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DOE OSTI2025

Construction Methodology Transformation for the Benefit of Workforce Development

Construction is a key economic engine driving both national and global economies. While manual, onsite construction methods dominate the U.S. construction industry, a major shift towards offsite methods has been underway due to its efficiency, speed, and potential cost savings. The workforce necessary for offsite construction growth does not exist in its current form because of the focus on onsite methodologies and the lack of exposure to offsite building methods at all levels of a student’s learning journey. The growth of the U.S. construction industry and competitiveness in an increasingly global construction market over the coming decades can only be supported by a dramatic increase in the use of offsite methods, which requires ramping up workforce training for certain skillsets. The goal of Construction Methodology Transformation for the Benefit of Workforce Development was to understand the opportunities and barriers in both education and industry and to identify best practices for offering curriculum and training to educators, industry, and students that would support skills needed for careers in offsite construction. Our team proposed combining three offsite construction workforce development needs: content development, exposure and training, and job placement - under a single Platform model that would increase experience and career opportunities for students and help match them with potential industry members. Through our proposed solution we expected to see: developed offsite curriculum being utilized by educators and students; an increase in the identification of construction technology and offsite construction methods; an average increase in knowledge gain of at least 25% after participation in pilots; better equipped candidates who are prepared for jobs in offsite construction; and a beta workforce development platform that helps build more pathways for students looking for careers in offsite construction. The two pilots included almost 250 students and resulted in an average knowledge gain of 37 percent. Our research has identified areas of opportunity, for both education and industry to make collaborative training programs more efficient and successful. The chosen techniques for this program are extremely effective when both the school and factory have solid processes and cultures in place to accept students into training programs. This project serves as an important stepping stone to industrywide collaboration to move workforce development for offsite construction forward across the country. With continued collaboration programs like this can provide much needed early exposure and training in offsite construction and we can begin to fill important positions for the future of construction.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS1977

Apollo Soyuz pamphlet No. 7: Biology in zero-G

The effects of weightlessness on small living organisms, and methods for improving biological techniques were investigated in the seven experiments reported in this pamphlet which is intended as a curriculum supplement for secondary schools. Topics include: (1) killfish hatching and orientation; (2) microbial growth and changes in biorhythm; (3) cell separation by electrophoresis; (4) microbial exchange in the space raft; and (5) changes in astronaut immunity during spaceflight. The pamphlet is intended as a curriculum supplement for secondary schools.

Page, L. W.↗
NASA NTRS1977

Apollo-Soyuz pamphlet no. 1: The flight

The goals of the Apollo-Soyuz Test Project are described in this first in a series of nine pamphlets designed as a curriculum supplement for teachers, supervisors, curriculum specialists, and textbook writers as well as for the general public. Aspects of the space flight covered include descriptions of the astronaut-cosmonaut meeting and of the spacecraft and landing module; spacecraft launch; control, and rendezvous; crew work schedule; and telemetry. Experiments performed are listed in tables, and their major results are summarized.

Page, L. W.↗
NASA NTRS1988

Software engineering and Ada (Trademark) training: An implementation model for NASA

The choice of Ada for software engineering for projects such as the Space Station has resulted in government and industrial groups considering training programs that help workers become familiar with both a software culture and the intricacies of a new computer language. The questions of how much time it takes to learn software engineering with Ada, how much an organization should invest in such training, and how the training should be structured are considered. Software engineering is an emerging, dynamic discipline. It is defined by the author as the establishment and application of sound engineering environments, tools, methods, models, principles, and concepts combined with appropriate standards, guidelines, and practices to support computing which is correct, modifiable, reliable and safe, efficient, and understandable throughout the life cycle of the application. Neither the training programs needed, nor the content of such programs, have been well established. This study addresses the requirements for training for NASA personnel and recommends an implementation plan. A curriculum and a means of delivery are recommended. It is further suggested that a knowledgeable programmer may be able to learn Ada in 5 days, but that it takes 6 to 9 months to evolve into a software engineer who uses the language correctly and effectively. The curriculum and implementation plan can be adapted for each NASA Center according to the needs dictated by each project.

Legrand, Sue↗
NASA NTRS1993

The NASA HRMS educational outreach program - Searching for extraterrestrial intelligence while developing extraintelligent terrestrials

Students, young and old, find extraterrestrial life one of the most intriguing of all science topics. A curriculum development project co-funded by the National Science Foundation and NASA, and administered by the SETI Institute, is underway to develop and test third through ninth grade science lessons that draw upon this fascination to focus student interest on science and mathematics. Individual lessons are designed by teachers and curriculum developers, tested in classrooms, revised and re-tested prior to distribution. A series of guides, each containing 10 to 15 lessons, will be finished by late summer 1994.

Coulter, Gary R.↗
NASA NTRS1994

Integrated design and manufacturing for the high speed civil transport

In June 1992, the School of Aerospace Engineering at Georgia Tech was awarded a three year NASA University Space Research Association (USRA) Advanced Design Program (ADP) grant to address issues associated with the Integrated Design and Manufacturing of High Speed Civil Transport (HSCT) configurations in its graduate Aerospace Systems Design courses. This report provides an overview of the on-going Georgia Tech initiative to address these design/manufacturing issues during the preliminary design phases of an HSCT concept. The new design methodology presented here has been incorporated in the graduate aerospace design curriculum and is based on the concept of Integrated Product and Process Development (IPPD). The selection of the HSCT as a pilot project was motivated by its potential global transportation payoffs; its technological, environmental, and economic challenges; and its impact on U.S. global competitiveness. This pilot project was the focus of each of the five design courses that form the graduate level aerospace systems design curriculum. This year's main objective was the development of a systematic approach to preliminary design and optimization and its implementation to an HSCT wing/propulsion configuration. The new methodology, based on the Taguchi Parameter Design Optimization Method (PDOM), was established and was used to carry out a parametric study where various feasible alternative configurations were evaluated. The comparison criterion selected for this evaluation was the economic impact of this aircraft, measured in terms of average yield per revenue passenger mile ($/RPM).

Lee, Jae Moon↗
NASA NTRS1995

Implementation of probabilistic design methodology at Tennessee State University

The fact that Deterministic Design Method no longer satisfies most design needs calls for methods that will cope with the high trend in technology. The advance in computer technology has reduced the rigors that normally accompany many design analysis methods that account for uncertainties in design parameters. Probabilistic Design Methodology (PDM) is beginning to make impact in engineering design. This method is gaining more recognition in industries than in educational institutions. Some of the reasons for the limited use of the PDM at the moment are that many are unaware of its potentials, and most of the software developed for PDM are very recent. The central goal of the PDM project at Tennessee State University is to introduce engineering students to this method. The students participating in the project learn about PDM and the computer codes that are available to the design engineer. The software being used for this project is NESSUS (Numerical Evaluation of Stochastic Structures Under Stress) developed under NASA probabilistic structural analysis program. NESSUS has three different modules which make it a very comprehensive computer code for PDM. Since this method is new to the students, its introduction into the engineering curriculum is to be in stages. These range from the introduction of PDM and its software to the applications. While this program is being developed for its eventual inclusion into the engineering curriculum, some graduate and undergraduate students are already carrying out some projects using this method. As the students are increasing their understanding on PDM, they are at the same time applying it to some common design problems. The areas this method is being applied at the moment include, Design of Gears (spur and worm); Design of Brakes; Design of Heat Exchangers Design of Helical Springs; and Design of Shock Absorbers. Some of the current results of these projects are presented.

Onwubiko, Chinyere↗
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↗
NASA NTRS1998

The Mississippi NASA Community College Initiative

The object of this project was to provide greater utilization of existing resources to enhance the educational opportunities of Mississippi Community College students. When first introduced to the concept the teachers were understandably reluctant. They already had very heavy, prescribed work loads and most of what they had to do did not include NASA data. Teacher cooperation became a first goal. The second goal was effective use of NASA Earth Observation Data at every campus. Some compromises had to be made. The goal became to create a methodology or system that could be used on every campus and that the teachers would use. First year Biology was taught from a state-level prescribed curriculum on every one of the fifteen campuses. However, using Earth Observation Data in that curriculum was difficult. A compromise was made that allowed us to focus, in the first year, on the lesson hosting and creation process. Ten of the thirteen participating teachers agreed to create future lessons. They also asked to have a Community College Science Symposium in the Spring to demonstrate their lessons to the other science teachers in the state.

Lawhead, Pamela B.↗
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 NTRS1999

Geospatial Education and Research Development: A Laboratory for Remote Sensing and Environmental Analysis (LaRSEA)

Old Dominion University has claimed the title "University of the 21st Century," with a bold emphasis on technology innovation and application. In keeping with this claim, the proposed work has implemented a new laboratory equipped for remote sensing as well as curriculum and research innovations afforded for present and future faculty and students. The developments summarized within this report would not have been possible without the support of the NASA grant and significant cost-sharing of several units within the University. The grant effectively spring-boarded the university into major improvements in its approach to remote sensing and geospatial information technologies. The university has now committed to licensing Erdas Imagine software for the laboratory, a campus-wide ESRI geographic information system (GIS) products license, and several smaller software and hardware utilities available to faculty and students through the laboratory. Campus beneficiaries of this grant have included faculty from departments including Ocean, Earth. and Atmospheric Sciences, Political Science and Geography, Ecological Sciences, Environmental Health, and Civil and Environmental Engineering. High student interest is evidenced in students in geology, geography, ecology, urban studies, and planning. Three new courses have been added to the catalog and offered this year. Cross-cutting curriculum changes are in place with growing enrollments in remote sensing, GIS, and a new co-taught seminar in applied coastal remote sensing. The enabling grant has also allowed project participants to attract external funding for research grants, thereby providing additional funds beyond the planned matching, maintenance and growth of software and hardware, and stipends for student assistants. Two undergraduate assistants and two graduate assistants have been employed by full-time assistantships as a result. A new certificate is offered to students completing an interdisciplinary course sequence in remote sensing and coastal environments. Subsequent phases of the project are under planning. including seminars for regional coastal managers and public dissemination of remote sensing science through the local media and university publications.

Allen, Thomas R., Jr.↗
NASA NTRS1998

Practice Oriented Master's in Optics

The development of an interdisciplinary Masters Program with a concentration in Optics and Photonics Technology has been is described. This program was developed under the U.S. Manufacturing Education and Training Activity of the Technology Reinvestment Project. This development was a collaboration between the University of Alabama in Huntsville (UAH), Alabama A&M University, Northwest Shoals Community College, the NASA Marshall Space Flight Center (MSFC), the U.S. Army Missile Command, Oak Ridge National Laboratory (ORNL), Advanced Optical Systems Inc., Dynetics, Inc., Hughes Danbury Optical Systems, Inc., Nichols Research and Speedring Inc. These organizations as well as the National Institute for Standards and Technology and SCI, Inc. have been participating fully in the design, development and implementation of this program. This goal of the program is to produce highly trained graduates who can also solve practical problems. To this end, the program includes an on-site practicum at a manufacturing location. The broad curriculum of this program emphasizes the fundamentals of optics, optical systems manufacturing and testing, and the principles of design and manufacturing to cost for commercial products. The Master's of Science (MS) in Physics and Master's of Science in Engineering (MSE) in Electrical Engineering Degrees with concentration in Optics and Photonics Technology are offered by the respective UAH academic departments with support from and in consultation with a Steering Committee composed of representatives from each of the participating organizations, and a student representative from UAH. The origins of the programs are described. The curricula of the programs is described. The course outlines of the new courses which were developed for the new curriculum are included. Also included are samples of on-site practicums which the students have been involved in. Also included as attachments are samples of the advertisements, which includes flyers, and the program description given to prospective students. The expenditures in the development and information about the cost sharing among the participating organizations is also included. Finally a listing membership of the steering committee is attached.

Dimmock, John O.↗
NASA NTRS1998

BioSIGHT: Interactive Visualization Modules for Science Education

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high-speed network capabilities. The BioSIGHT project at is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches toward the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross-disciplinary in nature and requires expertise from many areas including Biology, Computer Science Electrical Engineering, Education, and the Cognitive Sciences. The BioSIGHT team includes a scientific illustrator, educational software designer, computer programmers as well as IMSC graduate and undergraduate students.

Wong, Wee Ling↗
NASA NTRS1999

Multidisciplinary Design and Analysis for Commercial Aircraft

Multidisciplinary design and analysis (MDA) has become the normal mode of operation within most aerospace companies, but the impact of these changes have largely not been reflected at many universities. On an effort to determine if the emergence of multidisciplinary design concepts should influence engineering curricula, NASA has asked several universities (Virginia Tech, Georgia Tech, Clemson, BYU, and Cal Poly) to investigate the practicality of introducing MDA concepts within their undergraduate curricula. A multidisciplinary team of faculty, students, and industry partners evaluated the aeronautical engineering curriculum at Cal Poly. A variety of ways were found to introduce MDA themes into the curriculum without adding courses or units to the existing program. Both analytic and educational tools for multidisciplinary design of aircraft have been developed and implemented.

Cummings, Russell M.↗
NASA NTRS1999

The Chancellor's Model School Project (CMSP)

What does it take to create and implement a 7th to 8th grade middle school program where the great majority of students achieve at high academic levels regardless of their previous elementary school backgrounds? This was the major question that guided the research and development of a 7-year long project effort entitled the Chancellor's Model School Project (CMSP) from September 1991 to August 1998. The CMSP effort conducted largely in two New York City public schools was aimed at creating and testing a prototype 7th and 8th grade model program that was organized and test-implemented in two distinct project phases: Phase I of the CMSP effort was conducted from 1991 to 1995 as a 7th to 8th grade extension of an existing K-6 elementary school, and Phase II was conducted from 1995 to 1998 as a 7th to 8th grade middle school program that became an integral part of a newly established 7-12th grade high school. In Phase I, the CMSP demonstrated that with a highly structured curriculum coupled with strong academic support and increased learning time, students participating in the CMSP were able to develop a strong foundation for rigorous high school coursework within the space of 2 years (at the 7th and 8th grades). Mathematics and Reading test score data during Phase I of the project, clearly indicated that significant academic gains were obtained by almost all students -- at both the high and low ends of the spectrum -- regardless of their previous academic performance in the K-6 elementary school experience. The CMSP effort expanded in Phase II to include a fully operating 7-12 high school model. Achievement gains at the 7th and 8th grade levels in Phase II were tempered by the fact that incoming 7th grade students' academic background at the CMSP High School was significantly lower than students participating in Phase 1. Student performance in Phase II was also affected by the broadening of the CMSP effort from a 7-8th grade program to a fully functioning 7-12 high school which as a consequence lessened the focus and structure available to the 7-8th grade students and teachers -- as compared to Phase I. Nevertheless, the CMSP does represent a unique curriculum model for 7th and 8th grade students in urban middle schools. Experience in both Phase I and Phase II of the project allowed the CMSP to be developed and tested along the broad range of parameters and characteristics that embody an operating public school in an urban environment.

Lopez, Gil↗
NASA NTRS1998

BioSIGHT: Interactive Visualization Modules for Science Education

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high- speed network capabilities. The BioSIGHT project at IMSC is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches towards the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross-disciplinary in nature and requires expertise from many areas including Biology, Computer Science, Electrical Engineering, Education, and the Cognitive Sciences. The BioSIGHT team includes a scientific illustrator, educational software designer, computer programmers as well as IMSC graduate and undergraduate students. Our collaborators include TERC, a research and education organization with extensive k-12 math and science curricula development from Cambridge, MA.; SRI International of Menlo Park, CA.; teachers and students from local area high schools (Newbury Park High School, USC's Family of Five schools, Chadwick School, and Pasadena Polytechnic High School).

Wong, Wee Ling↗
NASA NTRS1998

Teaching with Space: K-6 Aviation, Space and Technology Resource Guide

Teaching with Space permits easy and quick identification of resources you will find most beneficial. This guide captures the essence of resources with applicability across the elementary curriculum. Specific product reviews and suggested uses in the classroom are provided to enable informed decision-making. Materials from NASA and the Federal Aviation Administration may be obtained in limited quantities at no cost from public domain sources when available. Pricing in this guide is based on duplication, warehousing, and overhead costs associated with distributing these items. Although this resource guide is a prototype guide distributed on a limited basis, we trust you will find it useful in locating quality instructional resources. Your suggestions and comments are most welcome, and will receive the fullest consideration as we work to expand and validate this guide for national distribution. Based on teacher criteria for quality, educational soundness, compatibility with the curriculum, ease of use, and affordability, the guide will be updated as new resources become available, and in response to teacher feedback. You may provide us with additional items for consideration at any time. We also are planning to develop a resource guide for middle and high school teachers, and your input is welcome for that effort too. This guide is just one way that space can help you in the classroom.

Source record↗
NASA NTRS1998

Improving Student Achievement in Math and Science

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order thinking via the incorporation of Global Learning Observations To Benefit the Environment (GLOBE), Mission to Planet Earth and the use of Geographic Imaging Systems into the K-12th grade curriculum.

Sullivan, Nancy G.↗