SEARCH · Search NASA

Results for “Energy Education”

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.

SourceResearch connectionFrom yearThrough year

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 91 records · Page 5

All sources NASA NTRS DOE OSTI

DOE OSTI2024

Developing Smart Building Technology Modules to Enhance Workforce Preparedness: A Case for AI-Driven Academic and Professional Education

Smart building technologies are resources that improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both academic curricula and building professionals’ continuing education, there is a lack of systematic instruction on methods to integrate multiple energy systems including distributed energy resources (DER), smart building technologies, AI (Artificial Intelligence) tools and key concepts, components, and controls, including “Internet of Things” (IoT) devices. In today’s dynamic workforce, this major gap in smart building technology education prevents stakeholders from being able to attract talent with an understanding and preparation to adopt smart building technologies in building design and operations. A federally funded project included a partnership between Slipstream and Texas A&M University (TAMU) to develop a semester-long smart building curriculum for engineering college students with the ability to adapt the contents for workforce development of professionals in building services. The final product consists of 16 training videos adapted for building professionals and the public. The educational content and training materials cover the benefits of building energy systems, the latest sensor technologies and IoT devices, all with a focus on smart building technologies. The key drivers are on topics related to smart building controls (i.e., energy management information systems), smart building control platforms, cybersecurity, grid-interactive-efficient buildings (GEBs), smart building control methods, and occupant-centric control. Although not explicitly included the technologies nod to the need for AI driven technologies to prepare engineers and industry professionals to be future ready. This paper describes the project approach, provides outlines of the training materials, and identifies lessons learned in creating the content for this course. The authors suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies and AI-based teaching and learning in higher education and building sector.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2026

Community-Engaged Energy Transition Planning in Holyoke

The overarching motivation of this project is to provide stakeholder-engaged research and education to enable a clean, equitable, and resilient energy transition. Presently, low-income communities and people of color are disproportionately burdened by environmental harm, while also being routinely left out of planning processes and benefits from infrastructure improvements. The Energy Transition Institute (ETI) addresses these issues in three ways: community engagement, educating diverse future leaders, and cutting-edge research. As municipalities across the Commonwealth plan their transition to a climate-friendly energy system, research from ETI will advance technical and social understanding of heating electrification, energy storage, demand flexibility, reliability and resiliency of power distribution infrastructure, with attention to equity. This will benefit surrounding communities, cities and towns across Massachusetts, and the global research community

14 SOLAR ENERGY↗

DOE OSTI2025

Greater Toledo Community Foundation Sustainable Communities Educational Initiative (Final Technical Report)

The Greater Toledo Community Foundation’s (GTCF) Sustainable Communities Educational Initiative leveraged the two recently constructed Overland Solar Arrays to launch a diverse collection of educational activities designed to promote the intersection between workforce development, renewable energy and community activism to showcase emerging avenues for greater prosperity in communities that have experienced historic disinvestment. In addition to educational programming focused on employment in the clean energy and advanced manufacturing fields, the project also activated storytelling approaches to explain sustainable energy’s role in philanthropy, grantmaking and resident-led neighborhood enhancements.

14 SOLAR ENERGY↗

DOE OSTI2024

Renewable Energy Discovery (REDi) Island

This poster explores the Renewable Energy Discovery (REDi) Island, a web-based educational application of a virtual world powered entirely by renewable energy.

marine energy↗

DOE OSTI2022

1.4.2.403 - Water Power STEM Workforce Development (Hydro)

As interest in renewable energy grows, water power technologies will continue to play a robust and growing role. However, the industry needs new talent to spur innovation and to support industry needs. With one-quarter of the domestic hydropower workforce retiring in the coming decade, the need to fill the workforce pipeline has never been more critical. The lack of new hydropower development has limited the number of educational programs focused on this sector at all levels of education. NREL has a long track record of working to address educational needs across the renewable energy spectrum. Leveraging this track record, this project brought the Hydropower STEM Portal to water power stakeholders fueled by information from a multitude of sectors, our partnership with the Hydropower Foundation, NEED, and others. The team has also sought to integrate activities with the Bonneville Environmental Foundation, to increase dissemination opportunities and interfaces. The purpose of the portal is to be a one-stop shop to information geared at inspiring the next-generation water power professional. NREL also leverages experience in engaging with stakeholders to understand barriers to technology adoption to identify issues and drivers, provide feedback to the R&D community, work to clarify misperceptions, and inform decisions to facilitate market adoption. The outcome of this work is a more successful and diverse water power industry based on a motivated and better-trained workforce.

ENERGY PLANNING, POLICY, AND ECONOMY,HYDRO ENERGY↗

DOE OSTI2022

Energy Resilience Reference Guide Chapter One: Developing A Shared Definition of Energy Resilience

The NARUC Resilience Reference Guide is envisioned as a one-stop primer for state public utility commissions (PUCs) to assist in the development of a shared language, valuation framework, and educational tool on the topic of energy resilience. The resilience of the energy system has increasingly become part of commissions’ regulatory scope so informed decisions are made regarding how to best enhance system resiliency. Several states have already established evaluative resilience criteria (via legislative statute or regulatory directive). This guide is intended to summarize many of the critical topic areas within energy resilience and to facilitate adoption of resilience valuation frameworks by which PUCs can weigh investment decisions regarding energy system resiliency.

24 POWER TRANSMISSION AND DISTRIBUTION↗

DOE OSTI2021

Bioinformatic teaching resources - for educators, by educators - using KBase, a free, user-friendly, open source platform

Over the past year, biology educators and staff at the Department of Energy Systems Biology Knowledgebase (KBase) initiated a collaborative effort to develop a curriculum for bioinformatics education. KBase is a free and easily accessible data science platform that integrates many bioinformatics resources into a graphical user interface built upon reproducible analysis notebooks. KBase held conversations with college and high school instructors to understand how KBase could potentially support their educational goals. These conversations morphed into a working group of biological and data science instructors that adapted the KBase platform to their curriculum needs, specifically around concepts in Genomics, Metagenomics, Pangenomics, and Phylogenetics. The KBase Educators Working Group developed modular, adaptable, and customizable instructional units. Each instructional module contains teaching resources, publicly available data, analysis tools, and markdown capability to tailor instructions and learning goals for each class. The online user interface enables students to conduct hands-on data science research and analyses without requiring programming skills or their own computational resources (these are provided by KBase). Alongside these resources, KBase continues to work with instructors, supporting the development of additional curriculum modules. For anyone new to the platform, KBase, and the growing KBase Educators Organization, provides a community network, accompanied by community-sourced guidelines, instructional templates, and peer support to use KBase within a classroom whether virtual or in-person.

59 BASIC BIOLOGICAL SCIENCES↗

DOE OSTI2023

Wind as a Distributed Energy Resource

Distributed wind can be installed in a wide range of locations and wind conditions, supporting millions of systems and thousands of gigawatts of power production capacity. As a result, utilities, communities, and nations are looking to distributed generation as an effective way to meet future energy needs. This fact sheet provides an overview of distributed wind, including where distributed wind projects can be located, and how U.S. and international research supports distributed wind applications. This fact sheet was produced as a resource for the International Energy Agency Task 41 members to use as an educational resource.

behind-the-meter wind energy↗

DOE OSTI2025

Development and Validation of Smart Building Technology Modules for Academic and Professional Education (Final Technical Report)

Smart building technologies can improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both college curricula and building professionals’ continuing education, there is a lack of systematic instruction on smart building technologies. Slipstream, partnering with Texas A&M University (TAMU), the Society of Building Science Educators (SBSE), and the National Institute of Building Sciences (NIBS), developed a semester-long smart building curriculum for college students and 16 training videos for building professionals and the general public. The education and training cover the drivers and benefits of smart building technologies, key building energy systems, the latest sensor technologies and IoT devices, and focus on topics related to smart building controls (i.e., energy management information systems, smart building control platforms, cybersecurity, grid-interactive-efficient buildings [GEBs], smart building control methods, and occupant-centric control). The smart building curriculum for college students was taught at TAMU in the Spring semester of 2024 as part of the validation process. Student feedback was collected and summarized in a validation report by TAMU. The curriculum material was also reviewed by SBSE faculty who are interested in teaching smart building technology-related courses. Suggestions on revisions and better adoption of the materials by other faculty across the architectural, engineering, and construction (AEC) domains were compiled in a distinct validation report by SBSE. The SBSE validation report was used to create structured subsets of the curriculum material for adoption at different levels in different sub-disciplines. These subsets are categorized and offered on the SBSE website (https://www.sbse.org/courses/Smart-Building-Technologies). The 16 training videos for building professionals and the general public were previewed by 17 industry experts, and feedback and suggested changes were incorporated into the final version of these videos. The videos are organized into a smart building technology training course and published on the Whole Building Design Guide website (https://www.wbdg.org/ce/doe/bto/sbtt), which is hosted by the National Institute of Building Sciences (NIBS). Project team members created marketing materials to promote the awareness of these free, publicly available education and training resources. Outreach and marketing activities included creating short promotional videos, building project webpages, making project announcements on social media, conducting an email campaign, and directly reaching out to faculties and building professionals. This report describes the project approach, provides outlines of the training materials, along with links to resources, and identifies lessons learned in creating the content. We also suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies in the real world.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2023

Energy Resilience Reference Guide, Chapter Three: Climate Resilience Strategies for Regulators

The NARUC Energy Resilience Reference Guide is envisioned as a one-stop primer for state public utility commissions (PUCs) to assist in the development of a shared language, valuation framework, and educational tool on the topic of energy resilience. The resilience of the energy system has increasingly become part of commissions’ regulatory scope so informed decisions are made regarding how to best enhance system resilience. Several states have already established evaluative resilience criteria (via legislative statute or regulatory directive). This guide is intended to succinctly summarize many of the critical topic areas within energy resilience and to facilitate adoption of resilience valuation frameworks by which PUCs can weigh investment decisions regarding energy system resiliency.

24 POWER TRANSMISSION AND DISTRIBUTION↗

DOE OSTI2025

Technology & Design Innovations to Maximize the Reduction Effect on DCFC Unit Cost Economics (Max‐REDUCE)

With the high cost and reliability issues of DCFC infrastructure the project specifically addressed the needs of innovating on the AC to DC power conversion. We proved the integration of a new power module into existing charger units, and that theoretical educational work on single stage energy conversion is commercially viable, and a reduced cost compared to existing methods. Our A sample shown 3 PH 480VAC 60hz to 350VDC 8.5kW power transfer, and our software and simulation proved efficiency greater than 97% from 20kW to > 60kW, over the DC output voltage range 200 – 1200V. The project was stopped before we could implement B sample and execute full power testing, validation and integration into a demonstration charger (budget period 3).

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

DOE OSTI2021

The Evolving Solar Energy Innovation Ecosystem in Puerto Rico

This report presents initial findings from the research project, “Developing socially and economically generative, resilient PV-energy systems for low- and moderate-income communities: Applications for Puerto Rico.” This material is based upon work supported primarily by the US Department of Energy’s Office of Energy Efficiency and Renewable Energy under the Solar Energy Technology Office Fiscal Year 2018 Funding Program award number DE-EE0008570 and in part by the National Science Foundation (NSF) and the Department of Energy (DOE) under NSF CA No. EEC-1041895. This project is a joint effort of Arizona State University’s Center for Energy and Society; the University of Puerto Rico-Mayaguez’s Center for Hemispheric Cooperation in Research and Education in Engineering and Applied Science, Sustainable Energy Center, and National Institute for Energy and Island Sustainability; and the National Renewable Energy Laboratory. The project seeks to understand the place of energy in low-income communities in Puerto Rico, the opportunities for solar energy to provide solutions to the energy challenges facing these communities, and the capacity of the solar energy innovation ecosystem in Puerto Rico to deliver relevant solar solutions for these communities. We define the solar energy innovation ecosystem as the diverse actors and stakeholders whose collective networks and actions—and the flows among them of ideas, knowledge, data, influence, money, and equipment, as well as the rules that govern those flows—are essential to the success of renewable energy markets and projects. This report presents results from the first year of the project’s research, which has concentrated on several key goals: (1) characterizing the trajectory of solar energy development in Puerto Rico in the three years since Hurricane María; (2) mapping and characterizing the current solar energy innovation ecosystem in Puerto Rico, including the technical potential for solar energy in Puerto Rico, and the business and policy landscape shaping solar developments; and (3) beginning to characterize the broad landscape of community energy initiatives underway in Puerto Rico. To pursue these goals, we engaged in a systematic review of solar energy developments in Puerto Rico and conducted interviews with over 100 members of the solar energy innovation, including policy, business, finance, research, and civil society leaders, as well as solar users. Solar technical potential data for Puerto Rico was developed by the National Renewable Energy Laboratory (NREL) and is publicly available at: https://data.nrel.gov/submissions/144. The documentation for the NREL dataset is included as Appendix A.

14 SOLAR ENERGY↗

DOE OSTI2023

Energy Resilience Reference Guide Chapter Two: Developing a Shared Framework to Value Resilience Investments

24 POWER TRANSMISSION AND DISTRIBUTION↗

DOE OSTI2025

FlowDash Geothermal Energy Enhancer: Where is Next Geothermal Resource? Machine Learning + Multiple Datasets => Geothermal Exploration Indication?

This is the presentation delivered at the 2025 GEODE Datathon competition. GEODE is a consortium of experts that addresses technology and knowledge gaps in geothermal energy, leveraging technology and best practices from the oil and gas industry. NETL team was awarded the 1st place in the engineering track. 2025 GEODE Datathon had a total of 42 teams from top universities and several major industrial companies. This awarded work is founded on a robust idea and innovative approach that uses machine learning coupled to multiple datasets to visualize geothermal “sweet” spots/indications in Great Basin based on the data provided from the GEODE Datathon. The use case also leveraged other datasets and demonstrated insightful and valuable indications for geothermal exploration.

Geothermal energy, Machine learning, Multiple Data↗

DOE OSTI2024

Smart Building Technology Training Modules for Academic and Professional Education

Smart building technologies are a new suite of resources that improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both college curricula and building professionals’ continuing education, there is a lack of systematic instruction on smart building technologies–topics that include smart building concepts, key components, smart building controls, “Internet of Things” (IoT) devices, and how to integrate multiple energy systems including distributed energy resources (DER). This major gap in smart building education prevents stakeholders from understanding and adopting smart building technologies in building design and operations. Slipstream leads a DOE-funded project developing a semester-long smart building curriculum for college students and adapting the contents into 16 training videos for building professionals and the general public. The education and training cover the drivers and benefits of smart building technologies, key building energy systems, the latest sensor technologies and IoT devices, and focus on topics related to smart building controls (i.e., energy management information systems, smart building control platforms, cybersecurity, grid-interactive-efficient buildings (GEBs), smart building control methods, and occupant-centric control. This paper describes the project approach, provides outlines of the training materials, and identifies lessons learned in creating the content. We also suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies in the real world.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2020

Plowing Through the Cost Barrier: Zero Energy K-12 Schools for Less: Preprint

There is a perception that zero energy K–12 schools cost more than conventional schools. Zero energy schools provide a number of unique benefits to school districts, students and staff, and communities. Among other things, a zero energy school requires far less energy to operate than a conventional school and uses on-site renewable energy systems to offset that reduced energy load. The money saved on energy can often be used to enhance educational programs. But does the extra value come at a premium? Research findings indicate that not only can zero energy schools be designed and built on conventional school budgets, they can cost less. In an integrated design and construction process, the cost of zero energy measures can be offset by, for example, downsizing heating, ventilating, and air-conditioning systems, reducing both life cycle and first costs. These findings are based on an examination of 88 zero energy or zero energy ready schools across the United States built during the last 15 years. The data collected on these schools include capital costs and the experiences of owners and design teams. The goal was to understand the perceived cost barrier, given that each building was built with a predetermined budget. The results will help future school stakeholders, program administrators, and design teams counter the perceived cost barriers. Successful strategies for achieving zero energy at no initial cost are presented. The lessons learned from existing zero energy schools can help transform the market such that all new schools can be zero energy.

30 DIRECT ENERGY CONVERSION↗

DOE OSTI2026

Strategic Energy Plan: Playa de Ponce, Ponce, Puerto Rico

Un Nuevo Amanecer Inc. (UNA), a community-based NGO (501C(3)), sought technical assistance through the U.S. Department of Energy's (DOE's) Energy Technology Innovation Partnership Project (ETIPP) to develop a strategic energy plan (SEP) for the community of Playa de Ponce on the south coast of Puerto Rico. A SEP helps communities identify energy goals and priority projects, and outline strategies and actions to build a shared path toward their energy vision. The primary goal of this SEP is to collaboratively explore pathways for the community's energy future. Researchers from the National Laboratory of the Rockies (NLR) engaged with the community for a period of seven months and facilitated a series of in-person community engagement workshops along with ETIPP regional partner Puerto Rico Hispanic Federation, UNA, and community leaders. The SEP workshops were held twice, March 18-20 and June 24-26, 2025. Through facilitated discussions, the community worked together to define and articulate a clear vision for its short-, medium-, and long-term energy goals. The workshops played a key role in identifying the specific strategies and priority projects that would best suit the needs of the community. The discussions outlined the community's energy aspirations, establishing a shared vision, setting goals, and outlining the priority actions needed to bring them to fruition. During the workshops, the community shared some of the most pressing energy challenges that they face on a regular basis, such as high energy costs that disproportionately impact an aging population and unreliable electricity during extreme weather events that result in frequent power outages. These issues have also exacerbated risks to public health and safety of the community. In response, UNA requested technical assistance through ETIPP to inform the development of a SEP tailored to Playa de Ponce to support its energy vision. This document explores four community-driven energy strategies aligned with that vision. Figure 1 shows the strategies outlined in this plan, which are categorized into three focus areas as identified by the community: energy reliability; safety and security; and stakeholder participation, education, and capacity building. This document serves as a shared roadmap for developing and implementing energy solutions that meet the needs of Playa de Ponce. It is intended to serve as a public resource for the community, UNA, and local authorities - providing tools, information and a shared foundation to inform future implementation efforts. This plan is intended to complement ongoing planning frameworks at the municipal, regional, and island-wide levels. As a living document, this SEP can evolve alongside Playa de Ponce's changing energy goals, while offering a framework to help them realize their energy vision.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗

DOE OSTI2021

Bioinformatic Teaching Resources – For Educators, by Educators – Using KBase, a Free, User-Friendly, Open Source Platform

Over the past year, biology educators and staff at the U.S. Department of Energy Systems Biology Knowledgebase (KBase) initiated a collaborative effort to develop a curriculum for bioinformatics education. KBase is a free web-based platform where anyone can conduct sophisticated and reproducible bioinformatic analyses via a graphical user interface. Here, we demonstrate the utility of KBase as a platform for bioinformatics education, and present a set of modular, adaptable, and customizable instructional units for teaching concepts in Genomics, Metagenomics, Pangenomics, and Phylogenetics. Each module contains teaching resources, publicly available data, analysis tools, and Markdown capability, enabling instructors to modify the lesson as appropriate for their specific course. We present initial student survey data on the effectiveness of using KBase for teaching bioinformatic concepts, provide an example case study, and detail the utility of the platform from an instructor’s perspective. Even as in-person teaching returns, KBase will continue to work with instructors, supporting the development of new active learning curriculum modules. For anyone utilizing the platform, the growing KBase Educators Organization provides an educators network, accompanied by community-sourced guidelines, instructional templates, and peer support, for instructors wishing to use KBase within a classroom at any educational level–whether virtual or in-person.

59 BASIC BIOLOGICAL SCIENCES↗