Tag: The Philadelphia Solar Energy Association (PSEA)

Natasha Ring, BMC 26′

Solar Education in Philly

Semester: Spring 2025

Faculty Advisor: Don Barber

Field Site: Philadelphia Solar Energy Association (PSEA)

Field Supervisor: Liz Robinson

Praxis Poster: 

PIS_Natasha Ring- PIS Final Poster(24 x 36 in)

 

Further Context:

My advisor first mentioned doing a Praxis Independent Study to me as a sophomore, when I declared my major in Environmental Studies. As an Environmental Studies and Education double major planning to pursue a career in Environmental Education, it seemed like a great way for me to explore local organizations working in environmental education and to learn from one. This led to me, almost a year later, reaching out to Tiffany Stahl about doing one. She connected me with Liz Robinson and Philadelphia Solar Energy Association (PSEA), where I have done my Praxis Independent Study.

The thing that stood out to me about PSEA was the fact that they worked with schools. I grew up in a school district where learning about climate change, sustainability, and the environment was woven into our curriculum from the very beginning. We took field trips to the local nature center, explored the river across from my high school in labs, and talked about the difficulties with installing solar panels in my town. Placements at local schools in Philadelphia and Norristown through various classes in college showed me that my experiences were the exception, rather than the rule, and made me really interested in making environmental education a part of the public-school curriculum.

This couldn’t have come at a better time, as Pennsylvania’s new science standards, called STEELS standards, go into effect this July and PSEA was involved in creating these solar education kits to supplement the new curriculum. These solar education kits will be free kits for middle school classrooms using repurposed solar panels donated by a farmer. They will come with a handful of lesson plans, aligning with the new STEELS standards, and working on these kits has been my main responsibility this semester.

This project involves faculty and students  from the Drexel Engineering Department in addition to those from PSEA, and it has been great to work collaboratively with everyone. It has really opened up my eyes to all the different considerations required when designing these kits, with questions ranging from how the lessons we’re developing will supplement the new curriculum to the best way to store the solar panels in a classroom. It has also taught me so much about how to actually write a lesson plan, and how to differentiate a good lesson plan from a bad one. Overall, this semester at PSEA has been invaluable for me and I am so appreciative of everyone I’ve gotten to work with this semester.

 

Ruth Tilahun (BMC 26′), Kelli Eng (BMC 26′), Jenny Le (BMC 26′), Gioanna Zhao (BMC 26′), David Dai (HC 26′)

Automating Data Collection and Analysis for Solar Energy Initiatives

Semester: Spring 2025

Praxis Course: DSCI 310: Data in Action

Faculty Advisor: Jennifer Spohrer

Field Site: Philadelphia Solar Energy Association (PSEA)

Field Supervisor: Liz Robinson, Rob Celentano

Praxis Poster: 

DSCI_Jenny_Le_RevisedPraxisPoster

 

Further Context:

During our time in the Data in Action course, we gained the opportunity to explore a crucial question in terms of data and social impact: What does it take to use data responsibly in service of social good? Over the semester, we explored the legal, ethical, and historical dimensions of data use, while partnering directly with local non-profits to co-create a data project that reflected their values, needs, and mission. We learned to critically examine how data is produced and interpreted, and how thoughtful design and communication can make data more useful. Through hands-on work, we gained insight into both the power and the responsibility that comes with using data in the public sphere.

Our team partnered with the Philadelphia Solar Energy Association (PSEA), a non-profit that promotes solar energy adoption across Pennsylvania through advocacy, education, and community engagement. PSEA’s main challenge was related to data collection and visualization. Solar installation data was scattered across different platforms, inconsistently formatted, and difficult to update. This limited their ability to create timely, effective visual materials to inform the public and support clean energy initiatives. The goal with our project was to streamline the data collection and visualization process that was often compiled by one person. We developed a sustainable, code-based process to gather, clean, and visualize solar data from public sources like AEPS, SEIA, and PJM. Using Python, we created scripts that automated data extraction and analysis, providing a final deliverable of user-friendly, updatable plots delivered in a Jupyter Notebook format. Each team member contributed to the project in a unique way. One member focused on scraping and organizing the data, experimenting with different Python libraries to handle inconsistent formats and shifting web structures. Another led the visualization efforts, creating clear and interpretable charts like histograms, bar graphs, and bubble plots to illustrate trends in solar adoption. Other teammates documented the full workflow and assembled the project deliverables, ensuring our work would be easy for PSEA to maintain long-term. Throughout the semester, we met biweekly with PSEA staff to present our progress and adapt our approach based on their needs. By the end, we had a working system that helped streamline their outreach efforts and gave us a real sense of what it means to do data work that matters.

One experience that stood out during this project was the pivot in our final project deliverable format. In the beginning, our team members aimed to create a product that would require no work on the back-end from PSEA. This manifested in the use of an API that would run visualizations based on our Python scripts and deploy them to a separate website. In discussing with our supervisors, we decided that this format would ultimately not serve PSEA’s goals, so we pivoted to Jupyter Notebook. Initially, this felt like a setback because the scripts then required some efforts from PSEA to download external data sources. However, in troubleshooting this issue, we wrote documentation for the data import process. Our final deliverable decreases the overall workload for PSEA, if not being 100% hands-off, and this experience gave us deeper insight into how crucial it is to openly communicate with partners about technical limitations and updates.

This course and partnership with PSEA allows us to gain technical skills as well as tools for data analysis, collaboration, and project design. We learned how data can shine a light on possibilities for community advocacy, and we’ll take with us the ability to communicate our work clearly while handling data responsibly.

Alex Rebhun, HC ‘23

Solar Schools Toolkit: The Philadelphia Solar Energy Association

Semester: Spring 2023

Praxis Course: POLS 420 Praxis Fieldwork Seminar: Politics, Policy, and Power

Faculty Advisor: Marissa Golden

Field Site: The Philadelphia Solar Energy Association (PSEA)

Field Supervisor: Liz Robinson

Praxis Poster:

Final_Rebhun_Praxis_Poster_resized

 

Further Context:

The Philadelphia Solar Energy Association (PSEA) is a non-profit whose mission is to further solar energy education and implementation in the Philadelphia area. In the past, their work has included curriculum writing, solar-car races, educational events, and more. The PSEA is still a small, volunteer-based organization, however it has recently begun several new initiatives such as a contest for school kids and a toolkit to help schools implement photovoltaic systems.

My work at the PSEA mainly involved assisting with this new toolkit, known as the Solar Schools Toolkit. This digital document includes all the references and resources a school would need to implement solar power, including steps to follow, people to contact, sample RFPs, and more. My job was to assist with the creation of this document where possible. This included editing for accessibility and clarity, retrieving graphics and photos, and assisting with formatting. At times it was difficult to keep up, as my understanding of photovoltaic systems was not on par with the PSEA’s industry-veteran volunteers. However I found that I learned as I went, and PSEA staff was extremely friendly in making corrections.
I also assisted with the PSEA’s new “Imagine a Clean Energy Future” contest, where middle/high school students submitted written, visual, and video concepts of their interpretation of a clean energy future. My work began in the coordination stage, where I helped manage emails and contest submissions. I then assisted with the related exhibit opening, writing letters of congratulations and helping set up student works in the exhibit space. Finally I attended the opening itself, where I was proud to see the contest-winners receive their prizes.

I learned a great deal during my time with the PSEA. Aside from various writing and technicals skills (including editing, press release writing, and mail-merging) I learned to work remotely, on my on schedule. I also learned about solar grants and how funding is managed at state agencies such as the PADEP. Finally, I developed an understanding of the workings of volunteer-based nonprofits, particularly in the post-covid era.

I’d like to thank Liz Robinson and the PSEA staff for their warm welcome during my Praxis experience. I’m truly grateful for all the time they spent with me and the work we accomplished together. I’d also like to thank Marissa Golden and Tiffany Stahl for making this experience possible.