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At least 37 records · Page 2

Quality control education in the community college

This paper describes the Quality Control Program at Daytona Beach Junior College, including course descriptions. The program in quality control required communication between the college and the American Society for Quality Control (ASQC). The college has machinery established for certification of the learning process, and the society has the source of teachers who are competent in the technical field and who are the employers of the educational products. The associate degree for quality control does not have a fixed program, which can serve all needs, any more than all engineering degrees have identical programs. The main ideas which would be common to all quality control programs are the concept of economic control of a repetitive process and the concept of developing individual potentialities into individuals who are needed and productive.

Greene, J. Griffen↗

Modeling and Simulation at Tidewater Community College

Investment of $1.5 million in medical simulation technology. Integration of medical simulation activities into the curriculum. Support from TCC leadership. Individual and team activities. Skill development and critical thinking/problem solving skills.

Summers, Michael↗

Magnetic Earth Ionosphere Resonant Frequencies (MEIRF) project

The West Virginia State College Community College Division NASA Magnetic Earth Ionosphere Resonant Frequencies (MEIRF) study is described. During this contract period, the two most significant and professionally rewarding events were the presentation of the research activity at the Sir Isaac Newton Conference in St. Petersburg, Russia, and the second Day of Discovery Conference, focusing on economic recovery in West Virginia. An active antenna concept utilizing a signal feedback principle similar to regenerative receivers used in early radio was studied. The device has potential for ELF research and other commercial applications for improved signal reception. Finally, work continues to progress on the development of a prototype monitoring station. Signal monitoring, data display, and data storage are major areas of activity. In addition, we plan to continue our dissemination of research activity through presentations at seminars and other universities.

Spaniol, Craig↗

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↗

NAESA Augmentation Pilot Project

This project was one project within the Native American Earth and Space Academy (NAESA). NAESA is a national initiative comprised of several organizations that support programs which focus on 1) enhancing the technological, scientific and pedagogical skills of K-14 teachers who instruct Native Americans, 2) enhancing the understanding and applications of science, technology, and engineering of college-bound Native Americans and teaching them general college "survival skills" (e.g., test taking, time management, study habits), 3) enhancing the scientific and pedagogical skills of the faculty of tribally-controllcd colleges and community colleges with large Native American enrollments, and 4) strengthening the critical relationships between students, their parents, tribal elders, and their communities. This Augmentation Pilot Project focused on the areas of community-school alliances and intemet technology use in teaching and learning and daily living addressing five major objectives.

Hoover, John J.↗

Lab Manual & Resources for Materials Science, Engineering and Technology on CD-Rom

The National Educators' Workshop (NEW:Update) series of workshops has been in existence since 1986. These annual workshops focus on technical updates and laboratory experiments for materials science, engineering and technology, involving new and traditional content in the field. Scores of educators and industrial and national laboratory personnel have contributed many useful experiments and demonstrations which were then published as NASA Conference Proceedings. This "out poring of riches" creates an ever-expanding shelf of valuable teaching tools for college, university, community college and advanced high school instruction. Now, more than 400 experiments and demonstrations, representing the first thirteen years of NEW:Updates have been selected and published on a CD-ROM, through the collaboration of this national network of materials educators, engineers, and scientists. The CD-ROM examined in this document utilizes the popular Adobe Acrobat Reader format and operates on most popular computer platforms. This presentation provides an overview of the second edition of Experiments in Materials Science, Engineering and Technology (EMSET2) CD-ROM, ISBN 0-13-030534-0.

Jacobs, James A.↗

Building the Capacity of HBCU's for Establishing Effective Globe Partnerships

The special GLOBE train-the-trainer (TTT) workshop entitled "Building the Capacity of HBCUs For Establishing Effective GLOBE Partnerships" was help for the purpose of expanding GLOBE training capacity on the campuses of Historically Black Colleges and Universities (HBCUs) and community colleges (CCs). The workshop was held March 17-22, 2002 in Washington, D.C. at Howard University. It was designed to establish research and instructional collaboration between and among U.S. universities (HBCUs and CCs) and African countries. Representatives from 13 HBCUs, and two community colleges were represented among trainees, so were representatives from eight African countries who were financially supported by other sources. A total of 38 trainees increased their knowledge of GLOBE protocols through five days of rigorous classroom instruction, field experiences, cultural events, and computer lab sessions.

Bagayoko, Diola↗

The Algae Foundation® and Algae Technology Educational Consortium

Abstract The Algae Foundation established in February 2013 has developed a diverse portfolio of algal‐based education and workforce development programs covering education levels from kindergarten through college, aquaculture extension, and free online courses. The Algae Foundation created the Algae Technology Educational Consortium (ATEC) with five major foci including community college certificate program in algae cultivation; community college curriculum adopted for algal biotechnology degree programs; Algal Massive Open Online Courses (Algal MOOCs); Algae Academy, a kindergarten to 12th grade STEM curriculum initiative; and aquaculture extension education through the Algae Cultivation Extension Short courses (ACES). The results include the education and training of over 102,000 students, aquaculturists, entrepreneurs, and bioeconomy‐based professionals aged 8–75 years in all 50 U.S. states and 66 countries. ATEC has completed agreements with 21 community colleges and universities located in Arizona, California, Connecticut, Hawaii, Louisiana, Maine, New Mexico, North Carolina, Oregon, Texas, and Washington. The first ATEC‐sponsored certificate degree program graduation was in May 2018. The Algae MOOC #1 has had over 15,752 students enrolled. ATEC initiated the Algae Academy in spring 2016 in Carlsbad, CA, and expanded to serving over 34,000 students in 46 states during the academic year 2019–2020. ACES has enrolled over 1,550 students from 66 countries.

59 BASIC BIOLOGICAL SCIENCES↗

Pathways to Improved Representation in Advanced NucleAr science (PIRANA)

This document presents the final technical report for Pathways to Improved Representation in Advanced NucleAr Science (PIRANA), supported by the U.S. Department of Energy Office of Science (Office of Nuclear Physics) under Award No. DE-SC0024677 through the Reaching a New Energy Sciences Workforce (RENEW) initiative. The project launched in Fall 2023 at Skyline College in San Bruno, California, a federally recognized Minority Serving Institution (MSI) and the only community college participating in the nEXO collaboration. Through this partnership, Skyline College established an accessible and rigorous research environment for its students. Over the course of the project, 10 student trainees made meaningful contributions to nEXO detector R&D and to activities aimed at expanding student engagement in advanced nuclear science. An additional 24 students completed the Summer Introduction to Research and Experimentation in Nuclear physics (SIREN), a three-week program developed from the training materials created for the nEXO trainees. All participating students engaged in opportunities to present their work locally and at national conferences, take part in public outreach, and contribute to a range of academic activities across campus. Collectively, these efforts extended the impact of the project throughout the wider Skyline College community.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗

Entropy Masking

This paper details two projects that use the World Wide Web (WWW) for dissemination of curricula that focus on remote sensing. 1) Presenting grade-school students with the concepts used in remote sensing involves educating the teacher and then providing the teacher with lesson plans. In a NASA-sponsored project designed to introduce students in grades 4 through 12 to some of the ideas and terminology used in remote sensing, teachers from local grade schools and middle schools were recruited to write lessons about remote sensing concepts they could use in their classrooms. Twenty-two lessons were produced and placed in seven modules that include: the electromagnetic spectrum, two- and three-dimensional perception, maps and topography, scale, remote sensing, biotic and abiotic concepts, and landscape chi rise. Each lesson includes a section that evaluates what students have learned by doing the exercise. The lessons, instead of being published in a workbook and distributed to a limited number of teachers, have been placed on a WWW server, enabling much broader access to the package. This arrangement also allows for the lessons to be modified after feedback from teachers accessing the package. 2) Two-year colleges serve to teach trade skills, prepare students for enrollment in senior institutions of learning, and more and more, retrain students who have college degrees in new technologies and skills. A NASA-sponsored curriculum development project is producing a curriculum using remote sensing analysis an Earth science applications. The project has three major goals. First, it will implement the use of remote sensing data in a broad range of community college courses. Second, it will create curriculum modules and classes that are transportable to other community colleges. Third, the project will be an ongoing source of data and curricular materials to other community colleges. The curriculum will have these course pathways to a certificate; a) a Science emphasis, b) an Arts and Letters emphasis, and c) a Computer Science emphasis Each pathway includes course work in remote sensing, geographical information systems (GIS), computer science, Earth science, software and technology utilization, and communication. Distribution of products from this project to other two-year colleges will be accomplished using the WWW.

Watson, Andrew B.↗

Basic Design Layout of a Modular Pumped Hydro Teaching Unit

This work was originally completed in July 2015 as a proposal to Santa Fe Community College (SFCC) for their engineering program and a follow up to a feasibility study completed for the Community College the year earlier as indicated below. The work was ahead of its time and funding was hard to obtain to implement a project. This work is now being formally released for distribution to a wider audience based on the evolving circumstances in greater society that now favor this approach with funding more readily available. Due to the distribution outside of SFCC, specific architectural drawing sets of the pertinent buildings called out in the design have been removed. No changes to the design have been made. The design layout utilizing a building is not meant to limit the implementation of the design. The elevation difference required may be obtained with a building, a small hill, jacking up the upper tank, or similar means. The design presented is a basic design, identifying major components and how they are connected together. The user may change components under their own liability. All local applicable codes and standards must be followed when building an actual unit, under the authority of a responsible engineer or owner. Appropriate measures must be followed to protect people from hazards such as electricity, water pressure, and general construction. A leak test to verify water tightness of the system should be conducted prior to any operations. The vision of this design is to allow a class of 10 to 15 students to construct the assembly within a month or so time period, and then learn to operate the assembly at their school location under the guidance of their instructor. This will allow the students to learn about the practical concept of storing electricity with water, and gain a hands on experience of the real world challenges faced with full Modular Pumped Hydro Projects.

13 HYDRO ENERGY↗

The Washington DC Metro Area Lightning Mapping Array

During the spring and summer of 2006, a network of eight lightning mapping stations has been set up in the greater DC metropolitan area to monitor the total lightning activity in storms over Virginia, Maryland and the Washington DC area. The network is a joint project between New Mexico Tech, NASA, and NOAA/National Weather Service, with real-time data being provided to the NWS for use in their forecast and warning operations. The network utilizes newly available portable stations developed with support from the National Science Foundation. Cooperating institutions involved in hosting mapping stations are Howard University, Montgomery County Community College in Rockville MD, NOAA/NWS's Test and Evaluation Site in Sterling, VA, College of Southern Maryland near La Plata MD, the Applied Physics Laboratory of Johns Hopkins University, Northern Virginia Community College in Annandale, VA, the University of Maryland at Baltimore County, and George Mason University (Prince William Campus) in Manassas, VA. The network is experimental in that its stations a) operate in the upper rather than the lower VHF (TV channel 10, 192-198 MHz) to reduce the radio frequency background noise associated with urban environments, and b) are linked to the central processing site via the internet rather than by dedicated wireless communication links. The central processing is done in Huntsville, AL, and updated observations are sent to the National Weather Service every 2 min. The observational data will also be available on a public website. The higher operating frequency results in a decrease in signal strength estimated to be about 15-20 dB, relative to the LMA networks being operated in northern Alabama and central Oklahoma (which operate on TV channels 5 and 3, respectively). This is offset somewhat by decreased background noise levels at many stations. The receiver threshold levels range from about -95 dBm up to -80 dBm and the peak lightning signals typically extend 15-20 dB above the threshold values. Despite having decreased sensitivity, the network locates lightning in plan position over all of Maryland and Delaware, much of Virginia, and into Southern Pennsylvania and New Jersey. 3-D coverage is provided out to 100-150 km range from the Sterling WFO including the 3 major DC commercial airports (Reagan National, Dulles International, and Baltimore Washington International). The network will eventually consist of 10 or more stations, which will extend and improve its coverage.

Krehbiel, Paul↗

Pathways to Improved Representation in Advanced Nuclear Science (PIRANS) (Final Technical Report)

This is the final technical report on Pathways to Improved Representation in Advanced Nuclear Science (PIRANS) DOE Award No. DE-SC0021954. This project was funded by the US DOE Office of Science (Office of Nuclear Physics) under its Research Traineeships to Broaden and Diversify Nuclear Physics initiative and started at Skyline College, San Bruno, California, in the Summer of 2021. Skyline College is a federally recognized Minority Serving Institution (MSI) and the only institutional member of nEXO that is a community college, creating a unique, accessible, and rigorous research hub to its students. Over the duration of the project, 13 student trainees were able to make significant contributions to nEXO detector R&D and to nEXO DEI initiatives. They had opportunities to present their work locally, as well as at national conferences, engage in public outreach, and contribute to various programs across campus, expanding the impact of the project to the wider college community.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗

Youth Technology Academy

One of the most important aspects of the YTA Program is that students, working with Tri-C instructors, NASA engineers, and technicians, begin to build relationships with professionals with whom they might not normally have contact. These professionals serve as role models for students and help them to apply math, science and problem-solving skills in real time to construct a competition-ready robot, allowing them to experience the satisfaction and challenges of an engineering or technical career by working diligently to solve problems that may never have been thought possible to solve. Transcending school boundaries, YTA is available to all students who are interested and qualified but who may otherwise never get an opportunity to participate because their school does not offer a robotics program. YTA fills an educational void by offering an exciting engineering and technology experience to a greater number of students than have been able to participate in the past. Our students have been working hard and see the long-term rewards for their efforts. The YTA Team 1270 was a finalist at the 2005 FIRST Robotics Florida Regional and took home second- place honors. Mark Poljak, nominated by the students of YTA Team 1270, received the Woodie Flowers Award at the FIRST 2005 Buckeye Regional competition. This award celebrates effective communication in the art and science of engineering and design. The YTA Team was also invited, as one of fifty-four teams, to participate in this year s FIRST VEX Robotics tournament representing Cuyahoga Community College and NASA GRC (Team 26), held at the FIRST Robotics National Competition in Atlanta, GA. Because of our efforts, community colleges from around the country have taken notice and have asked us to become part of the executive board of the RoboEducators, whose mission is to bring technology training to high school students in preparation for the future workforce.

Source record↗

Science, Engineering, Mathematics and Aerospace Academy

The Science, Engineering, Mathematics and Aerospace Academy (SEMAA) was established in September, 1993, by Cuyahoga Community College and the NASA Lewis Research Center. Funding for SEMAA was provided by NASA Headquarters' Office of Equal Employment Opportunities. SEMAA brought together five preexisting youth programs at Cuyahoga Community College. All the programs shared the common goals of 1) Increasing the participation of underrepresented/underserved groups in science, mathematics and engineering and technology careers. 2) Increasing "success" rates of all students interested in science and mathematics. 3) Developing partnerships to recognize and support students interested in these fields. 4) Supporting continued success of highly successful students. The framework for each preexisting program allowed SEMAA to have a student population ranging from kindergarten through the twelfth-grade. This connectivness was the foundation for the many decisions which would make SEMAA a truly innovative program.

Source record↗

Cyberguardians and STEM Warriors (Final Technical Report (FTR))

In the past decade, solar power, with and without energy storage has become the fastest growing source of energy generation in the world. In the U.S., solar employment more than doubled from 105,145 jobs in 2011 to 255,037 jobs in 2021, four times faster than the U.S. job growth rate overall. These factors, combined with technology advancements, creates a skills gap that puts tremendous stress on society to deliver the workers to fill the open job requisitions. The Cyberguardians and STEM Warriors project (Cyberguardians) was designed to address the trained-worker shortage in the energy industry in three ways: 1) by developing educational curriculum that addresses DER technology changes; 2) by delivering curriculum to prospective workers, including military veterans and their families, via universities, community colleges, and vocational training outlets; and 3) introducing individuals who have completed training to employers that can hire them. Cyberguardians exceeded its curriculum goals by producing 27 academic units of university-accredited material (12 total courses) covering energy fundamentals, smart inverters, Distributed Energy Resource (DER) data communication, cybersecurity, standardization, certification, data analytics, and IEEE 1547 standard topics. The North American Board of Certified Energy Practitioners (NABCEP) also accredited the material for use in their credential program. Seven instructors were recruited and trained, and six academic institutions (University of California San Diego, State University of New York, North Carolina State University, Harper Community College, Green Village Academy, and the SunSpec Alliance) were enlisted, meeting program goals. All course material was published under the Creative Commons license and made available royalty free, thus providing a long-lasting public benefit. The program’s outreach program vastly exceeded program goals and incorporated the efforts of 13 outreach partners (11 of which are veteran focused), an advisory board representing 15 companies, webinars and 10’s of thousands of email messages sent to prospective students and hiring managers. Despite these efforts, the global pandemic depressed anticipated program participation by about a third. Still, a total of 396 students enrolled and 289 completed the courses and were accredited. The job applicant task achieved similar results (111 realized vs a 174 goal) but reported job placement was weaker at (9 realized vs. a 51 goal). The Cyberguardians program fills a critical void for cost-effective, royalty-free curriculum and training pertaining to DER technologies and cybersecurity that prospective energy workers must possess to be effective in the 21 st century. On this basis alone, the investment of taxpayer funds will pay dividends for years to come.

14 SOLAR ENERGY↗

Hawaii Space Grant Consortium

The Hawai'i Space Grant Consortium is composed of ten institutions of higher learning including the University of Hawai'i at Manoa, the University of Hawai'i at Hilo, the University of Guam, and seven Community Colleges spread over the 4 main Hawaiian islands. Geographic separation is not the only obstacle that we face as a Consortium. Hawai'i has been mired in an economic downturn due to a lack of tourism for almost all of the period (2001 - 2004) covered by this report, although hotel occupancy rates and real estate sales have sky-rocketed in the last year. Our challenges have been many including providing quality educational opportunities in the face of shrinking State and Federal budgets, encouraging science and technology course instruction at the K-12 level in a public school system that is becoming less focused on high technology and more focused on developing basic reading and math skills, and assembling community college programs with instructors who are expected to teach more classes for the same salary. Motivated people can overcome these problems. Fortunately, the Hawai'i Space Grant Consortium (HSGC) consists of a group of highly motivated and talented individuals who have not only overcome these obstacles, but have excelled with the Program. We fill a critical need within the State of Hawai'i to provide our children with opportunities to pursue their dreams of becoming the next generation of NASA astronauts, engineers, and explorers. Our strength lies not only in our diligent and creative HSGC advisory board, but also with Hawai'i's teachers, students, parents, and industry executives who are willing to invest their time, effort, and resources into Hawai'i's future. Our operational philosophy is to FACE the Future, meaning that we will facilitate, administer, catalyze, and educate in order to achieve our objective of creating a highly technically capable workforce both here in Hawai'i and for NASA. In addition to administering to programs and educating the public in the traditional sense, we also work to facilitate partnerships between other departments (geology & geophysics, engineering, geography, astronomy), state and federal government agencies in Hawai'i, and private industry. In some cases, we are the catalyst for new partnerships between private agency sponsors and education projects or for new joint research and education projects between industry and the University faculty.

Flynn, Luke P.↗