Development and Implementation of the Midwest Geological Sequestration Consortium CO2-Technology Transfer Center

In 2009, the Illinois State Geological Survey (ISGS), in collaboration with the Midwest Geological Sequestration Consortium (MGSC), created a regional technology training center to disseminate carbon capture and sequestration (CCS) technology gained through leadership and participation in regional carbon sequestration projects. This technology training center was titled and branded as the Sequestration Training and Education Program (STEP). Over the last six years STEP has provided local, regional, national, and international education and training opportunities for engineers, geologists, service providers, regulators, executives, K-12 students, K-12 educators, undergraduate students, graduate students, university and community college faculty members, and participants of community programs and functions, community organizations, and others. The goal for STEP educational programs has been on knowledge sharing and capacity building to stimulate economic recovery and development by training personnel for commercial CCS projects. STEP has worked with local, national and international professional organizations and regional experts to leverage existing training opportunities and provide stand-alone training. This report gives detailed information on STEP activities during the grant period (2009-2015).Department of Energy Agreement DE-FE0002462Ope

A Multi-Level Approach to Outreach for Geologic Sequestration Projects

AbstractPublic perception of carbon capture and sequestration (CCS) projects represents a potential barrier to commercialization. Outreach to stakeholders at the local, regional, and national level is needed to create familiarity with and potential acceptance of CCS projects. This paper highlights the Midwest Geological Sequestration Consortium (MGSC) multi-level outreach approach which interacts with multiple stakeholders. The MGSC approach focuses on external and internal communication. External communication has resulted in building regional public understanding of CCS. Internal communication, through a project Risk Assessment process, has resulted in enhanced team communication and preparation of team members for outreach roles

Creating a Sequestration Capacity Building and Knowledge Sharing Program

AbstractAround the world, research and validation of carbon capture and storage (CCS) technology is taking place through demonstration projects. Valuable experience in developing, implementing, and operating CCS projects is being gained. Knowledge shared from operating CCS projects is critical to understanding the technological aspects and non-technical implications of CCS. Utilizing experiences gained furthers best practices and facilitates commercial implementation of CCS by building capacity among scientists, project developers, and operators.The Illinois State Geological Survey (ISGS), in collaboration with the Midwest Geological Sequestration Consortium (MGSC), has created an international CCS capacity building and knowledge-sharing program in Champaign, Illinois USA. The Sequestration Training and Education Program (STEP) is funded by the U.S. Department of Energy to provide knowledge sharing and capacity building opportunities at all levels. STEP works to stimulate economic recovery and development by training personnel for work in conjunction with commercial CCS projects. Additionally, STEP works with national and international professional organizations and regional experts to leverage existing training opportunities and provide stand-alone training. STEP seeks to build capacity for CCS technology and knowledge sharing through quality educational experiences including regional, national and international exchange programs. STEP programs include knowledge sharing opportunities designed to further the understanding of the technical, political and societal concepts associated with CCS.STEP educational programs are built on the solid foundation of research being conducted through the ISGS and MGSC in the Midwestern region of the United States. Programs are based on providing hands-on learning experiences and information sharing on CCS, through project level experience gained through the MGSC Illinois Basin – Decatur Project (Decatur, Illinois USA), Illinois Industrial CCS Project (Decatur, Illinois USA), Taylorville Energy Center (Taylorville, Illinois USA), and others. This unique research collaboration allows for the creation of knowledge sharing and capacity building programs that draw on CCS experts with pilot-scale and demonstration- scale, project-specific experience to develop conferences, short courses, brown-bag lectures and workshops to meet diverse training needs. A key program focus for STEP is to ensure that the multiple disciplines required for successful CCS operations have an appreciation for the contributions required from experts in multiple facets of permit development, engineering, geology, geophysics, hydrology, drilling and completion, surface facilities development to ensure a successful project. The development of the STEP center, capacity building and knowledge sharing experiences, and collaborations will be discussed

Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change

Social media (SM) are considered important avenues to reach citizens and engage them in social change. Given the widespread use of SM and their potential to enhance communication, they could also have significant influence when used as an educational tool. Educators are exploring whether classroom SM use has instructional benefits, such as enhancing interactivity and engagement. It is critical to understand the potential of SM for creating meaningful learning environments and public engagement pathways. Much work remains to understand the use of SM in this context and how to use them effectively. This study draws on active learning theory to examine the impact of SM as an instructional component with community college students learning to make connections among science, social responsibility, and global understanding in an environmental biology course (the Course). Using global climate change as a theme, the Course included a Facebook instructional component. A pretest–posttest, nonrandomized comparison group design was used to measure the impact of Facebook as an integrated component of the Course. The treatment and comparison groups were determined to be comparable based on demographics, access and ownership of digital devices, and SM use despite non-random assignment. No statistically significant differences were found between groups on these factors. The intervention consisted of semester-long required use of Facebook for the treatment group. The impact of the SM intervention was measured in three areas: (a) content knowledge, (b) attitudes toward climate change, and (c) public engagement actions and intentions to act. At the conclusion of the Course, no discernable difference was measured in content knowledge gains between the two groups. However, students who used Facebook experienced statistically significant differences in attitude, becoming increasingly concerned about global climate change. The comparison group demonstrated statistically significant differences in attitudes shifting toward more disengaged. Students who used Facebook showed considerably greater tendency toward action and expressed more intention to act than those who did not. Treatment group participants self-reported in interviews that the learning environment was enhanced in four areas: (a) convenience and logistics, (b) community and communication, (c) engaging learning environment, and (d) alternative participation pathways. Comments classified under the theme convenience and logistics provided insight into how the instructor and participants used Facebook in the intervention, such as to post maps and discuss assignment details. Comments categorized under the theme community and communication were those that made explicit who used Facebook and the impact of the intervention on communication and classroom community in areas such as creating dialog, carrying the discussion beyond the classroom, and having access to the instructor. Responses categorized under the theme engaging learning environment provided specific details about how Facebook use affected participants’ engagement in the learning environment, such as their contribution to the course content and increased interaction with the course content. Comments within the alternative participation pathways theme showed ways in which Facebook use facilitated the other three themes, including removing barriers for shy students, providing additional time for issues that arose during class discussions, and through passive participation by reading the posts of classmates. This empirical study demonstrated that the use of Facebook in an educational setting had an impact on student attitudes and engagement actions. Additionally, Facebook use enhanced the learning environment in meaningful ways showing that SM, when used intentionally, benefits active learning environments and provides an opportunity to enhance a sense of public engagement among college students

CO2 Data Storage Consortium - Sharking reference datasets from CO2 storage projects

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CO2 Data Share - sharing reference datasets from CO2 storage projects

CO2 Data Share aims to be an international platform for CO2 storage data exchange. It is designed to promote R&D of new technology based on experience gained from demonstration and industrial projects, and thereby accelerate the deployment of CCS.CO2 Data Share - sharing reference datasets from CO2 storage projectssubmittedVersio

Guide to the Illinois Caverns State Natural Area

Comb bound.Includes bibliographical references (p. 64-66).Geology of the Illinois Caverns State Natural Area -- Cave development and the Ice Age -- Biota of the Illinois Caverns State Natural Area -- Tour of Illinois Caverns

Scientific and ethical issues related to deep brain stimulation for disorders of mood, behavior, and thought

CONTEXT: A 2-day consensus conference was held to examine scientific and ethical issues in the application of deep brain stimulation for treating mood and behavioral disorders, such as major depression, obsessive-compulsive disorder, and Tourette syndrome. OBJECTIVES: The primary objectives of the conference were to (1) establish consensus among participants about the design of future clinical trials of deep brain stimulation for disorders of mood, behavior, and thought and (2) develop standards for the protection of human subjects participating in such studies. RESULTS: Conference participants identified 16 key points for guiding research in this growing field. CONCLUSIONS: The adoption of the described guidelines would help to protect the safety and rights of research subjects who participate in clinical trials of deep brain stimulation for disorders of mood, behavior, and thought and have further potential to benefit other stakeholders in the research process, including clinical researchers and device manufactures. That said, the adoption of the guidelines will require broad and substantial commitment from many of these same stakeholders.status: publishe