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

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All sourcesNASA NTRSDOE OSTI
NASA NTRS2016

Teamwork Training Needs Analysis for Long-Duration Exploration Missions

The success of future long-duration exploration missions (LDEMs) will be determined largely by the extent to which mission-critical personnel possess and effectively exercise essential teamwork competencies throughout the entire mission lifecycle (e.g., Galarza & Holland, 1999; Hysong, Galarza, & Holland, 2007; Noe, Dachner, Saxton, & Keeton, 2011). To ensure that such personnel develop and exercise these necessary teamwork competencies prior to and over the full course of future LDEMs, it is essential that a teamwork training curriculum be developed and put into place at NASA that is both 1) comprehensive, in that it targets all teamwork competencies critical for mission success and 2) structured around empirically-based best practices for enhancing teamwork training effectiveness. In response to this demand, the current teamwork-oriented training needs analysis (TNA) was initiated to 1) identify the teamwork training needs (i.e., essential teamwork-related competencies) of future LDEM crews, 2) identify critical gaps within NASA’s current and future teamwork training curriculum (i.e., gaps in the competencies targeted and in the training practices utilized) that threaten to impact the success of future LDEMs, and to 3) identify a broad set of practical nonprescriptive recommendations for enhancing the effectiveness of NASA’s teamwork training curriculum in order to increase the probability of future LDEM success.

Smith-Jentsch, Kimberly A.↗
NASA NTRS1993

Spaceship Earth: A partnership in curriculum writing

As the Apollo astronauts left Earth to venture onto the surface of another planetary body, they saw their home planet in a new global perspective. Unmanned NASA missions have given us a closer look at all the other planets in our solar system and emphasized the uniqueness of Earth as the only place in our solar system that can sustain life as we know it. Spaceship Earth is a new science curriculum which was developed to help students and teachers to explore the Earth, to see it in the global perspective, and to understand the relationships among life, the planet, and the sun. Astronaut photographs, especially shuttle pictures, are used as groundbased studies to help students to understand global Earth Science and integrate various aspects of physical, life, and social science. The Spaceship Earth curriculum was developed at by a team of JSC scientists working in collaboration with teachers from local school districts. This project was done under the auspices of Partner-In-Space, a local non-profit organization dedicated to improving science education and our general knowledge of space. The team met once a month for a year then assembled the curriculum during the summer. The project is now in the testing stage as the teachers try it out in their classrooms. It was supported by the Texas Education Agency and will be offered by the State of Texas as a supplemental curriculum for statewide use. Because the curriculum was developed by teachers, it is self contained and the lessons are easy to implement and give students concrete experiences. The three sub-units follow in a logical order, but may be used independently. If they are used separately, they may be tied together by the teacher returning to the basic theme of the global Earth as each unit is completed.

Lindstrom, Marilyn M.↗
NASA NTRS1998

Aeronautics and Aviation Science: Careers and Opportunities Project

The National Aeronautics and Space Administration funded project, Aeronautics and Aviation Science: Careers and Opportunities has been in operation since July, 1995. This project operated as a collaboration with Massachusetts Corporation for Educational Telecommunications, the Federal Aviation Administration, Bridgewater State College and four targeted "core sites" in the greater Boston area. In its first and second years, a video series on aeronautics and aviation science was developed and broadcast via "live, interactive" satellite feed. Accompanying teacher and student supplementary instructional materials for grades 6-9 were produced and disseminated by the Massachusetts Corporation for Educational Telecommunications (MCET). In the MCET grant application it states that project Take Off! in its initial phase would recruit and train teachers at "core" sites in the greater Boston area, as well as opening participation to other on-line users of MCET's satellite feeds. "Core site" classrooms would become equipped so that teachers and students might become engaged in an interactive format which aimed at not only involving the students during the "live" broadcast of the instructional video series, but which would encourage participation in electronic information gathering and sharing among participants. As a Take Off! project goal, four schools with a higher than average proportion of minority and underrepresented youth were invited to become involved with the project to give these students the opportunity to consider career exploration and development in the field of science aviation and aeronautics. The four sites chosen to participate in this project were: East Boston High School, Dorchester High School, Randolph Junior-Senior High School and Malden High School. In year 3 Dorchester was unable to continue to fully participate and exited out. Danvers was added to the "core site" list in year 3. In consideration of Goals 2000, the National Science Foundation standards for quality of teaching, and an educational agenda that promotes high standards for all students, Aeronautics and Aviation Science: Careers and Opportunities had as its aim to deliver products to schools, both in and outside the project sites, which attempt to incorporate multi-disciplined approaches in the presentation of a curriculum which would be appropriate in any classroom, while also aiming to appeal to young women and minorities. The curriculum was developed to provide students with fundamentals of aeronautics and aviation science. The curriculum also encouraged involving students and teachers in research projects, and further information gathering via electronic bulletin boards and internet capabilities. Though not entirely prescriptive, the curriculum was designed to guide teachers through recommended activities to supplement MCET's live telecast video presentations. Classroom teachers were encouraged to invite local pilots, meteorologists, and others from the field of aviation and aeronautics, particularly women and minorities to visit schools and to field questions from the students.

Texter, P. Cardie↗
DOE OSTI2022

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

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

42 ENGINEERING↗
DOE OSTI2022

NNSA Minority Serving Institute Partnership Program (MSIPP)-- Partnership for Advanced Manufacturing Education and Research (PAMER) (Q1 FY2022 Progress Report)

The following report summarizes the status update during this quarter for the National Nuclear Security Agency (NNSA) initiated Minority Serving Institution Partnership Plan's (MSIPP) project titled, Partnership for Advanced Manufacturing Education and Research (PAMER). 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.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2023

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↗
DOE OSTI2023

Sanford Underground Research Facility’s approach to school education, community activities, and public outreach

The Sanford Underground Research Facility (SURF) is the deepest underground science facility in the United States. SURF hosts world-leading experiments in neutrino, astroparticle and nuclear physics, as well as projects in biology, geology, and engineering, and is home to a major excavation project making space for Fermi National Accelerator Laboratory’s Long-Baseline Neutrino Facility (LBNF), which will power the Deep Underground Neutrino Experiment (DUNE). An emphasis on outreach and education is embedded in SURF’s mission statement: “to advance world-class science and inspire learning across generations.” To achieve this mission, SURF goes beyond established science communication methods, including operating an open-to-the-public visitor center, hosting multiple public outreach events per month, and an annual city-wide science festival. Furthermore, SURF is training K-12 science educators, developing school curriculum units, and providing classroom materials, based on science researched at the laboratory. The strategic approach, specific methods, and successful outcomes of these programs, which are based on SURF’s science, location, and community, may serve as examples for effective science education, public outreach, and community engagement.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗
NASA NTRS1990

Design of a scientific probe for obtaining Mars surface material

With the recent renewed interest in interplanetary and deep space exploratory missions, the Red Planet, Mars, which has captured people's imagination for centuries, has again become a center of attention. In the late 1960s and early 1970s, a series of Mariner missions performed fly-by investigations of the Mars surface and atmosphere. Later, in the mid 1970s, the data gathered by these earlier Mariner missions provided the basis of the much-publicized Viking missions, whose main objective was to determine the possibility of extraterrestrial life on Mars. More recently, with the dramatic changes in international politics, ambitious joint manned missions between the United States and the Soviet Union have been proposed to be launched in the early 21st century. In light of these exciting developments, the Spacecraft Design course, which was newly established at UCLA under NASA/USRA sponsorship, has developed its curriculum around a design project: the synthesis of an unmanned Martian landing probe. The students are required to conceive a preliminary design of a small spacecraft that is capable of landing at a designated site, collecting soil samples, and then returning the samples to orbit. The goal of the project is to demonstrate the feasibility of such a mission. This preliminary study of an interplanetary exploration mission has shown the feasibility of such a mission. The students have learned valuable lessons about the complexity of spacecraft design, even though the mission is relatively simple.

Source record↗
NASA NTRS1990

NASA and the United States educational system - Outreach programs in aeronautics, space science, and technology

The role of NASA in developing a well-educated American work force is addressed. NASA educational programs aimed at precollege students are examined, including the NASA Spacemobile, Urban Community Enrichment Program, and Summer High School Apprenticeship Program. NASA workshops and programs aimed at helping teachers develop classroom curriculum materials are described. Programs aimed at college and graduate-level students are considered along with coordination efforts with other federal agencies and with corporations.

Owens, Frank C.↗
NASA NTRS1998

Making the Learning of Mathematics More Meaningful

In the early 1980's, the National Commission on Excellence in Education responded to the call for reform in the teaching and learning of mathematics. In particular, the Commission developed a document addressing the consensus that all students need to learn more, and often different, mathematics and that instruction in mathematics must be significantly revised. In a response to these calls for mathematics education reform, the National Council of Teachers of Mathematics (NCTM) developed its Curriculum and Evaluation Standards (1989) with a two-fold purpose: 1) to create a coherent vision of what it means to be mathematically literate in a world that relies on calculators and computers, and 2) to create a set of standards to guide the revisions of school mathematics curriculum.

Ward, Robin A.↗
NASA NTRS2002

Summer of Seasons Workshop Program for Emerging Educators in Earth System Science

Norfolk State University BEST Lab successfully hosted three Summer of Seasons programs from 1998-2001. The Summer of Seasons program combined activities during the summer with additional seminars and workshops to provide broad outreach in the number of students and teachers who participated. Lessons learned from the each of the first two years of this project were incorporated into the design of the final year's activities. The "Summer of Seasons" workshop program provided emerging educators with the familiarity and knowledge to utilize in the classroom curriculum materials developed through NASA sponsorship on Earth System Science. A special emphasis was placed on the use of advanced technologies to dispel the commonly held misconceptions regarding seasonal, climactic and global change phenomena.

Chaudhury, S. Raj↗
DOE OSTI2026

Lessons learned from the development and implementation of a workforce training curriculum for advanced controls for high performance HVAC systems

Over the past decade, academic research on advanced controls has slowly transitioned into new software platforms, giving rise to various companies developing and deploying these innovative products, including solutions for light commercial HVAC systems. However, the current workforce remains widely unprepared to install, maintain and operate these systems, particularly complex software-based control platforms, as most workforce training programs still focus on traditional building automation for large commercial buildings. This paper presents the development and piloting of curriculum for three key types of professionals: ● Technicians (trade-level): installing and maintaining modern high-performance HVAC systems and controls ● Programmers (undergrad-level): developing and implementing advanced controls ● Engineers and energy professionals (undergrad/grad-level): managing and evaluating system performance We share details of the material developed including training videos, open-source software, instruction manuals. We also present the results of a pilot implementation of the training materials with real students.

Casillas, Armando↗
NASA NTRS2002

[Advanced Composites Technology Initiatives]

This final report closes out the W02 NASA Grant #NCC5-646. The FY02 grant for advanced technology initiatives through the Advanced Composites Technology Institute in Bridgeport, WV, at the Robert C. Byrd Institute (RCBI) Bridgeport Manufacturing Technology Center, is complete; all funding has been expended. RCBI continued to expand access to technology; develop and implement a workforce-training curriculum; improve material development; and provide prototyping and demonstrations of new and advanced composites technologies for West Virginia composites firms. The FY 02 efforts supported workforce development, technical training and the HST development effort of a super-lightweight composite carrier prototype and expanded the existing technical capabilities of the growing aerospace industry across West Virginia to provide additional support for NASA missions. Additionally, the Composites Technology and Training Center was awarded IS0 9001 - 2000 certification and Cleanroom Class 1000 certification during this report period.

Mark R. Julian↗
DOE OSTI2024

Mathematics Integrated with Computer Science through Scratch: Curricular Modules for the Middle Grades

A project funded by the National Science Foundation, Computer Science Integrated with Mathematics in Middle Schools (CSIMMS) (DRL-1640039), brought middle-school mathematics teachers together with university computer science (CS) faculty and STEM education faculty to design, develop, and test curriculum modules in which CS is integrated into instruction for middle-school general-mathematics courses. The project developed integrated math/CS curriculum modules (for grades 6, 7, and 8), complete with student tasks and teacher materials to guide classroom implementation. Across the project, sixteen teachers from four middle schools representing different school contexts (both urban and suburban, serving students from a range of demographic and socioeconomic backgrounds) participated as members of the design team and trial testers of the math/CS modules. All modules underwent multiple years of testing and refinement, with extensive input from the teachers who co-designed and implemented them. Approximately 50-100 middle-school students participated in the classes of those who taught each year. The modules in this volume feature a range of models for integrating mathematics and computer science at the 6th and 7th grade levels. All modules foreground the teaching of grade-level mathematics content, with computer science functioning to motivate and/or reinforce these ideas.

Andrews larson, Christine↗
NASA NTRS2000

Project Georgia High School/High Tech

Georgia High School/High Tech has been developing a suggested curriculum for use in its programs. The purpose of this instructional material is to provide a basic curriculum format for teachers of High School/High Tech students. The curriculum is designed to implement QCC classroom instruction that encourages career development in technological fields through post-secondary education, paid summer internships, and exposure to experiences in high technology.

Source record↗
DOE OSTI2025

Creating the Distributed Energy Resources Education Center (DEREC)

The built environment in the United States consumes 40% of the energy generated and emits roughly the same percentage of total carbon footprint. Distributed energy resources (DER), small or modular energy generation and storage technologies, present the nation with an opportunity to substantially improve those metrics while securing the nation’s energy independence. As opportunities increase for implementing such technologies, they also continue to evolve and often outpace the nation’s traditional building practices. In an effort to effectively and proactively incorporate distributed energy resources into the nation’s energy supply, Southface Energy Institute convened with national and regional partners to create the Distributed Energy Resources Education Center (DEREC). Using national model codes and their regionally amended versions as a collective starting point, the DEREC team collaborated with industry experts and identified impediments to effective implementation of DERs, developing discipline-specific curriculum to eliminate those impediments. The center, developed in collaboration with Interstate Renewable Energy Committee (IREC) and National Buildings Institute (NBI), leverages existing DER education content as well as new and dynamic training materials and online courses that collectively engage the many roles necessary for DER implementations, including designers, code officials, builders and skilled trades, and building owners who specify, inspect, build, operate, and maintain buildings with DERs.

14 SOLAR ENERGY↗
NASA NTRS1995

Supporting Research and Technology Activities for a Microwave Observing Program to Search for Extraterrestrial Intelligence

Curriculum materials based on the search for extraterrestrial intelligence (SETI) were developed for grades 3 through 9 science classes. The project was supported in part by NASA. Six teacher's guides, plus ancillary visuals, addressing topics in astronomy, biology, chemistry, geosciences, and physics as well as mathematics, social sciences, and language arts, were designed by a team of teachers, scientists. curriculum developers, and artists. First drafts were piloted by 10 design team teachers; revised drafts were field tested by 109 teachers in 30 states. Extensive feedback from these teachers and their students and reviews by scientists were used to revise materials prior to submission to the publisher. The field test teachers overall ranking of all guides (data from individual lesson feedback forms) was 431 on a one low to five high scale; 85% found the content appropriate to course and grade level and 75% indicated they had no reservations about using the materials again or recommending them to colleagues. The ratio of liked to disliked student responses (from 1305 student letters) was 70:30. Most recommendations from the teachers, students, and science reviewers were incorporated in the final versions for the guides, published by Libraries Unlimited/Teacher Ideas Press, 1995.

Tarter, Jill↗