| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 85068 | Computers and Electronics in Agriculture | 2012 | 7 Pages |
In order to assess and compare the economic and environmental sustainability of newly emerging bioenergy cropping systems, students need a comprehensive computer-based tool for cataloging attributes of various proposed bioenergy feedstock crops. We have developed a spreadsheet-based model whereby students develop financial budgets; energy budgets, and carbon budgets, for various bioenergy cropping systems. This paper details the rationale and development of the teaching tool spreadsheet-based model. At the beginning of the semester, students working in small groups consisting of 2–3 individuals are assigned ownership of a “virtual farm” in a designated geographical region. Throughout the semester, as particular bioenergy crops are discussed in lecture, the students use the teaching model to develop economic, energy, and carbon budgets for each crop specific to the geographical aspects of their virtual farm. The computer spreadsheet model helps students determine the approximate farmgate value of bioenergy feedstocks and determine the carbon and energy footprint associated with the various cropping systems. At the conclusion of the semester, students use the model generated results to contrast and compare their farm’s bioenergy cropping system economic and environmental performance to that of farms situated in other geographical areas. End-of-semester student evaluations of the course resulted in ratings of “superior” or “above average” for student interest and all other parameters associated with the course. The results demonstrate the effectiveness of the teaching tool and a motivation and willingness for students to acquire knowledge of bioenergy based systems as part of their formal education to prepare for future employment opportunities.
► We have developed a spreadsheet-based model for students to evaluate bioenergy cropping systems. ► Students develop financial budgets; energy budgets, and carbon budgets. ► Students use the model generated results to contrast and compare bioenergy cropping systems. ► End-of-semester course evaluations resulted in ratings of “superior” or “above average”.
