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NASA NTRS2010

NASA Education: Yesterday's Dream...Today's Vision...Tomorrow's Hope

For 50 years, NASA's journeys into air and space have developed humankind's understanding of the universe, advanced technology breakthroughs, enhanced air travel safety and security, and expanded the frontiers of scientific research. These accomplishments share a common genesis: education. Education is a fundamental element of NASA's activities, reflecting a balanced and diverse portfolio of: Elementary and Secondary Education, Higher Education, e-Education, Informal Education, and Minority University Research and Education Programs (MUREP). Previous experience has shown that implementing exciting and compelling NASA missions are critical to inspiring the next generation of explorers, innovators, and leaders. Through partnerships with the Agency's Mission Directorates, other federal agencies, private industries, scientific research, and education/academic organizations, NASA's unique mission and education initiatives (content, people, and facilities) are helping to spark student interest and to guide them toward careers in science, technology, engineering, and mathematics (STEM). NASA continues to inspire the next generation of explorers, innovators, and future leaders through its educational investments, which are designed to: (1) Strengthen NASA and the Nation's future workforce -- NASA will identify and develop the critical skills and capabilities needed to ensure achievement of exploration, science, and aeronautics. (2) Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty -- To compete effectively for the minds, imaginations, and career ambitions of America's young people, NASA will focus on engaging and retaining students in STEM education programs to encourage their pursuit of educational disciplines critical to NASA's future engineering, scientific, and technical missions. 3. Engage Americans in NASA's mission -- NASA will build strategic partnerships and links between formal and informal STEM education providers. Through hands-on, interactive, educational activities, NASA will engage students, educators, families, the general public, and all agency stakeholders in increasing America's science and technology literacy. NASA Education uses multiple methods to assess and evaluate the success of its programs and projects. Methods include strategic planning, management and control, expert evaluations and assessments, competitive acquisition, and analysis of performance measurement data and metrics. Additional control measures are in development. These measures will further improve data collection, assist in assessing return on investments, and provide information for accountability in project and program management. In 2009, NASA directly reached over one million students and over 115,000 educators.

Winterton, Joyce L.↗
NASA NTRS2023

The NASA Astrobiology Program’s Professional Advancement Workshop Series: Next Steps

Introduction: In the modern-day competitive job search, it is not enough for a candidate to have an excellent academic resume. Candidates must also present themselves well in various styles of interviews, have managerial skills, and be capable of engaging in complex interpersonal relationships and team building. The NASA Astrobiology Program’s Professional Advancement Workshop Series (PAWS) addresses the need for professional skills development that is not traditionally taught in graduate programs. PAWS is designed to supplement academic teachings by providing a space where early career scientists can learn new skills to help them explore, interview for, and be hired in the jobs and careers they want. This is especially true for jobs that are outside of the traditional academic “pipeline” (the path of student to postdoc to tenure-track professor). PAWS embraces the braided river model of career development [1], which emphasizes flexibility as a scientist’s needs change throughout their life. PAWS also presents an opportunity for other early career scientists to meet and network with each other outside of conferences and other formal events. This is especially important as the world emerges from the ongoing COVID-19 pandemic. Finally, PAWS creates an informative space full of resources available to everyone, which lowers institutional barriers regarding knowledge of opportunities and potentially provides mentorship to those in need. Both items are identified as supportive of a more diverse and inclusive future workforce [2–4]. PAWS began in August 2021 and was originally intended to last until the Astrobiology Science Conference in May 2022. The NASA Astrobiology Program initially sponsored PAWS, allowing the PAWS Leadership to bring in expert speakers from outside of NASA. These external speakers exposed the event attendees to new techniques and perspectives. PAWS has been able to continue beyond May 2022 because of many people volunteering their time for panels and a good balance between panels and expert-led workshops. Here, we share how PAWS works, what the results have been so far, and the future plans for PAWS.

Worshop↗
DOE OSTI2024

Implementing interdisciplinary sustainability education with the food-energy-water (FEW) nexus

Growth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at the post-secondary level has been challenging. The objective of this paper is to offer the Food-Energy-Water (FEW) Nexus as a powerful way to achieve sustainability competencies and matriculate graduates who will be equipped to facilitate the transformation of the global society by meeting the targets set by the United Nations Sustainable Development Goals. The paper presents 10 curricular design examples that span multiple levels, including modules, courses, and programs. These modules enable clear evaluation and assessment of key sustainability competencies, helping to prepare graduates with well-defined skillsets who are equipped to address current and future workforce needs.

54 ENVIRONMENTAL SCIENCES↗
NASA NTRS2019

NASA Undergraduate Student Instrument (USIP) Project--Lessons Learned

NASA offers real-world experiences, with the goal of developing students’ skills and capabilities in science, technology, engineering and math, skills critical to building a STEM-literate workforce and achieving the nation's exploration goals. In 2016, the NASA Science Mission Directorate (SMD) and the Office of Education National Space Grant Program (OE Space Grant) awarded $8 million through the Undergraduate Student Instrument Project (USIP) to 47 student teams to conduct hands-on research with 23 of the projects being CubeSat projects. The USIP student teams proposed science or technology experiments that are relevant to NASA missions, and the platform to fly their payload. The platforms include sounding rockets, scientific and hand-held balloons, aircraft, suborbital reusable and commercial launch vehicles, and CubeSats launched as a secondary payload on an orbital vehicle. The mission management for USIP was the responsibility of NASA Goddard Space Flight Centers Wallops Flight Facility (WFF) in Virginia. The university faculty supporting USIP attest to the benefits students are receiving in the hands-on aspects of the projects, as well as the real-world problem resolution. The USIP university teams are receiving an authentic NASA educational experience that will encourage the students to be part of NASA’s or the Nations’ future workforce and leaders.

Winterton, Joyce L.↗
DOE OSTI2024

Western States Building Energy & Controls Apprenticeship (BECA) Program

How does this project help to understand the challenges of workforce development in the commercial building energy management industry? The purpose of this project was to create a replicable, scalable, and portable apprenticeship program for building energy management and controls. This paper will demonstrate how local processes can be more adaptable and inclusive than federal processes in achieving workforce development goals. Our work provides insights into the technical effectiveness of the program, enabling others to achieve greater success in their workforce development initiatives. The project required more time and financial resources than initially anticipated and spent a year in a no-cost extension working to accomplish the Statement of Project Objectives. The original goal was to create an Industry Related Apprenticeship Program (IRAP). The development of this apprenticeship presented challenges due to the lack of existing programs for reference and the absence of relevant industry classification codes by the Department of Labor (DOL). Notably, the role of a commercial building energy analyst is not recognized by the DOL. The SIC (industry codes) do not have a good description of this job. There are many that may fall into related categories, but none are the actual duties of an energy analyst. Discussions with the DOL indicated that substantial groundwork was necessary before a national apprenticeship program could be implemented, causing delays in the program’s commencement. As a result, students experienced longer wait times before starting their apprenticeship component. The apprenticeship program officially launched on September 14, 2021. The success of the State of Oregon’s apprenticeship program, the first of its kind in the state, underscored the flexibility and effectiveness of local initiatives compared to federal efforts. The COVID-19 pandemic also significantly impacted the project’s success. Beginning in March 2020, the pandemic led to widespread closures of schools and colleges by fall 2020. By September 2021, when the apprenticeship option became available, enrollment in colleges and universities nationwide had decreased, affecting student participation in the program. Moreover, as employers transitioned their employees to remote work, there was limited interaction with external personnel, influencing the willingness of training agents (employers) to integrate additional workers into their teams. This paper addresses several challenges encountered during the project, with the hope that future workforce development efforts will benefit from these experiences. We Final Technical Report 4 | Page encourage others to engage with state and federal agencies to enhance and update pathways for workforce development and apprenticeship programs.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
NASA NTRS2007

Comprehensive Shuttle Foam Debris Reduction Strategies

The Columbia Accident Investigation Board (CAIB) was clear in its assessment of the loss of the Space Shuttle Columbia on February 3, 2003. Foam liberated from the External Tank (ET) impacting the brittle wing leading edge (WLE) of the orbiter causing the vehicle to disintegrate upon re-entry. Naturally, the CAB pointed out numerous issues affecting this exact outcome in hopes of correcting systems of systems failures any one of which might have altered the outcome. However, Discovery s recent return to flight (RTF) illustrates the primacy of erosion of foam and the risk of future undesirable outcomes. It is obvious that the original RTF focused approach to this problem was not equal to a comprehensive foam debris reduction activity consistent with the high national value of the Space Shuttle assets. The root cause is really very simple when looking at the spray-on foam insulation for the entire ET as part of the structure (e.g., actual stresses > materials allowable) rather than as some sort of sizehime limited ablator. This step is paramount to accepting the CAB recommendation of eliminating debris or in meeting any level of requirements due to the fundamental processes ensuring structural materials maintain their integrity. Significant effort has been expended to identify root cause of the foam debris In-Flight Anomaly (FA) of STS-114. Absent verifiable location specific data pre-launch (T-0) and in-flight, only a most probable cause can be identified. Indeed, the literature researched corroborates NASNTM-2004-2 13238 disturbing description of ill defined materials characterization, variable supplier constituents and foam processing irregularities. Also, foam is sensitive to age and the exposed environment making baseline comparisons difficult without event driven data. Conventional engineering processes account for such naturally occurring variability by always maintaining positive margins. Success in a negative margin range is not consistently achieved. Looking at the ET S spray-on foam insulation as part of the structural system (e.g., glass half full mentality) will create an environment where ET debris levels as low as reasonably achievable (ALARA) can be realized. ALARA is a NASA requirements philosophy deployed for the complex, mission altering radiation exposure requirements for life safety of astronauts. In the Shuttle s case, reasonableness is established by exhaustive engineering rigor, allowable debris size/quantity, technology maturity and programmatic constraints. A more robust urethane foam thermal protection system (TPS) will enhance the hctionality of the new Ares I Crew Launch Vehicle (CLV) Upper Stage. This paper will outline the strategy for a comprehensive effort to reduce ET foam debris and outline steps leading to an improved foam TPS. The NASA must remain committed to such an approach no matter what becomes of the next flight s actual debris field lest we fall back into a false sense of security. This commitment along with full implementation of all the other CAB recommendations such as orbiter hardening will significantly improve the Shuttle system, the engineering workforce, future capabilities & alternate policy offramps, national human resource protection, high value national asset protection and increase the level of service to the overall NASA mission.

Semmes, Edmund B.↗
DOE OSTI2024

Experiments and Project-Based Enhancements for STEM Learning

Motivating K-12 students to pursue careers in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent engagement. Throughout the K-12 student timeline, STEM educators need to continuously pivot their teaching and update their educational materials to motivate the next generation of students. Once students begin their undergraduate education, university professors need to encourage them to consider pursuing graduate studies to ensure that a qualified future workforce can be developed for research and teaching. In this paper, we present our work on developing STEM materials for K-12 student engagement. Our K-12 materials target the grid integration of hydrogen assets that are suitable to engage students in the classroom. Our undergraduate materials target hands-on projects and collaboration with industry to connect classroom learning with real-world applications and needs in renewable energy. Our work leverages available open-source models and tools to create projects for undergraduate students and motivate their interest in pursuing research topics in graduate-level education.

ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2024

Heterogeneous Integration Technologies for High-temperature, High-density, Low-profile Power Modules of Wide Bandgap Devices in Electric Drive Applications (Final Technical Report)

The goal of this project is to develop packaging technologies for making high-temperature, high-density, and low-profile wide-bandgap (WBG) power electronics modules for electric drives. These modules are aimed at enabling the DOE’s University Consortium to reach its 2025 inverter targets of ≥ 100 kW/L and ≤ 2.7 $/kW. The specific objectives are to: design and fabricate SiC half-bridge power modules with double-sided cooling and parasitic inductances < 5 nH, heat flux density > 400 W/cm 2 , and working junction temperature of 200 o C; design, fabricate, and deliver a gate driver with double-sided cooled modules for the construction of a 100 kW/L inverter at Oak Ridge National Lab; and design and prototype intelligent gate drivers with integrated current sensor and a low-profile DC-DC power supply with air-core transformer for testing power modules at 200 o C junction temperature. We followed an iterative technical approach of design, simulation, fabrication, and testing of various versions of modules, current sensors, and power supply. The state-of-the-art silicon carbide devices rated at 1.2 kV and 149 A were packaged by sintered-silver bonding on an aluminum nitride direct-bond-copper substrate for high thermal conductivity, high working temperature, and high joint reliability. Porous silver posts were used to interconnect the device’s source pads to the other direct-bond-copper substrate for low mechanical stresses, ease of manufacturing, and double-sided cooling. A current sensor based on package parasitic inductance was developed to measure switching current. A dynamic feedback scheme was developed to compensate the effect of parasitic resistance and temperature variation. A constant-current class-E dc-dc converter with air-core transformer was developed. Air-core transformer was used due to the unavailability of magnetic core at high temperatures. Gate driver and power supply were integrated with the double-side cooled, high temperature SiC power modules for testing the modules at 200 o C junction temperature. Double-pulse and continuous testing of the integrated technologies validated the design and fabrication of the three component technologies. Throughout the project, we overcame the challenge for design verification caused by low prototyping yield, which then helped train the graduate students, the future workforce, to learn the engineering know-how for low-cost manufacturing of reliable products. Below is a summary of the major accomplishments of this project: development of a prototyping process for fabricating double-side cooled (1200 V, 149 A) SiC phase-leg modules capable of working to 200 o C Tj; simulation and experimental verification of the improvement of thermo-mechanical reliability of the double-side cooled SiC phase-leg module by using rigid encapsulant; design and experimental validation of a current sensor based on package parasitic inductance and a compensation solution for eliminating the effect of parasitic resistance; design and experimental validation of a low-profile power supply with six-output air-core transformer for gate driver; functional demonstration of a SiC phase-leg module integrated with its gate driver, current sensor, and an air-core power supply at 200 o C Tj in a double-pulse switching test setup and Buck converter continuous test setup; successful completion of six PhD and two MS students who are or will work at Apple Inc., Tesla Inc., Wolfspeed Inc., Microchip Inc., Monolithic Power Systems Inc., and LG Magna Inc.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
NASA NTRS2005

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↗
NASA NTRS2012

STEM Careers Are Out of This World--No Need to Fear Science, Technology, Engineering, or Math

At NASA, we fully support the President's Educate to Innovate Program in the hopes that American students move from the middle of the pack to the top in the next decade; and that we are expanding STEM education and career opportunities for underrepresented groups, including minorities and females. The first goal we have implemented to help accomplish this is to Strengthen NASA and the Nation's future workforce - Many of you in the audience could be our potential workforce, and the co-op and intern program at NASA is helping students like you. The second goal is to Attract and retain students in STEM disciplines-To compete effectively for the minds, imaginations and career ambitions of young people like you, throughout NASA, we regularly send educators and NASA speakers into classrooms to work directly with you, encouraging you to follow in the footsteps of NASA engineers and scientists. The Third goal is to Engage Americans in NASA's mission- To get young people involved in NASA's mission, we have many exciting programs for college students like the Lunabotics Mining Competition and the Cubes Satellites sent to space

Griffin, Amanda↗
NASA NTRSDate not supplied

NASA DEVELOP’s Communication Strategy for Sharing Applied Science Outcomes

NASA’s DEVELOP Program conducts rapid feasibility projects that enable the future workforce and current decision makers to collaborate and build capacity to use Earth science data to enhance environmental management. The program communicates its results and applications to a broad audience through multiple methods: social media, website blog posts, print materials, short project videos, an “Ambassador Corps,” scientific and policy conference presentations, community engagement activities, end-of-project presentations, project “hand-offs,” traditional publications (both gray literature and peer-reviewed), and a project archive gallery. This presentation will describe the various methods employed by DEVELOP to communicate the program’s scientific outputs, target audiences, general statistics, community response, and lessons learned.

Capacity Building↗
DOE OSTI2020

Accomplishments and Mid-Year Performance Report: Wind Energy Program Fiscal Year 2020

Through transformative science and innovation, the U.S. Department of Energy's (DOE's) National Wind Technology Center (NWTC) at the National Renewable Energy Laboratory's (NREL's) Flatirons Campus helps lead the way to a sustainable energy future that powers America with significant levels of reliable, low-cost, and accessible wind energy. Since 1976, NREL has provided an ideal environment for the research and development (R&D) of advanced energy technologies through: Wind energy resource assessments, World-class research facilities, High-performance computing and modeling, Data and technology analysis, Manufacturing breakthroughs, Environmental analysis and wildlife conservation efforts, Education and training programs for a future workforce. These activities enable the innovations needed to advance U.S. wind systems, address market and deployment barriers, and drive down the cost of wind energy with more efficient, more reliable, and more predictable wind energy systems. This report provides an overview of the achievements NREL delivered on behalf of DOE's Wind Energy Technologies Office (WETO) and other partners during the first and second quarters of Fiscal Year (FY) 2020.

49 EE - Wind and Water Power Program - Wind (EE-4W↗
NASA NTRS2019

Workforce for the Future Development of Space Access Vehicles

The development of advanced vehicles that will travel between planetary surfaces with atmospheres and space requires the availability of experimental and computational capabilities that accomplish the research leading to new technologies and the development, test, and evaluation (RDT&E) of new flight systems. The United States is at risk of not having the required RDT&E workforce – qualified and in sufficient numbers – in place and ready to meet the future market’s commercial and defense needs. Systemic challenges include uncertain Federal budgets that limit and interrupt government research and development, the projectized nature of new space access systems that drive boom/bust cycles, an aging aerospace workforce (compounded by a mid-age demographic gap), limited to declining investment in sustaining and advancing experimental and computational tools infrastructure, lack of standards for sharing (and leveraging) data, dramatically changing technologies, changing social norms, and potentially large increases in commercial market needs. Flight systems have mission-based trajectories to and from space and designers must ensure risk is properly assessed across the entire trajectory. Thus, physics questions must be answered at each stage of flight, which requires a suite of experimental and computational tools. The RDT&E workforce utilizing these tools include subject matter experts from the producers, interested in acquiring data and information on the product, and from the capabilities being utilized, interested in addressing the product customer’s needs (providing robust data collection techniques, data quality, timeliness – available when needed, efficient with cost management, and teaming on data analysis). This requires a range of skills – in addition to aerospace, other engineers, and software developers, a highly trained and certified craft and technician workforce is critical to future success. This paper will present a human resources construct that addresses the system of needs for people – including, but more than just technical skills and an application of that construct in the hypersonic Test and Evaluation (T&E) community. This is part of a larger AIAA effort to document challenges and associated best practices for the aerospace RDT&E workforce.

Steven C Dunn↗
DOE OSTI2024

National Wind Energy Workforce Assessment: Challenges, Opportunities, and Future Needs

The wind workforce gap is defined as the disconnect between employers having difficulty finding qualified candidates while potential wind energy workers report having difficulty finding jobs and educational institutions having difficulty placing students in industry. For this assessment, a system dynamics model - informed by a survey effort completed in 2022 and other anecdotal research - was created to better understand potential scenarios and actions that could be used to help close the workforce gap. The survey was conducted by the National Renewable Energy Laboratory, in collaboration with BW Research Partnership, to understand the perspective of wind industry firms, wind educators, current wind energy industry employees, and current renewable energy students on the workforce pathways into the wind industry. The information gathered through the survey effort was used to help develop workforce estimation scenarios, gain insight into why the workforce gap exists, and evaluate areas of opportunity to reduce barriers of entry into the wind energy industry.

17 WIND ENERGY↗
NASA NTRS2017

Developing Interdisciplinary Workforce to Meet Future Aerospace Challenges

The presentation will focus on the importance of interdisciplinary research for addressing future aerospace challenges. Examples of current research activities at NASA's Glenn Research Center will be provided to illustrate the importance of interdisciplinary research. Challenges with conducting interdisciplinary research will be discussed.

Interdisciplinary↗
DOE OSTI2021

NREL Programs Channel Students Toward the Future Water Power Workforce

Water power is a flourishing segment of the renewable energy industry, and resilient, reliable technologies like marine energy and hydropower are poised to play a significant role in our energy demands in the years to come. Continuing this trajectory of growth, however, requires new talent and innovation. As part of the effort to thoughtfully attract the best and most qualified workers, the National Renewable Energy Laboratory's (NREL's) Science, Technology, Engineering, and Mathematics (STEM) and workforce development programs raised student awareness of and made connections to water power career opportunities throughout fiscal year 2021.

HYDRO ENERGY,TIDAL AND WAVE POWER↗
DOE OSTI2024

Wide Bandgap Generation (WBGen): Developing the Future Wide Bandgap Power Electronics Engineering Workforce

This Final Technical Report (FTR) summarizes the work conducted at the Center for Power Electronics Systems (CPES) under the Wide-Bandgap Generation (WBGen) fellowship and traineeship program established by the Advanced Manufacturing and Technologies Office (AMMTO) of the U.S. Department of Energy Office of Energy Efficiency and Renewable Energy (EERE) at Virginia Tech, which had as main objective to train the next generation of U.S. citizen power engineers with wide-bandgap (WBG) power semiconductor expertise, with the intent to aid in fulfilling the future workforce needs in this field. The latter was deemed of strategic importance given the fast-paced growth observed—and predicted—in the demand of this technical expertise, whose practitioners have become the enablers and executioners of the electrification transformation process that not just the U.S., but the whole world, is currently undergoing as it seeks for more effective and efficient ways to use energy. As such, the WBGen program set forth to achieve its educational goals, which in addition sought to broaden the range of WBG-based power electronics by conducting research and development on high-efficiency grid apparatus and high-efficiency electrical power systems, and to also enhance the power engineering curriculum by formalizing WBG-oriented design procedures replacing existent yet now obsolete design procedures developed for Silicon (Si) based power electronics. This effort led CPES to spearhead the development of a new major within The Bradley Electrical and Computer Engineering (ECE) Department at Virginia Tech, namely Electronic Power and Energy Systems (EPES), which coalesced power electronics and power systems courses to provide undergraduate students with a strong formation in the power engineering field, while creating a pipeline of graduate students that could pursue the WBG-based curriculum and conduct research at CPES. In all, in what is considered a true success, eight of the twenty WBGen fellows that graduated program were recruited from the ECE department undergraduate cohort. The traineeship emphasized as well, from its beginning, the partnership with industry and national laboratories, which took advantage of the successful industry consortium at CPES that has historically been formed by 80–90 power and energy companies working in close collaboration with the center. This gave WBGen fellows the accessibility and possibility to conduct internships at partner facilities during the summer months, focused solely on the evaluation, testing, and adoption of WBG devices, which were many times tightly related to their respective research work and plans. In addition, WBGen fellows conducted their main research work within the confines of research programs at CPES conducted with these industry partners, providing them with a unique opportunity to develop not just their technical expertise—while advancing their knowledge, but to also learn and practice a slew of skills needed for their professional growth. As such, the fellows tackled a variety of WBG-related research topics, from device reliability and capability aspects as well as packaging and integration, encompassing the use of advanced materials and new structures, current sharing challenges, and insulation systems, to advanced gate-drivers with integrated sensors and protection mechanisms and active current- and voltage-based control, to optimized layouts seeking to maximize the switching and power processing performance of these devices, to power processing solutions adopting Gallium-Nitride (GaN) and Silicon-Carbide (SiC) power semiconductors for a variety of applications; including radiation-hardened converters for space dc distribution systems, direct three-phase ac-to-ac power converters for aerospace systems, dc-ac inverters for automotive traction drives, high-frequency isolated dc-dc battery chargers also for heavy transportation systems, and medium-voltage dc-dc and dc-ac converters for distribution systems and future power grids. The WBGen program ultimately graduated a total of 20 power engineers, all experts on WBG-based power electronics, awarding 18 M.S. and 2 PhD degrees in the process. These fellows, all U.S. citizens, allowed CPES to increase the number of citizens students to 33 % at the peak of the program, as the traineeship made possible the recruitment of talent with more attractive graduate research assistantship (GRA) contracts. Unfortunately, the present U.S. citizen enrollment at CPES has declined back to historic levels—approximately 10 %, as the regular GRA rates are not competitive enough when compared with entry-level industry jobs. In all, WBGen fellows published a total of 7 peer-reviewed journal articles, 44 papers at international technical conferences, made 42 presentations at international technical conferences, and filed 4 invention disclosures and patent applications, which have since then been granted by the U.S. Patent and Trademark Office (USPTO). Their contribution to CPES, Virginia Tech, the United States, and the world, has been significant, and continues to yield results thanks to the exemplary career that the fellows have initiated at many of the partners of the program, which include Wolfspeed, Raytheon Technologies, Infineon, Lockheed Martin, Dominion Energy, Northrop Grumman, Rivian, Aerospace Corporation, Sandia National Laboratory, National Renewable Energy Laboratory, John Hopkins University, and Virginia Tech.

14 SOLAR ENERGY↗
DOE OSTI2024

Grid-Ready Energy Analytics Training with Data (“GREAT with Data”)

GridEd is a collaborative educational initiative consisting of the Electric Power Research Institute (EPRI), 5 Partner Universities (Stony Brook University, The University of Texas at Austin, University of California – Riverside, Virginia Tech, Washington State University), and participating industry sponsors. This educational initiative focuses on developing and training the next generation of power engineers so they can help shape the electric grid of the future by anticipating and fulfilling the needs of changing electric industry requirements. GridEd is leveraging electric industry research to educate a future electric grid workforce by empowering new and continuing education students, not only to become competent and well-informed engineers, but also to participate and influence major technological, social, and policy decisions that address critical global challenges. GridEd’s activities are centered around four core pillars: Enhancement of university power systems engineering curricula; Professional development and training for a diverse electric industry workforce; Stimulating students to join the movement for the next generation of power engineers, and; Improve workforce development efforts in the electric utility industry. Major accomplishments over the course of the project were: Over 50 unique professional short courses were delivered by more than 30 instructors across the GridEd network; Over 3,600 unique learners, many who took multiple courses, received more than 27,000 professional development hours (PDH) and over 1,000 certificates of completion; Approximately 2,900 unique learners undertook a course that was offered LIVE online or in-person; Approximately 700 unique learners undertook a course that was offered as computer-based training (CBT); Over 35 unique university courses were delivered by more than 30 instructors to 1,500 university students across the GridEd network; One-hundred-and-fifty-seven (157) students were funded to completed 43 student projects in topics of power systems and data science, and; Six (6) Historically Black Colleges and Universities (HBCUs) recruited as Affiliate Universities via Utility Partners. The professional training initiative and workforce development activities launched by this project will be sustained through EPRI’s collaborative business model with industry. Stimulating students to join the power engineering workforce of the future and the enhancement of tertiary training may continue to need government support.

14 SOLAR ENERGY↗