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Poster to be presented to academics and STEM students from local universities during the American Association of Colleges and Universities (AAC&U) Transforming STEM Higher Education Conference: Back to Broken?, November 3–5, 2022, Arlington, VA (https://secure.aacu.org/iMIS/AACUR/Events/Event_Display.aspx?EventKey=STEM22).
The Cyber-Informed Engineering (CIE) Curriculum Guide provides a framework, guidance, and resources for incorporating CIE into university-level engineering programs and related educational activities. A key goal of this guide is to help institutions deliver CIE focused education to produce future engineers and technicians who meet the nation’s infrastructure needs. To accommodate a broad range of educational goals and approaches, this guide outlines several practical integration strategies, links to resources that can accelerate CIE adoption, and offers perspectives from partner academic institutions on the various implementation strategies.
As basic policy, NASA believes that colleges and universities should be encouraged to participate in the nation's space and aeronautics program to the maximum extent practicable. Indeed, universities are considered as partners with government and industry in the nation's aerospace program. NASA's objective is to have them bring their scientific, engineering, and social research competence to bear on aerospace problems and on the broader social, economic, and international implications of NASA's technical and scientific programs. It is expected that, in so doing, universities will strengthen both their research and their educational capabilities to contribute more effectively to the national well-being. NASA field codes and certain Headquarters program offices provide funds for those activities in universities which contribute to the mission needs of that particular NASA element. Although NASA has no predetermined amount of money to devote to university activities, the effort funded each year is substantial. (See the bar chart on the next page). This annual report is one means of documenting the NASA-university relationship, frequently denoted, collectively, as NASA's University Program. This report is consistent with agency accounting records, as the data is obtained from NASA's Financial and Contractual Status (FACS) System, operated by the Financial Management Division and the Procurement Office. However, in accordance with interagency agreements, the orientation differs from that required for financial or procurement purposes. Any apparent discrepancies between this report and other NASA procurement or financial reports stem from the selection criteria for the data.
The Texas Space Grant Consortium (TSGC) and the Exploration Systems Mission Directorate (ESMD) both have programs that present design challenges for university senior design classes that offer great opportunities for educational outreach and workforce development. These design challenges have been identified by NASA engineers and researchers as real design problems faced by the Constellation Program in its exploration missions and architecture. Student teams formed in their senior design class select and then work on a design challenge for one or two semesters. The senior design class follows the requirements set by their university, but it must also comply with the Accreditation Board for Engineering and Technology (ABET) in order to meet the class academic requirements. Based on a one year fellowship at a TSGC university under the NASA Administrator's Fellowship Program (NAFP) and several years of experience, results and metrics are presented on the NASA Design Challenge Program.
Partonic collectivity is one of the necessary signatures for the formation of quark-gluon plasma in high-energy nuclear collisions. Number of constituent quarks (NCQ) scaling has been observed for hadron elliptic flow 𝑣2 in top energy nuclear collisions at the Relativistic Heavy Ion Collider and the LHC, and this has been theoretically suggested as strong evidence for partonic collectivity. In this Letter, a systematic analysis of 𝑣 2 of 𝜋 ± , 𝐾 ± , 𝐾$^{0}_{𝑆}$, 𝑝, and Λ in Au+Au collisions at $\sqrt{s_{NN}}$ = 3.2, 3.5, 3.9, and 4.5 GeV, with the STAR experiment at the Relativistic Heavy Ion Collider, is presented. NCQ scaling is markedly violated at 3.2 GeV, consistent with a hadronic-interaction dominated equation of state. However, as the collision energy increases, a gradual evolution to NCQ scaling is observed. In conclusion, this beam-energy dependence of 𝑣 2 for all hadrons studied provides evidence for the onset of dominant partonic interactions by $\sqrt{s_{NN}}$ = 4.5 GeV.
We report precision measurements on cumulants (𝐶 𝑛 ) and factorial cumulants (𝜅 𝑛 ) of (net) proton number distributions up to fourth order in Au + Au collisions over center-of-mass energies $\sqrt{s_{NN}}$ = 7.7–27 GeV from phase II of the Beam Energy Scan program at RHIC. (Anti)protons are selected at midrapidity (|𝑦| < 0.5) within a transverse momentum range of 0.4 < 𝑝 𝑇 < 2.0 GeV/𝑐. Relative to various noncritical-point model calculations and peripheral collision 70%–80% data, the net proton 𝐶 4 /𝐶 2 measurement in 0%–5% collisions shows a minimum around 19.6 GeV for significance of deviation at ∼2–5𝜎. A minimum in 𝐶 4 /𝐶 2 with respect to a noncritical baseline is expected to be a characteristic feature of the signature associated with a critical point in the QCD phase diagram. In addition, deviations from noncritical baselines around the same collision energy region are also seen in proton factorial cumulant ratios, especially in 𝜅 2 /𝜅 1 and 𝜅 3 /𝜅 1 . As a result, dynamical model calculations including a critical point are called for in order to understand these precision measurements.
We report measurements of ϒ(1𝑆), ϒ(2𝑆) and ϒ(3𝑆) production in 𝑝 + 𝑝 collisions at $\sqrt{s}$ =500 GeV by the STAR experiment in year 2011, corresponding to an integrated luminosity ℒ int = 13 pb −1 . The results provide precise cross sections, transverse momentum (𝑝 T ) and rapidity (𝑦) spectra, as well as cross section ratios for 𝑝 T < 10 GeV/c and |𝑦| < 1. The dependence of the ϒ yield on charged particle multiplicity has also been measured, offering new insights into the mechanisms of quarkonium production. The data are compared to various theoretical models: the color evaporation model (CEM) accurately describes the ϒ(1𝑆) production, while the color glass condensate+nonrelativistic quantum chromodynamics (CGC+NRQCD) model overestimates the data, particularly at low 𝑝 T . Conversely, the color singlet model (CSM) underestimates the rapidity dependence. These discrepancies highlight the need for further development in understanding the production dynamics of heavy quarkonia in high-energy hadronic collisions. The trend in the multiplicity dependence is consistent with CGC/saturation and string percolation models or ϒ production happening in multiple parton interactions modeled by PYTHIA 8.
The STAR Collaboration presents measurements of the semi-inclusive distribution of charged-particle jets recoiling from energetic direct-photon (𝛾 dir ) and neutral-pion (𝜋 0 ) triggers in 𝑝 + 𝑝 and central Au + Au collisions at $\sqrt{s_{NN}}$ =2 00 GeV over a broad kinematic range, for jet resolution parameters 𝑅 = 0.2 and 0.5. Medium-induced jet yield suppression is observed to be larger for 𝑅 = 0.2 than for 0.5, reflecting the angular range of jet energy redistribution due to quenching. The predictions of model calculations incorporating jet quenching are not fully consistent with the observations. Furthermore, these results provide new insight into the physical origins of jet quenching.
The STAR Collaboration reports precise measurements of the longitudinal double-spin asymmetry, 𝐴 𝐿𝐿 , for dijet production with at least one jet at intermediate pseudorapidity 0.8 < 𝜂 jet < 1.8 in polarized proton-proton collisions at a center-of-mass energy of 200 GeV. This study explores partons scattered with a longitudinal momentum fraction (𝑥) from 0.01 to 0.5, which are predominantly characterized by interactions between high-𝑥 valence quarks and low-𝑥 gluons. The results are in good agreement with previous measurements at 200 GeV with improved precision and are found to be consistent with the predictions of global analyses that find the gluon polarization to be positive. In contrast, the negative gluon polarization solution from the JAM Collaboration is found to be strongly disfavored.
Hard-scattered partons ejected from high-energy proton-proton collisions undergo parton shower and hadronization, resulting in collimated collections of particles that are clustered into jets. A substructure observable that highlights the transition between the perturbative and nonperturbative regimes of jet evolution in terms of the angle between two particles is the two-point energy correlator (EEC). In this Letter, the first measurement of the EEC at RHIC is presented, using data taken from 200 GeV 𝑝 + 𝑝 collisions by the STAR experiment. The EEC is measured both for all the pairs of particles in jets and separately for pairs with like and opposite electric charges. These measurements demonstrate that the transition between perturbative and nonperturbative effects occurs within an angular region that is consistent with expectations of a universal hadronization regime that scales with jet momentum for a given initiator flavor. Additionally, a deviation from Monte Carlo predictions at small angles in the charge-selected sample could result from mechanics of hadronization not fully captured by current models.
The Space Shuttle Small Self-Contained Payload Program is described, as are ways in which high schools and universities can be helped to take advantage of its unique educational potential. The mechanics of obtaining payload space are presented. Suggestions for aiding educational institutions establish payload experiment programs are discussed. To illustrate suggestions, examples are given of programs established to date and of experiments which are being considered for participation.
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.
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.
Communicating the world of infrared astronomy to the public is the main vocation of the Education and Public Outreach Office of the SIRTF Science Center; but certainly not its only goal. In the past few years we have created a wide variety of educational products that explains the infrared as well as the multi-wavelength universe.
An effort to provide advanced engineering education for aeronautical engineers is discussed. The Doctor of Engineering program involves a technical education in the area of interest above that of the M.S. degree. In addition, there is a core of systems, design, business, and technology and society courses which all students must take. Twenty-four hours are required in the core area. The original courses as modified with time still exist. A recent review has indicated a need for change. The core will remain, but it is the hope that the student will have a selection of 30 hours in these areas from which to pick 24 hours. The areas will be changed such that system analyses and design will be integrated to a further extent. The business area will be expanded. Areas such as technology assessment and forecasting will be added.
ABSTRACT Objective This study aimed to evaluate the reliability and validity of the Binge Eating Disorder Screener‐7 (BEDS‐7) across 42 countries and 26 languages, assessing its reliability and validity as a screening tool for binge‐eating disorder (BED) in diverse cultural contexts. Specifically, it sought to enhance early recognition of BED symptoms in primary care settings globally, contributing to a standardized framework for assessing BED. Method The International Sex Survey, a cross‐sectional online study, was conducted in 42 countries and 26 languages. A diverse community sample of 82,243 participants, aged 18 years or older, completed the BEDS‐7 and measures of sexuality, mental health, substance use, and sociodemographic characteristics. Confirmatory factor analyses and tests of measurement invariance were employed to evaluate the reliability and validity of the BEDS‐7 across languages, countries, genders, and sexual orientations. Results The BEDS‐7 demonstrated scalar factorial invariance across languages and countries, indicating consistent factor loadings and item intercepts. In contrast, the screener showed residual invariance across gender and sexual orientation groups, supporting its robustness across these demographics. Kruskal–Wallis tests revealed significant differences in BED symptoms across languages, countries, genders, and sexual orientations, with the highest BED scores observed among queer, pansexual, and gender‐diverse individuals. The BEDS‐7 also demonstrated adequate reliability (Cronbach's alpha > 0.80) and moderate criterion validity. Discussion The findings provide further evidence of the reliability and validity of the BEDS‐7 as a potential screening tool for identifying probable cases of BED globally, facilitating early intervention in primary care settings.
The IDEATE project recognized that this is a critical point in history where advanced engineering solutions are required to propel the U.S. automotive industry irrevocably to the next level: the electrified drivetrain. The existing workforce is not sufficient to this task. It is imperative that automotive engineers with traditional backgrounds focused on internal-combustion and mechanical-drivetrain technologies be retrained with the most current advanced solutions in battery controls and vehicle power electronics. For the long-term success of the U.S. automakers, it is even more important that a future workforce be developed that has both broad and deep comprehension of the issues involved and the most advanced solutions known to these problems. Two campuses of the University of Colorado system joined forces to establish the GATE Center of Excellence in Innovative Drivetrains in Electric Automotive Technology Education (IDEATE). The University of Colorado Boulder (CU-Boulder) is widely regarded as having one of the top graduate programs in power electronics in the country; the University of Colorado Colorado Springs (UCCS) has unrivaled expertise in algorithms for automotive battery control. By collaborating, IDEATE built on our team’s proven strengths to develop innovative curricula and to initiate courses and programs that have provided (and continue to provide) students with a unique opportunity for holistic and specialty education in electric drivetrain technology (part-way through the project, we invited Utah State University to join the project, adding to our strength in power electronics for battery application).
The Educational Programs Office at NASA Glenn Research Center hosts a variety of programs that takes on the hard task of getting students of all ages interested in pursuing careers in science, mathematics, and engineering. To help assist students along the way there are many programs to participate in such as: the explorers, shadowing opportunities, and paid internships. The Educational Programs Office not only creates learning opportunities for students, they also host workshops to help educators enhance their knowledge these fields. This summer I assisted Marie Borowski in the Educational Programs Office with the Tennessee State University College Bound Program. The Tennessee state University College Bound Program is an intensive two-week summer academic workshop designed to introduce minority students to the profession of engineering. NASA Glenn Research Center sent forty dedicated students on a bus to Nashville, Tennessee to experience college life as a whole. At the college the students day consisted of a math class, aeronautics, ACT/SAT preparation, writing and research, African American Culture, computer science, and study sessions. The students also went on educational field trips to the Fisk Museum, the Space and Rocket Center, and the Parthenon Museum. On the last day of the program the students competed in an oratorical contest where the students made a Powerpoint presentation on the class that they enjoyed the most. There were many processes that had to be put into action for the college bound program to run smoothly. The process started in early January with the preparation of applications. Once prepared, the applications were then sent to schools and past participants in hopes of receiving a well-qualified pool of applicants. Once the applications were received, a prescreening is done which ensures all of the information is complete. Then, they are reviewed by a panel, using a rubric to evaluate them, and the semifinalists are then selected. Interviews are held with the students and their parents had to be interviewed by a panel of judges and graded on a rubric. The scores were added up and the forty students were selected. My job this summer was getting the students ready to leave for Tennessee. My job consisted of working very closely with my mentor, Marie Borowski, compile the student data to provide it to the chaperones, TSU records, and NASA records. I learned about the vital communication between the NASA and the TSU program managers. After all the planning was done and the program had begun I had a chance to fly to Tennessee for six days to observe the students daily activities. The students had adjusted very well to the intense schedule, and seemed very enthusiastic about the activities to follow. The whole group was very attentive and enthusiastic program be longer. My goals for the summer were all met. I wanted to learn and retain all the information I possibly could on the job I was given. I was very happy with the end result.