the respective download sites (and their accompanying directions).
Step 2: Request Help. If you still have not had any success, then it's time for you to contact the World Campus Help Desk [20]. It is in your own best interest to be as specific as you possibly can. Vague descriptions of a problem only delay assistance. Try to include information such as:
To be sure you are able to access reserve readings and other library resources in this course, visit the library’s Online Students Use of the Library [21] site. This guide outlines all that Penn State libraries offer you as an online student. It is strongly recommended that you watch the Library Orientation Videos [22] and visit the Services for Students [23] page.
If you have questions, just ASK! [24] a librarian! The ASK! page will connect you to librarians in a manner that meets your needs; e-mail, phone, or chat for a quick response.
Here are some quick tips to keep in mind when preparing to be successful in an online course:
You should plan to devote at least the same amount of time to your online courses as you would to attending lectures on campus and completing assignments. Other good study habits, such as attending class (logging on) regularly and taking notes, are just as important in an online course as they are in a lecture hall!
You should plan to devote 8-12 hours per week to completing lesson readings and assignments. Your learning will be most effective when you spread this participation out and engage with the course on a daily basis, if possible.
Take every opportunity to interact with the content, the instructor, and your classmates by completing assignments and participating in discussion forums and group activities!
Keep in sync with what's going on in the course and stay on top of deadlines and upcoming assignments. If, like me, you use Google Calendar to organize basically your entire life, then add the course calendar to yours by going to the Home page, then clicking on "+Google Calendar" below the EME 444 calendar.
I am very happy to provide reasonable assistance on assignments, but am not always available at the last minute. Lessons and Activities will usually be opened up at least two weeks in advance. Start as early as you can to leave time for questions and other unforseen circumstances.
Ask for guidance when you are in need of clarification. Again, if possible use the Questions about EME 444? discussion forum to ask general questions about the course set-up or content.
The links below will connect you with other resources to help support your successful online learning experience:
This website provides links to many resources on everything from taking notes online to managing your time effectively. Please note that you must be a World Campus student to receive some of the support services mentioned on this website.
This blog features posts by Penn State staff and students on a wide variety of topics relevant to online learning. Learn from online students and alumni, as well as staff members dedicated to student success, how you can get the most out of your online course experience.
The iStudy online learning tutorials are free and available to all Penn State students. They cover a broad range of topics including online learning readiness, time management, stress management and statistics - among many others. Check out the extensive list of topics for yourself to see what topics may be of most use to you!
This website provides access to an extensive free online training library, with tutorials on everything from creating presentations to using mobile apps for education, including Microsoft Word, Powerpoint, and Excel. There is a wealth of information here - all provided free of charge to Penn State faculty, staff, and currently enrolled students.
Meaningful interactions among students and instructors are the hallmark of a successful online class. Canvas supports several types of communication, as described below.
In addition, registered students have Penn State e-mail accounts (<Access Account ID>@psu.edu) that they need to monitor for any official communications that come from the University or from the Penn State World Campus.
Please note that this is a comprehensive list of communication tools available in Canvas. This course may or may not utilize all of the options below.
These are messages from your instructor that contain important information. Current announcements can be accessed through the Announcements link in Canvas. Announcements may highlight assignment due dates (also published in the course Calendar), lesson recaps, a preview of an upcoming lesson and other essential course information.
Conversations are the equivalent of e-mail in Canvas. It's great to use for a quick e-mail to another student, instructor, or a whole team. Keep in mind that the text editor is very minimal, and does not have much formatting capability. Please use course conversations only for private messages to instructors or fellow students.
Discussions allow students to interact with the instructor and other classmates. Threaded discussions allow multiple posts and replies. New posts appear in the Course Activity Stream page, so you will know when something has been posted.
Conferences allow instructors or student Groups to host synchronous meetings online. Canvas integrates with BigBlueButton, a conferencing tool similar to Adobe Connect. Recordings made in BigBlueButton are available for a period of only two weeks after creation.
Whenever you post a message in a forum or send course mail, please title every message with a descriptive subject line. Subject lines that include the gist of a question or comment increase the chances that students and instructors can retrieve the messages we're looking for. Poor subject lines, such as "Question" or "Lesson 1," are not very useful as search keywords. When replying to a prior message, consider whether or not the subject line should be altered to indicate the content of your reply!
Now that you've had a chance to learn about the course and the online learning environment, I'd like to get to know you...and help you get to know each other! Complete the activity below, then continue with the remainder of the Course Orientation.
Introduce yourself and meet the rest of the class! We will use a discussion forum in Canvas to post, and read, self-introductions. To access the discussion forum:
Need more help using discussion forums? Review the Canvas Discussion Forum Help. [33]
Help me get to know you better by completing the Initial Course Survey. To access the survey:
Thank you!
By now you hopefully have a much better idea of what this course, and the online course environment, will be like. Time to test your skills! Once you have reviewed all of the materials for the Course Orientation and read and understand the Syllabus, you will need to take the "Course Information Quiz" and pass it with a score of 100% in order to unlock the Content Assignment 1 Dropbox. You can take the quiz as many times as you need until you obtain a 100%. To access the quiz:
Good luck!
You have reached the end of the Course Orientation! Double-check the to-do list on the Course Orientation Overview page to make sure you have completed all of the activities listed there before you begin Lesson 1. (To access Lesson 1, use the "Lessons" link in the Course Menu.
Links
[1] https://www.e-education.psu.edu/eme444/Syllabus
[2] https://www.e-education.psu.edu/eme444/orientation/gettingtoknowyou
[3] https://www.e-education.psu.edu/eme444/orientation/summaryandfinaltasks
[4] https://www.e-education.psu.edu/emsc240/node/446
[5] http://www.themarea.org/
[6] http://www.amazon.com/Pennsylvania-Homeowners-Guide-Solar-Electricity/dp/0615310311/
[7] http://dankasper.weebly.com/
[8] http://dankasper.weebly.com/switzerland-2015.html
[9] http://canvas.psu.edu
[10] http://www.worldcampus.psu.edu/degrees-and-certificates/energy-and-sustainability-policy-bachelors/overview
[11] https://psu.instructure.com/courses/1780857
[12] https://community.canvaslms.com/docs/DOC-4121
[13] https://vimeo.com/74677642
[14] https://vimeo.com/canvaslms
[15] https://vimeo.com
[16] https://community.canvaslms.com/docs/DOC-1284
[17] http://www.teachersdomain.org/resource/tdc02.sci.life.eco.energyuse/
[18] http://www.apple.com/quicktime/download/win.html
[19] http://www.adobe.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash
[20] http://student.worldcampus.psu.edu/technical-support/contact-us
[21] http://guides.libraries.psu.edu/onlinestudentlibraryguide
[22] http://guides.libraries.psu.edu/c.php?g=516093&p=3540088
[23] http://guides.libraries.psu.edu/c.php?g=516093&p=3540332
[24] http://ask.libraries.psu.edu/?stream=8
[25] https://student.worldcampus.psu.edu/academic-support-resources/strategies-to-improve-online-learning
[26] http://studentblog.worldcampus.psu.edu/
[27] http://istudy.psu.edu/
[28] http://lynda.psu.edu/
[29] https://community.canvaslms.com/docs/DOC-4121#jive_content_id_Announcements
[30] https://community.canvaslms.com/docs/DOC-1293
[31] https://community.canvaslms.com/docs/DOC-4121#jive_content_id_Discussions
[32] https://community.canvaslms.com/docs/DOC-4121#jive_content_id_Conferences
[33] https://community.canvaslms.com/docs/DOC-10474-4212724131