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All sourcesNASA NTRSDOE OSTI
DOE OSTI2026

A Practical Guide to E-waste Education and Events in Schools

The Practical Guide to E-waste Education and Events in Schools is a comprehensive resource that equips educators and outreach professionals to deliver impactful lessons on electronic waste (e-waste), critical materials, and battery recycling, while launching effective school-based e-waste recycling programs. It offers step-by-step guidance for starting and managing outreach efforts, including tips on student engagement, selecting recycling partners, planning collection logistics, creating promotional materials, and overcoming common challenges. The guide also supports curriculum development and scaling initiatives across schools to foster lasting recycling habits.

school outreach↗
NASA NTRS2003

NASA Education Forum at SAO on the Structure and Evolution of the Universe

NASA's Structure and Evolution of the Universe (SEU) science theme offers an unparalleled opportunity to capture the public's imagination and inspire the next generation of scientific explorers-the generation that will determine America's lead in science and technology in the 21st century. The missions and research programs of SEU science are transporting the public to some of the universe's most exotic destinations: the beginning of time, the edge of space at the entrance to a black hole, and the great cycles of matter and energy that have slowly brought life to the universe. NASA's Office of Space Science (OSS) has put in place an Education and Public Outreach (EPO) initiative designed to do just that. Spanning all of NASA's OSS science themes, the initiative is a far-reaching partnership with the education community. As a result, NASA space science now reaches every avenue of education-from the nation's schools, science museums and planetariums, to libraries, community groups and after-school programs. As a partner in this enterprise, the,SEU Forum has successfully brought SEU science to a large and diverse audience. But this is an ongoing process, and much still needs to be done. Working with our colleagues in the OSS Support Network, and with our partners in the space science and education communities, we look forward to ensuring that the public supports and participates in the great explorations of the SEU theme. Working with the SEU missions and members of the OSS Support Network, the Forum will harness the assets of the SEU science community to: Inform, inspire, and involve the public in the explorations of the SEU science theme. Use the unique resources of the SEU science theme to enhance K-14 science, technology, and mathematics education. Identify and develop high-leverage opportunities for the SEU science community to contribute to education and outreach.

Rosendhal, Jeffrey↗
NASA NTRS2002

Strategic Plan

The Mission of the NSBRI will be to lead a National effort for accomplishing the integrated, critical path, biomedical research necessary to support the long term human presence, development, and exploration of space and to enhance life on Earth by applying the resultant advances in human knowledge and technology acquired through living and working in space. To carry out this mission, the NSBRI focuses its activities on three Strategic Programs: Strategic Program 1: Countermeasure Research Strategic Program 2: Education, Training and Outreach Strategic Program 3: Cooperative Research and Development. This document contains the detailed Team Strategic Plans for the 11 research teams focused on Strategic Program 1, and the Education and Outreach Team focused on Strategic Program 2. There is overlap and integration among the Programs and Team Strategic Plans, as described in each of the Plans.

Source record↗
NASA NTRS2001

Improving science literacy and education through space life sciences

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

NASA Discipline General Space Life Sciences↗
NASA NTRS2010

Everyone Learns: The Joys of Sharing Your Science with Students and Educators

Have you found yourself asking questions such as: "What needs to be considered when working with students? How can I best communicate my science to the public? I have an idea for an educational project, but how do I get money to make it happen?"? During this presentation, we will present case studies where scientists have engaged in meaningful dialogues and experiences with students, teachers, museum and science center staff, and the general public. We will also present products and programs that are ready-made opportunities for scientists looking to get their feet wet in education and public outreach. As a result of this presentation, attendees will be made aware of existing efforts that enable scientists to get involved in education and public outreach as well as NASA opportunities for scientists to fund their educational projects.

deColstounBrown, Eric↗
DOE OSTI2021

A Storm Safari in Subtropical South America: Proyecto RELAMPAGO

In this article, we provide an overview of the experimental design, execution, education and public outreach, data collection, and initial scientific results from the Remote Sensing of Electrification, Lightning, and Mesoscale/Microscale Processes with Adaptive Ground Observations (RELAMPAGO) field campaign. RELAMPAGO was a major field campaign conducted in the Córdoba and Mendoza provinces in Argentina and western Rio Grande do Sul State in Brazil in 2018–19 that involved more than 200 scientists and students from the United States, Argentina, and Brazil. This campaign was motivated by the physical processes and societal impacts of deep convection that frequently initiates in this region, often along the complex terrain of the Sierras de Córdoba and Andes, and often grows rapidly upscale into dangerous storms that impact society. Observed storms during the experiment produced copious hail, intense flash flooding, extreme lightning flash rates, and other unusual lightning phenomena, but few tornadoes. The five distinct scientific foci of RELAMPAGO—convection initiation, severe weather, upscale growth, hydrometeorology, and lightning and electrification—are described, as are the deployment strategies to observe physical processes relevant to these foci. The campaign’s international cooperation, forecasting efforts, and mission planning strategies enabled a successful data collection effort. In addition, the legacy of RELAMPAGO in South America, including extensive multinational education, public outreach, and social media data gathering associated with the campaign, is summarized.

54 ENVIRONMENTAL SCIENCES↗
NASA NTRS2016

FINESSE Spaceward Bound - Teacher Engagement in NASA Science and Exploration Field Research

The FINESSE (Field Investigations to Enable Solar System Science and Exploration) team of NASA's Solar System Exploration Research Virtual Institute (SSERVI) is focused on a science and exploration field-based research program aimed at generating strategic knowledge in preparation for the human and robotic exploration of the Moon, Near Earth Asteroids, and the moons of Mars. The FINESSE science program is infused with leading edge exploration concepts since "science enables exploration and exploration enables science." The FINESSE education and public outreach program leverages the team's field investigations and educational partnerships to share the excitement of lunar, Near Earth Asteroid, and martian moon science and exploration locally, nationally, and internationally. The FINESSE education plan is in line with all of NASA's Science Mission Directorate science education objectives, particularly to enable STEM (science, technology, engineering, and mathematics) education and leverage efforts through partnerships.

Moon↗
NASA NTRS2011

Mission X: Train Like an Astronaut Pilot Study

Mission X: Train Like an Astronaut is an international educational challenge focusing on fitness and nutrition as we encourage students to "train like an astronaut." Teams of students (aged 8-12) learn principles of healthy eating and exercise, compete for points by finishing training modules, and get excited about their future as "fit explorers." The 18 core exercises (targeting strength, endurance, coordination, balance, spatial awareness, and more) involve the same types of skills that astronauts learn in their training and use in spaceflight. This first-of-its-kind cooperative outreach program has allowed 14 space agencies and various partner institutions to work together to address quality health/fitness education, challenge students to be more physically active, increase awareness of the importance of lifelong health and fitness, teach students how fitness plays a vital role in human performance for exploration, and inspire and motivate students to pursue careers in STEM fields. The project was initiated in 2009 in response to a request by the International Space Life Sciences Working Group. USA, Netherlands, Italy, France, Germany, Austria, Colombia, Spain, and United Kingdom hosted teams for the pilot this past spring, and Japan held a modified version of the challenge. Several more agencies provided input into the preparations. Competing on 131 teams, more than 3700 students from 40 cities worldwide participated in the first round of Mission X. OUTCOMES AND BEST PRACTICES Members of the Mission X core team will highlight the outcomes of this international educational outreach pilot project, show video highlights of the challenge, provide the working group s initial assessment of the project and discuss the future potential of the effort. The team will also discuss ideas and best practices for international partnership in education outreach efforts from various agency perspectives and experiences

Lloyd, Charles W.↗
NASA NTRS2008

Proceedings of the 39th Lunar and Planetary Science Conference

Sessions with oral presentations include: A SPECIAL SESSION: MESSENGER at Mercury, Mars: Pingos, Polygons, and Other Puzzles, Solar Wind and Genesis: Measurements and Interpretation, Asteroids, Comets, and Small Bodies, Mars: Ice On the Ground and In the Ground, SPECIAL SESSION: Results from Kaguya (SELENE) Mission to the Moon, Outer Planet Satellites: Not Titan, Not Enceladus, SPECIAL SESSION: Lunar Science: Past, Present, and Future, Mars: North Pole, South Pole - Structure and Evolution, Refractory Inclusions, Impact Events: Modeling, Experiments, and Observations, Mars Sedimentary Processes from Victoria Crater to the Columbia Hills, Formation and Alteration of Carbonaceous Chondrites, New Achondrite GRA 06128/GRA 06129 - Origins Unknown, The Science Behind Lunar Missions, Mars Volcanics and Tectonics, From Dust to Planets (Planetary Formation and Planetesimals):When, Where, and Kaboom! Astrobiology: Biosignatures, Impacts, Habitability, Excavating a Comet, Mars Interior Dynamics to Exterior Impacts, Achondrites, Lunar Remote Sensing, Mars Aeolian Processes and Gully Formation Mechanisms, Solar Nebula Shake and Bake: Mixing and Isotopes, Lunar Geophysics, Meteorites from Mars: Shergottite and Nakhlite Invasion, Mars Fluvial Geomorphology, Chondrules and Chondrule Formation, Lunar Samples: Chronology, Geochemistry, and Petrology, Enceladus, Venus: Resurfacing and Topography (with Pancakes!), Overview of the Lunar Reconnaissance Orbiter Mission, Mars Sulfates, Phyllosilicates, and Their Aqueous Sources, Ordinary and Enstatite Chondrites, Impact Calibration and Effects, Comparative Planetology, Analogs: Environments and Materials, Mars: The Orbital View of Sediments and Aqueous Mineralogy, Planetary Differentiation, Titan, Presolar Grains: Still More Isotopes Out of This World, Poster sessions include: Education and Public Outreach Programs, Early Solar System and Planet Formation, Solar Wind and Genesis, Asteroids, Comets, and Small Bodies, Carbonaceous Chondrites, Chondrules and Chondrule Formation, Chondrites, Refractory Inclusions, Organics in Chondrites, Meteorites: Techniques, Experiments, and Physical Properties, MESSENGER and Mercury, Lunar Science Present: Kaguya (SELENE) Results, Lunar Remote Sensing: Basins and Mapping of Geology and Geochemistry, Lunar Science: Dust and Ice, Lunar Science: Missions and Planning, Mars: Layered, Icy, and Polygonal, Mars Stratigraphy and Sedimentology, Mars (Peri)Glacial, Mars Polar (and Vast), Mars, You are Here: Landing Sites and Imagery, Mars Volcanics and Magmas, Mars Atmosphere, Impact Events: Modeling, Experiments, and Observation, Ice is Nice: Mostly Outer Planet Satellites, Galilean Satellites, The Big Giant Planets, Astrobiology, In Situ Instrumentation, Rocket Scientist's Toolbox: Mission Science and Operations, Spacecraft Missions, Presolar Grains, Micrometeorites, Condensation-Evaporation: Stardust Ties, Comet Dust, Comparative Planetology, Planetary Differentiation, Lunar Meteorites, Nonchondritic Meteorites, Martian Meteorites, Apollo Samples and Lunar Interior, Lunar Geophysics, Lunar Science: Geophysics, Surface Science, and Extralunar Components, Mars, Remotely, Mars Orbital Data - Methods and Interpretation, Mars Tectonics and Dynamics, Mars Craters: Tiny to Humongous, Mars Sedimentary Mineralogy, Martian Gullies and Slope Streaks, Mars Fluvial Geomorphology, Mars Aeolian Processes, Mars Data and Mission,s Venus Mapping, Modeling, and Data Analysis, Titan, Icy Dwarf Satellites, Rocket Scientist's Toolbox: In Situ Analysis, Remote Sensing Approaches, Advances, and Applications, Analogs: Sulfates - Earth and Lab to Mars, Analogs: Remote Sensing and Spectroscopy, Analogs: Methods and Instruments, Analogs: Weird Places!. Print Only Early Solar System, Solar Wind, IDPs, Presolar/Solar Grains, Stardust, Comets, Asteroids, and Phobos, Venus, Mercury, Moon, Meteorites, Mars, Astrobiology, Impacts, Outer Planets, Satellites, and Rings, Support for Mission Operations, Analog Education and Public Outreach.

Source record↗
NASA NTRS2000

Conference Summary

The MU-SPIN conference focused on showcasing successful experiences with information technology to enhance faculty and student development in areas of scientific and technical research and education. And it provided a forum for discussing increased participation of MU-SPIN schools in NASA Flight Missions and NASA Educational and Public Outreach activities. Opportunities for Involvement sessions focused on Space Science, Earth Science, Education, and Aeronautics. These sessions provided insight into the missions of NASA's enterprises and NASA's Education program. Presentations by NASA scientists, university Principal Investigators, and other affiliates addressed key issues for increased minority involvement.

Harrington, James, Jr.↗
NASA NTRS2003

The Institute on Climate and Planets (ICP): A Research Education Program

Giving students a fair start to become productive and responsible contributors in the 21st century workforce and society depends on our ability to help them develop: (1) A global view of the world; (2) Problem-solving and/or reasoning abilities; (3) Basic scientific and technical literacy; and (4) A multi-disciplinary understanding of how humans and nature interact with the earth system. The Institute on Climate and Planets (ICP) in New York City is NASA Goddard Institute for Space Studies' (GISS) response to the national challenge to give students a fair start to become productive in America's workforce and society, GISS is part of the Earth Science Director at NASA Goddard Space Flight Center in Maryland and a component of Columbia University's Earth Institute, a university-wide initiative whose mission is to understand our planet so as to enhance its sustainability. In 1994 Jim Hansen, several of his GISS and Columbia University colleagues and Fitzgerald Bramwell, the former Director of the New York City Alliance for Minority Participation at City University of New York, launched the ICP. ICP contributes to NASA education and minority outreach goals by directly involving underrepresented college, high school and junior high school students and their educators in research. ICP takes advantage of the interest of many civil servants and Columbia University research scientists at GISS to involve students and educators on multi-level research teams working on problems at the core of NASA's Earth Science Enterprise - advancing our understanding of Earth s climate, climate variability, and climate impacts.

Carlson, Barbara↗
DOE OSTI2022

Protein Data Bank: A Comprehensive Review of 3D Structure Holdings and Worldwide Utilization by Researchers, Educators, and Students

The Research Collaboratory for Structural Bioinformatics Protein Data Bank (RCSB PDB), funded by the United States National Science Foundation, National Institutes of Health, and Department of Energy, supports structural biologists and Protein Data Bank (PDB) data users around the world. The RCSB PDB, a founding member of the Worldwide Protein Data Bank (wwPDB) partnership, serves as the US data center for the global PDB archive housing experimentally-determined three-dimensional (3D) structure data for biological macromolecules. As the wwPDB-designated Archive Keeper, RCSB PDB is also responsible for the security of PDB data and weekly update of the archive. RCSB PDB serves tens of thousands of data depositors (using macromolecular crystallography, nuclear magnetic resonance spectroscopy, electron microscopy, and micro-electron diffraction) annually working on all permanently inhabited continents. RCSB PDB makes PDB data available from its research-focused web portal at no charge and without usage restrictions to many millions of PDB data consumers around the globe. It also provides educators, students, and the general public with an introduction to the PDB and related training materials through its outreach and education-focused web portal. This review article describes growth of the PDB, examines evolution of experimental methods for structure determination viewed through the lens of the PDB archive, and provides a detailed accounting of PDB archival holdings and their utilization by researchers, educators, and students worldwide.

59 BASIC BIOLOGICAL SCIENCES↗
NASA NTRS2013

Horizontal Habitability Layout Studies

As our efforts in the 2011-2012 X-Hab Academic Innovation Challenge we designed, developed, constructed and tested a deployable horizontally oriented habitat system for use as an Earth analog. The goals of the project included a short-term goal of an interdisciplinary senior design project to design, build and evaluate a horizontally oriented habitat and a long-term goal to develop capabilities in education, research, and outreach in field of space habitat design. This included both technical engineering and outreach efforts. In the 2011-2012 year, the program involved the following schools at OSU: The Schools of Mechanical and Aerospace Engineering (MAE) and Industrial and Engineering Management (IEM) within the College of Engineering, Architecture and Technology and Design, Housing and Merchandising (DHM) in the College of Human Sciences. We also included the School of Aviation Education (AvED) in the College of Education through the ISNPIRE (Interdisciplinary National Science Project Incorporating Research and Education Experience) program of as part of our outreach efforts.

Jamey D. Jacob↗
NASA NTRS2004

[Activities of System Studies and Simulation, Inc.]

Contents include the following: 1. Launch Vehicle Interface Work Performed: a. S3 provided to KSC the new launch inclination targets needed for the April '04 launch date. 2. Prelaunch operations work performed: a. S3 updated the staffing plan for MSFC on-console personnel\during the Final Countdown prior to launch. 3. Software Assessment Work Performed: a. S3 evaluated and recommended approval for Program Control Board (PCB) proposed change 649 for ground software changes, as well as change 650 and 650A for Stored Program Commands. 4. Education and Public Outreach Work Performed: a. S3 continues to coordinate the effort for the design and fabrication of scale models of the GP-3 for use at the launch site, education forums, and management/technical briefings. S3 also prepared a Change Request for additional funds needed for fabrication of additional scale models. S3 drafted the planned uses of these models, including the possibility of participation in the Boston, MA showings of the traveling Einstein Exhibit. 5. Program Management Support Work Performed: a. S3 prepared the input for and closed three MSFC Centerwide Action Item Tracking Systems (CAITS) actions during this period.

Source record↗
NASA NTRS2004

SOHO Ultraviolet Coronagraph Spectrometer (UVCS) Mission Operations and Data Analysis

The scientific goal of UVCS is to obtain detailed empirical descriptions of the extended solar corona as it evolves over the solar cycle and to use these descriptions to identify and understand the physical processes responsible for coronal heating, solar wind acceleration, coronal mass ejections (CMEs), and the phenomena that establish the plasma properties of the solar wind as measured by "in situ" solar wind instruments. This report covers the period from 15 February 2003 to 14 April 2004. During that time, UVCS observations have consisted of three types: 1) standard synoptic observations comprising, primarily, the H I Lyalpha line profile and the 0 VI 103.2 and 103.7 nm intensity over a range of heights from 1.5 to about 3.0 solar radii and covering 360 degrees about the Sun, 2) sit and stare observations for major flare watches, and 3) special observations designed by the UVCS Lead Observer of the Week for a specific scientific purpose. The special observations are often coordinated with those of other space-based and ground-based instruments and they often are part of SOHO joint observation programs and campaigns. Lead observers have included UVCS Co-Investigators, scientists from the solar physics community and several graduate and undergraduate level students. UVCS has continued to achieve its purpose of using powerful spectroscopic diagnostic techniques to obtain a much more detailed description of coronal structures and dynamic phenomena than existed before the SOHO mission. The new descriptions of coronal mass ejections (CMEs) and coronal structures from UVCS have inspired a large number of theoretical studies aimed at identifying the physical processes responsible for CMEs and solar wind acceleration in coronal holes and streamers. UVCS has proven to be a very stable instrument. Stellar observations have demonstrated its radiometric stability. UVCS has not required any flight software modifications and all mechanisms are operational. The UVCS 0 VI Channel with its redundant optical path for wavelengths near H I Lyalpha is capable of observing the entire UVCS wavelength range. The regions of the detector currently being used require different grating angles for direct OVI observations and redundant path H I Lyalpha observations, and so those can no longer be observed simultaneously. Since December 1998, the 0 VI Channel has been used for all UVCS observations. Although the H I Lyalpha Channel and detector are still operational, increases in the dark count up to about 5x10(exp 4) counts/sec/pixel and an increase in high voltage current to within a factor of two of the maximum used in the laboratory before flight led to the decision to not use that detector after 1998. The visible light channel functioned nominally during the reporting period. UVCS data, data analysis software, calibration files and the mission log are available from the SOHO archive and SAO. All UVCS data are now available within three months of the observations to scientists and the general public via the SOHO Data Archive and SAO. UVCS has resulted in 33 scientific papers in 2003. There were numerous presentations at scientific meetings. UVCS Education and Public Outreach activities involved nine members of the UVCS team. During the reporting period, there were over a dozen events directed at students and teachers, museum audiences, and public audiences via the mass media, internet and educational literature.

Gurman, Joseph↗
NASA NTRS2015

Lunar and Meteorite Sample Disk for Educators

NASA Johnson Space Center (JSC) has the unique responsibility to curate NASA's extraterrestrial samples from past and future missions. Curation includes documentation, preservation, preparation and distribution of samples for research, education and public outreach. Between 1969 and 1972 six Apollo missions brought back 382 kilograms of lunar rocks, core and regolith samples, from the lunar surface. JSC also curates meteorites collected from a US cooperative effort among NASA, the National Science Foundation (NSF) and the Smithsonian Institution that funds expeditions to Antarctica. The meteorites that are collected include rocks from Moon, Mars, and many asteroids including Vesta. The sample disks for educational use include these different samples. Active relevant learning has always been important to teachers and the Lunar and Meteorite Sample Disk Program provides this active style of learning for students and the general public. The Lunar and Meteorite Sample Disks permit students to conduct investigations comparable to actual scientists. The Lunar Sample Disk contains 6 samples; Basalt, Breccia, Highland Regolith, Anorthosite, Mare Regolith and Orange Soil. The Meteorite Sample Disk contains 6 samples; Chondrite L3, Chondrite H5, Carbonaceous Chondrite, Basaltic Achondrite, Iron and Stony-Iron. Teachers are given different activities that adhere to their standards with the disks. During a Sample Disk Certification Workshop, teachers participate in the activities as students gain insight into the history, formation and geologic processes of the moon, asteroids and meteorites.

Foxworth, Suzanne↗
NASA NTRS2014

NASA Science4Girls and Their Families: Connecting Local Libraries with NASA Scientists and Education Programs to Engage Girls in STEM

NASA Science4Girls and Their Families (NS4G) partners NASA Science Mission Directorate (SMD) education programs with public libraries to provide hands-on science, technology, engineering, and math (STEM) activities and career information for girls and their families, along with training for librarians, in conjunction with Women's History Month (March). NS4G is a collaboration among education teams within the four NASA SMD education and public outreach (E/PO) Forums: Planetary, Earth, Astrophysics, and Heliophysics. It began in 2012 as an Astrophysics-led program (Astro4Girls) with 9 events around the country. Upon expanding among the four Forums, over 73 events were held in Spring 2013 (Fig. 1), with preparations underway for events in Spring 2014. All events are individually evaluated by both the student participants and participating librarians to assess their effectiveness in addressing audience needs.

SCIENCE4GIRLS↗
DOE OSTI2024

An Energy Codes Gap Analysis Field Study in the Southwest (Final Technical Report)

The primary goal of the “An Energy Codes Gap Analysis Field Study in the Southwest” project was to improve housing through strengthened building energy code implementation in two states, Colorado and Nevada, leading to greater energy and utility bill savings for households. Colorado is a home rule state. Nevada adopts a statewide code, but cities and counties must also adopt the code, making the state function like a home rule state. To broaden the impact of the project, an additional goal was to share and amplify project experiences, findings, and lessons that can be applied in other states. To achieve these goals, the project’s key objectives were to examine how residential energy codes are implemented in partner states; to use these findings to strengthen codes implementation through enhanced education, training, and outreach; and to enhance energy code technical assistance capabilities in the two partner states. In both partner states, the project led to the creation of a quantitative baseline understanding of compliance with high-impact energy code requirements, such as foundation, wall, and ceiling R-value; window U-factor and SHGC; envelope air tightness; duct tightness; and high-efficiency lighting. It then applied this baseline information to directly inform training in geographic areas with high levels of building and construction activity. The project has placed Colorado and Nevada among 23 states across the country that have conducted a single-family residential field study based on the established U.S. Department of Energy (DOE) methodology since 2014. It has also helped each State Energy Office test models for partnership- and relationship-building among government agencies and key stakeholder groups, including the State Energy Office and relevant code administration and professional licensing agencies, building officials, designers, builders, trades and utilities. At the national level, the project helped educate and inform State and Territory Energy Offices on a replicable methodology to assess energy code construction practices, effective stakeholder engagement strategies, and tailored energy code education and training. These findings are particularly pertinent for home-rule states, such as Colorado and Nevada, which rely on local government awareness and action to advance and implement building energy codes. By raising awareness of code adoption and compliance, this project has helped to equip each partner state with data on code compliance, strategies, education, and partnership models to advance building energy codes. This in turn will have an important impact on new construction practices in Colorado and Nevada, leading to more energy efficient and affordable housing. Currently, more than 62 percent of Colorado’s population lives in one of the 55 jurisdictions that have adopted the 2021 IECC to date, while nearly 95 percent of the state's population lives in one of the 208 jurisdictions that have adopted a code at 2015 IECC levels or higher. In Nevada, the 2018 IECC was adopted by the Governor’s Office of Energy in July 2018. By July 2020, 47 percent of the adopted energy code in the state was 2018 IECC which covers 96.5 percent of Nevada’s population. The training materials funded by this project focus on the 2021 IECC and will continue to be relevant in the two states as additional jurisdictions update their building energy codes.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗