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Excerpt:
Some 60 percent of youth attend college after high school, some of them destined for leadership roles. Unfortunately, the things they’re taught aren’t grounded in reality, which ends up creating adverse consequences years down the line.
The National Center for Energy Analytics (which I have the honor of overseeing as part of my work at the Texas Public Policy Foundation) recently released a study on the instruction of collegiate energy courses illustrating this point.
In “Energy Education: Foundational or Aspirational? A Survey of Top 50 U.S. Universities,” Mark P. Mills, executive director of the National Center for Energy Analytics (NCEA) and Shon R. Hiatt, PhD, director of the USC Marshall Business of Energy Initiative at the University of Southern California, reviewed 1,425 energy classes among the top 50 U.S. universities from the 2024-2025 school term using a keyword search.
If “energy is needed for every activity, product, service, business, and even every means of exchange,” then how professors teach students about energy matters. At first glance, the AI-driven study’s results were rather reassuring. Among five categories of departments — Law/Public Policy, Engineering, Business/Economics, Art & Sciences, and Other — 42 percent of classes depended on economics, while only 15 percent focused on climate, 8 percent on renewables, 4 percent on policy, 3 percent on fossil fuels, and the remaining 27 percent were non-classified (Other). This appears rather benign.
