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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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All sourcesNASA NTRSDOE OSTI
DOE OSTI2024

The Italian Summer Students Program at Fermilab and other US Laboratories: 40 years of education in particle physics and technology

Since 1983 the Italian groups collaborating with Fermilab (US) have been running a 2-month summer training program for Master students. While in the first year the program involved only 4 physics students, in the following years it was extended to engineering students. Many students have extended their collaboration with Fermilab with their Master Thesis and PhD. The program has involved almost 600 Italian students from more than 20 Italian universities. Each intern is supervised by a Fermilab Mentor responsible for the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e and SBN and DUNE design and data analysis, development of particle detectors, design of electronic and accelerator components, development of infrastructures and software for tera-data handling, quantum computing and research on superconductive elements and accelerating cavities. In 2015 the University of Pisa included the program within its own educational programs. Summer Students are enrolled at the University of Pisa for the duration of the internship and at the end of the internship they write summary reports on their achievements. After positive evaluation by a University of Pisa Examining Board, interns are acknowledged 6 ECTS credits for their Diploma Supplement. In the years 2020 and 2021 the program was canceled due to the sanitary emergency but in 2022 it was restarted and allowed a cohort of 21 students in 2022, and a cohort of 27 students in 2023 to be trained for nine weeks at Fermilab. We are now organizing the 2024 program.

Barzi, Emanuela↗
DOE OSTI2023

Virtual Community Trains

When access to transit solutions is restricted to parts of a community, a division occurs what leads to disadvantaged socioeconomic conditions that only grows over time. This restriction causes difficulties in accessing needed resources such as medical facilities, employment, healthy food, education, healthy food, and more. To solve this restricted access, Labyrinth Smart Mobility and partners are developing a virtual community train that encourages scalability, energy efficiency, and equitability to all regardless of individual circumstances and limitation. The implementation of virtual community trains allows access to resources previously out of reach. The virtual community train enables one operator to drive a lead vehicle. This lead vehicle would then provide direction to a follow vehicle through vehicle-to-vehicle communication. Labyrinth Smart Mobility in conjunction with partners used various methods and resources to prove market feasibility, technical feasibility, economic need and viability, and more as well as design system requirements and architecture emphasis efficiency and safety. In doing so, Labyrinth Smart Mobility and partners will continue these advancements to further develop the virtual community train.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2025

The Italian Summer Students Program at Fermilab and other US Laboratories: 40 years of education in particle physics and technology

Since 1983 the Italian groups collaborating with Fermilab (US) have been running a 2-month summer training program for Master students. While in the first year the program involved only 4 physics students, in the following years it was extended to engineering students. Many students have extended their collaboration with Fermilab with their Master Thesis and PhD. The program has involved more than 600 Italian students from more than 20 Italian universities. Each intern is supervised by a Fermilab Mentor responsible for the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e and SBN (MicroBooNE, Icarus, and SBND) and DUNE design and data analysis, development of particle detectors, design of electronic and accelerator components, development of infrastructures and software for tera-data handling, quantum computing and research on superconductive elements and accelerating cavities. In 2015 the University of Pisa included the program within its own educational programs. Summer Students are enrolled at the University of Pisa for the duration of the internship and at the end of the internship they write summary reports on their achievements. After positive evaluation by a University of Pisa Examining Board, interns are acknowledged 6 ECTS credits for their Diploma Supplement. The program was paused in 2020 and 2021 due to the COVID-19 pandemic, but it resumed in 2022. From 2022 to 2024, a total of 60 students participated in the nine-week training at Fermilab. We are currently organizing the 2025 program. This paper provides an overview of the program, which can serve as a model for other interested laboratories.

Barzi, Emanuela [Ohio State U.]↗
DOE OSTI2026

Industry-driven Training and Curriculum Development Process

The development of a sustainable, skilled fusion workforce requires coordinated strategy between all sectors of fusion industry. This paper outlines a framework to align training programs with evolving technical and professional demands of fusion, including enhancing existing curricula, the establishment of new programs at educational institutions, and the identification of workforce gaps informed through industry engagement. Effective curriculum development requires input from both educators and employers to ensure that academic content reflects real-world challenges and can prepare students for successful transitions into the field. Collaborative models, such as industry-led training programs, inter-institutional partnerships, and faculty development initiatives, are highlighted as mechanisms for scalable and inclusive workforce development. Continued program success and relevance will be dependent on continuous review processes, including feedback from employers, alumni, and advisory boards. The combination of these programs supports the formation of flexible, industry-informed training pathways. This approach aims to foster a competent workforce capable of advancing fusion energy research and commercialization.

Gehrig, Monica [ORNL] (ORCID:0000000341022612)↗
DOE OSTI2025

Challenge of Fielding Experiments at the Annular Core Research Reactor

Conference is the annual Test, Research &Training Reactors (TRTR) meeting. Typically attended by dozens of research reactor operators, educators, trainers, maintenance & service contractors Also, members of the Nuclear Regulatory Commission (NRC) attend. Presentation highlights ACRRs capability and the process used to submit and approve experimental activities. This presentation is adapted from my previous presentation to the Material Test and Research conference, SAND2025-1775526.

Martin, Lonnie E. [Sandia National Laboratories (S↗
DOE OSTI2024

Ambient energy for buildings: Beyond energy efficiency

The following Key Messages comprise the salient findings of this study: 1. Ambient energy (from sun, air, ground, and sky) can heat and cool buildings; provide hot water, ventilation and daylighting; dry clothes; and cook food. These services account for about three-quarters of building energy consumption and a third of total US demand. Biophilic design (direct and indirect connections with nature) is an intrinsic adjunct to ambient energy systems, and improves wellness and human performance. 2. The current strategy of electrification and energy efficiency for buildings will not meet our climate goals, because the transition to an all-renewable electric grid is too slow. Widespread adoption of ambient energy is needed. Solar-heated buildings also flatten the seasonal demand for electricity compared to all-electric buildings, reducing required production capacity and long-term energy storage. In addition, ambient-conditioned buildings improve resilience by remaining livable during power outages. 3. National policies, incentives, and marketing should be enacted to promote ambient energy use. Federal administrative priorities should reflect the importance of ambient energy for buildings. Use of ambient energy should be encouraged through existing and new building codes and standards. 4. Ambient energy system design tools are needed for architects, engineers, builders, building scientists, realtors, appraisers, and consumers. PVWatts is used over 100 million times per year for photovoltaic system design. A similar, simple, and accessible tool for ambient design is crucial. 5. Training on ambient energy is needed throughout secondary, post-secondary, and continuing education for workforce development. Currently, only about 10% of colleges teach courses on passive heating and cooling systems. 6. Ambient-conditioned buildings should be demonstrated in all US climate zones. Performance should be monitored and reported, with quantitative case studies made widely available. 7. While current technology is sufficient to build high-performance ambient buildings now, research is needed to develop new technologies to harness ambient energy more effectively and more economically. Such advancements will facilitate adoption of ambient energy technologies in a wider range of buildings, including retrofits. Examples include windows with much lower thermal losses, use of the building shell as thermal storage, alternative light-weight thermal storage systems, sky radiation cooling systems, automated controls for solar gains and passive cooling, and ground coupling.

14 SOLAR ENERGY↗
DOE OSTI2026

Oakland University Cybersecurity Center (Final Scientific/Technical Report)

This report summarizes the outcomes of Award DE-CR0000023, “Oakland University Cybersecurity Center,” a 31-month project funded by the U.S. Department of Energy Office of Cybersecurity, Energy Security, and Emergency Response (CESER). The project addressed cybersecurity risks facing small and medium-sized manufacturers (SMMs) transitioning to Industry 4.0. The project integrated customer discovery, applied research, and cybersecurity training development. A total of 51 cybersecurity assessments identified significant gaps in baseline practices, incident response, and workforce capability. Research efforts produced a scalable mitigation framework tailored to SMM environments, and workforce analysis identified persistent talent gaps. Eight cybersecurity training modules were developed and deployed via Oakland University’s Professional and Continuing Education (PACE) platform. All objectives were completed, with 98.93% federal budget utilization and cost share exceeding requirements. The project establishes a scalable model for strengthening cybersecurity resilience and workforce capacity across U.S. manufacturing supply chains.

24 POWER TRANSMISSION AND DISTRIBUTION↗
DOE OSTI2020

SEE LANL: Student Educational Experience at LANL [PowerPoint]

SEE LANL is designed to provide university students a hands-on nuclear safeguards training course based on the courses given to all IAEA inspectors. It aims to encourage networking and collaborations between university students/professors and laboratory staff, introduce students to the variety of safeguards-related technical work at LANL and provides early-career technical staff an opportunity to teach. Further details on the program are provided.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗
DOE OSTI2025

STEM Professional Development Program for Nuclear Security Science and Technology Consortium

This oral presentation captures the technical and developmental aspect of the program in support of UNLV. The goal of this project is to develop a steady pipeline of STEM educated professionals in area of national and international nuclear security. The goal is to train university students at NNSS laboratories in studies motivated by global nuclear security topics ranging from nuclear emergency response and management to physics experiments for stockpile stewardship program.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2023

Advancing Energy Efficiency Through Workforce Training

This Final Technical Report summarizes the work done on to develop and implement the Energy Basics Training Tool with industry partners and the Pacific Northwest National Laboratory. This project leveraged existing infrastructure and content developed by DOE in the Building America Solution Center (BASC) and Building Science Education Solution Center (BSESC) to design model content sets for use in entry-level construction programs at the high school certificate, boot camp, and other entry level training programs.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

Development and Validation of Smart Building Technology Modules for Academic and Professional Education

Slipstream leads a team developing a semester-long smart building curriculum for college students and adapting the contents into 16 training videos for building professionals and the public. The topics cover smart building technologies related content including industry trends and benefits, building systems, sensors and IoT devices, advanced building monitoring and controls, smart building control platform, methods, and applications.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2022

Foundation Models of Scientific Knowledge for Chemistry: Opportunities, Challenges and Lessons Learned

Foundation models pre-trained on large corpora demonstrate significant gains across many natural language processing tasks and domains e.g., law, healthcare, education, etc. However, only limited efforts have investigated the opportunities and limitations of applying these powerful models to science and security applications. In this work we develop foundation models of scientific knowledge for chemistry to augment scientists with the advanced ability to perceive and reason at scale previously unimagined. Specifically, we build large-scale (1.47B parameter) general-purpose models for chemistry that can be effectively used to perform a wide range of in-domain and out-of-domain tasks. Evaluating these models in a zero-shot setting, we analyze the effect of model and data scaling, knowledge depth, and temporality on model performance in context of model training efficiency. Our novel findings demonstrate that (1) model size significantly contributes to the task performance when evaluated in a zero-shot setting; (2) data quality (aka diversity) affects model performance more than data quantity; (3) similarly, unlike previous work (Luu et al., 2021) temporal order of the documents in the corpus boosts model performance only for specific tasks, e.g., SciQ; and (4) models pre-trained from scratch perform better on in-domain tasks than those tuned from general-purpose models like Open AI’s GPT-2.

Foundation Models, Chemistry↗
DOE OSTI2024

Development of learning objectives to support undergraduate virology curriculum guidelines

It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course. These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2026

Augmented Reality Technologies for Radiation Safety Training: A Systematic Review of Sensor Integration and Visualization Approaches

This paper presents a comprehensive systematic review examining the application of augmented reality (AR) and sensor technologies for visualizing ionizing radiation in virtual training environments. The review methodology involved systematic identification and analysis of the relevant literature based on predetermined criteria including publication type, year of publication, application domain, and technological approach. The literature search encompassed publications from 2011 to 2021 across four major academic databases: Web of Science, Google Scholar, IEEE Xplore, and Scopus. Through rigorous screening following PRISMA 2020 guidelines, 23 research articles met the inclusion criteria for detailed analysis. From 404 initial database records, 360 were excluded during title/abstract screening (primarily for lacking AR components, radiation focus, or training applications) and 4 during full-text assessment (all for lacking sensor integration). The findings reveal that AR-based ionizing radiation visualization has been successfully implemented across diverse domains, including nuclear facility operations, medical procedures, CERN research activities, and educational and monitoring applications. The analysis identified multiple dimensions of impact, encompassing distinct benefits, emerging opportunities, and implementation challenges associated with AR deployment for ionizing radiation training. Each of these dimensions is comprehensively examined and documented within this review. Additionally, this study identifies critical research gaps that currently limit the full potential of AR technology in supporting ionizing radiation training programs. These gaps are systematically analyzed and discussed to establish clear directions for future research endeavors in this emerging field.

61 - RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2022

NNSA Minority Serving Institute Partnership Program (MSIPP)— Advanced Synergistic Program for Indigenous Research in Engineering (ASPIRE) (FY22 Q1 Progress Report)

In 2016, the National Nuclear Security Agency (NNSA) initiated the Minority Serving Institution Partnership Plan (MSIPP) targeting Tribal Colleges and Universities (TCUs) to offer programs that will prepare students for technical careers in NNSA’s laboratories and production plants. The MSIPP consortium’s approach is as follows: 1) align investments at the college and university level to develop a curriculum and workforce needed to support NNSA’s nuclear weapon enterprise mission, and 2) to enhance research and education at under-represented colleges and universities. The first TCU consortium that MSIPP launched was known as the Advanced Manufacturing Network Initiative (AMNI) whose purpose was to develop additive manufacturing (AM) learning opportunities. The AMNI consortium consisted of Bay Mills Community College, Cankdeska Cikana Community College, Navajo Tech University, Salish Kootenai Community College, Turtle Mountain Community College, and United Tribes Technical College. In 2016, the American Indian Higher Education Consortium (AIHEC), the AMNI consortium and the Southwestern Indian Polytechnic Institute (SIPI), in collaboration with Sandia National Labs, using a grant by NNSA hosted the first TCU Advanced Manufacturing Technology Summer Institute (TCU AMTSI). The AMNI consortium will officially end Sept. 2022. However, building on the successes of AMNI, in FY22 NNSA’s MSIPP launched three additional consortiums: (1) the Indigenous Mutual Partnership to Advanced Cybersecurity Technology (IMPACT), which focuses on STEM and cybersecurity, (2) the Advanced Synergistic Program for Indigenous Research in Engineering (ASPIRE), which focuses on STEM and the electrical and mechanical engineering skills set needed for renewable and distributed energy systems, and (3) the Partnership for Advanced Manufacturing Education and Research (PAMER), which focuses on developing and maintaining a sustainable pathway for a highly trained, next-generation additive manufacturing workforce and a corresponding community of subject matter experts for NNSA enterprises. The following report summarizes the status update during this quarter for the ASPIRE program.

42 ENGINEERING↗