Story submitted by Katie Kizer, who worked as an intern for Illinois Clean Energy Community Foundation in support of their Illinois solar schools projects.
Not too long ago, my father, Glen Kizer, said to me, “Just call Benedictine University and ask for Dr. John Mickus and tell him that you are my daughter and that you need to write a blog story about him and his project. He put solar PV on the science building, helped to build a greenhouse, and he also ran a solar camp for teachers. He is using several different methods and models at the same time to teach the concept of solar energy.”
No intimidation there. An esteemed professor at a well-respected university was going to receive a phone call from me, a college student and summer intern, regarding the unbelievable things he had been doing to help the environment. The notion of intimidation does not do that conversation justice.
From the moment Dr. Mickus and I swiftly moved passed introductions, I began to realize the grand idea of progress in the arena of environmentalism. Individuals are constantly surfacing who claim that they have single-handedly helped to grow some important cause and that they deserve recognition for their greatness. More often than not we watch these people reap the benefits of such recognition for the rest of their lives. Not that these people do not deserve credit for working toward the common good. What I am implying is that the potential for progress is unending, and it is individuals such as Dr. Mickus who embody true humanitarians in the eyes of Mother Nature. These activists are not satisfied with just one great deed, but demand more.
Dr. Mickus started off by declaring his regret for not reaching his goal of Benedictine installing “the largest solar panel in the world,” because that was his original plan. As we often discover, we can set our sights high, although attaining goals must be gauged while considering the aid of many other entities involved. The results of this professor’s efforts far surpass any expectation that could be placed on such projects. He has succeeded in installing a 1 KW solar PV system on the science building and was instrumental in the construction of a nearby greenhouse.
Dr. Mickus explained his reasoning behind the placement of the solar panels. They were installed at the side entrance next to both the parking lot and the greenhouse site. This allows each person coming into the building from the parking lot to see the brilliance of solar energy through both a photovoltaic system and the untainted power of the sun. The greenhouse demonstrates that the sun can be used to grow plants year-round inside its protective walls. He didn’t want to hide a larger solar array on the roof that might be an end to his project. He could take a lot of pictures and get credit for his efforts, but it might close the door on his work. He chose to try and teach every student who walked by those solar panels and through the door of the college classroom building that solar energy was and is possible in Lisle, Illinois. He wants the solar installation to be the beginning of his work and not the end.
He has also worked with teachers during the above mentioned solar camp and followed up this training by implementing the solar data into the physics curriculum. He explained to me that teaching the students within the science building about solar energy is just as important as the installation of the system itself. And when asked why he decided to take on such a massive set of projects and become the go-to person at Benedictine for solar energy, he simply said he just wanted to demonstrate to others that its time has come.
What struck me the most was Dr. Mickus’ insistence that education should be the beginning and end of these projects. Coming from a family that never stopped reminding me of how crucial it is for me to have an education, I had become somewhat desensitized to this message, considering it was always coming from the mouths of my parents. Witnessing his conviction in the possibility of teaching both young people like myself and older people such as my parents, it is evident that education continues to be the purest way to rally others around causes such as this. What we can all hope for is that one day, solar and other forms of renewable energy will not be considered “causes” at all, but they will represent a way of life for societies across the globe. And such a hope begins and ends with individuals like Dr. Mickus.
Speaking from the perspective of someone who is still soaking up all of the environmental work happening around me, I have discovered an undeniable certainty from working in this field. This type of productivity would not be possible without the unrelenting modesty of such figures like Dr. Mickus, despite my attempt to cover a fraction of the recognition he truly deserves. Many could rightly claim that a single renewable energy project at such a major institution warrants a lifetime of praise, yet those who have truly pioneered this movement insist that we continue to think of new ways to save energy.
After getting a few useful quotes from the professor and explaining a little bit about the work I had been doing, he stopped short and asked me if it were possible to use LED lighting in Benedictine’s museum. He explained that earlier he had been in the museum and the florescent lighting did not seem appropriate in such a setting. His enthusiasm behind this new idea swallowed the rest of our conversation, despite my desire to hear all about his solar energy work. His main concern was moving forward, and he was adamant about me contacting him regarding the possibility of utilizing LED lighting at the museum as soon as I had more information.
While it is cordial that Dr. Mickus dismisses our praise, I would like to officially thank him for all his efforts and the guarantee that we will see much more from this educator and those he has influenced.
My job is to tell the story of why the point people of these projects made commitments to this type of work. I also attempt to uncover the underlying story behind the project itself. What I discovered is the contagious inspiration that arises from this work and that no matter how far one has immersed his or herself in a specific field, there are always new things to learn and more innovative ways to bring about change. Benedictine will indefinitely be a template for other projects and the work of Dr. Mickus will hopefully teach others how to improve the state of the environment. Carrying out such projects in a way that is both inventive and educational is how schools in Illinois can continue to break the mold. It is these heroes of progress who will agitate others into carrying on this invaluable work.
Partners:
- Illinois Clean Energy Community Foundation
- Foundation for Environmental Education
- Commonwealth Edison
- NEED
Few would debate the fact that a bustling urban neighborhood offers a wide range of learning opportunities. One could ask, what better way to teach our young children about renewable energy than to take a preexisting learning domain in the middle of a city and install a successful renewable energy project? In Lincoln Park, a Chicago neighborhood with families and young children, there is a zoo nestled between the water’s edge on Lake Michigan and the city streets. Lincoln Park Zoo is free to the public, providing an open invitation for children to learn about animals during non-school hours. A solar project has been installed on the large red barn, located in the Farm-in-the-Zoo presented by John Deere as part of the Illinois Solar Schools initiative. So as the kids view goats, pigs, and cows in this farm wonderland, they are also learning about alternative energies. Parents can bring children to the zoo and large groups can visit without financial burden because admission is free. People can even avoid the cost of parking if they opt to take public transportation or walk. These kids are learning, in a fun way, something many parents and teachers work very hard to achieve. What makes this project so fascinating is that it is a zoo with all the wonderful possibilities just mentioned, and it is part of the Illinois Solar Schools project! What a refreshing alliance! 
When I visited Lincoln Park Zoo this spring, I witnessed endless groups of children making their way through the weaving paths of the farm with wonder and excitement. I sat for a moment on the bench near the solar project and observed the integration of these learning tools. Such collaboration between a school and a zoo is inventive and inspirational, paving the way for future public domains to become learning environments for young people. Installing solar panels at Lincoln Park Zoo is a way to implement the notion of renewable energy into the child’s upbringing, instilling in them a concept that many adults are struggling to grasp even today.Lincoln Park Zoo is also participating in many other green activities, including steps towards emitting fewer pollutants into the air, water and energy conservation efforts, energy efficient adjustments to their buildings, recycling, and many other proactive efforts to set a positive example for the community. While I was in the visitor center discussing the solar project with the friendly Lincoln Park Zoo staff, I even noticed a battery recycling bin at my feet. 
It is the little things like this that truly foster education about “greening” within the general public. So while skipping through the zoo marveling at the zebras and monkeys, the children, along with their parents, are absorbing an enormous amount of environmentalism. Funding for the Illinois Solar Schools project was provided in large part by Illinois Clean Energy Community Foundation and Commonwealth Edison. More information about this project including live data is available at www.IllinoisSolarSchools.org 
