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All sourcesNASA NTRSDOE OSTI
DOE OSTI2024

Technical Learning and Integration of Interns in Advanced Protection Lab Space: Enhancements to Testbed and Experiments to Improve Workflows for Producing Datasets

This report presents a successful technical learning integration of student interns in the Advanced Protection Laboratory space, located in the Grid Research Integration and Deployment Center (GRID-C) at the Department of Energy’s (DOE’s) Oak Ridge National Laboratory (ORNL). The Advanced Protection Laboratory was created for the primary goal of supporting DOE’s research projects and technical staff at ORNL. As a secondary goal, the space was used for collaborating with ORNL’s intern programs, providing support to the lab’s mentors and student interns. In 2024, three student interns spent a summer in the Advanced Protection lab space and were involved in the DarkNet Distributed Ledger Technology (DLT) project. The students had a great opportunity to gain hands-on experience with communication and protective relay equipment focused on information technology, data analytics, and cybersecurity. Experiences in the lab space with real equipment and software integration offer education and professional development for students, which is especially important because of a need in the energy industry to recruit highly skilled power and communication engineers.

42 ENGINEERING↗
DOE OSTI2023

Getting Technical: Introducing Students to Technical Concepts for Nuclear Science and Policy to Create and Encourage Diversity in the Nuclear Field

When discussing diversity, it is important to consider the many of the types of diversity: gender diversity, racial diversity, religious diversity, cultural diversity, and diversity in abilities. The nuclear field has recently seen a surge in the diversity within the entire industry, but there is still room for the industry to grow in those areas. Where does that begin? How does that develop? When is the right time to engage the next generation of nuclear professionals? What topics should be introduced to encourage and foster excitement in the nuclear field? These questions are all certainly important but narrowing in on the topics that should be introduced might prove to be a very effective way to grow excitement in and, then, diversity in the nuclear field. Students at all socioeconomic levels should be introduced to various technical concepts that correspond to the stage and level of education that is appropriate for those students. Oftentimes there may be a speaker at a school for certain ages that will provide an overview of the nuclear industry as a whole, or perhaps even specifics on what that person does, but rarely is the interaction carried on over a long period of time and rarely do presentations for these students introduce technical concepts. Creating new, effective volunteer programs in a wide range of schools in local areas where nuclear sciences are supported would allow professionals in the nuclear field to identify and focus on students whose aptitude might lean them towards future careers in the nuclear field. This paper will focus on potential, effective ways to start these programs, and it will identify a range of technical concepts that might be considered as age-appropriate or that can be molded to fit individual schools and would, in turn, begin to develop a diverse base of students to grow and enter the nuclear field.

Loftin, Bradley↗
DOE OSTI2022

South Texas Industrial Assessment Center (Final Report)

The South Texas Industrial Assessment Center (ST-IAC) provides small to mid-size manufacturing companies and water treatment plants in the Rio Grande Valley of Texas, free energy assessments to help them reduce costs and stay competitive for sustainable development. The ST-IAC operates within the University of Texas Rio Grande Valley (UTRGV), and is the largest Hispanic-serving IAC in the U.S. Created in 2016, the ST-IAC, situated in the most economically disadvantaged region in the country, has been successful in training students and assessing local industries served by a predominantly Hispanic population. UTRGV, now the second largest Hispanic Serving Institution (HSI) of higher education in the U.S., has a student population of 32,000, of which 90% is Hispanic. While Covid-19 had a negative impact to our program during Budget Periods (BP) 4 and 5, the center still managed to provide opportunities for individuals, manufacturing and water industries in the local region. The program developed an energy engineering program in the region and further advanced national priorities. Those include resilience and sustainability of operations by implementing energy efficiency processes, renewable energy sources, decarbonization, battery storage, and cybersecurity in south Texas.

14 SOLAR ENERGY↗
DOE OSTI2026

An Educational Program on Concentrated Solar Power and Heliostats for Power Generation and Industrial Processes

The objective of this project was to design and implement a comprehensive educational and applied research program in Concentrated Solar Thermal Power (CSTP) and heliostat technologies at Northeastern University. In alignment with the U.S. Department of Energy's Heliostat Consortium (HelioCon) goals, the project aimed to expand student and public understanding of CSTP systems while simultaneously contributing to workforce development and the broader decarbonization strategy. A particular emphasis was placed on integrating hands-on student design projects and publicly disseminating educational content relevant to CSTP systems. The project addressed a critical gap in renewable energy education: CSTP and heliostats, despite their importance in utility-scale solar energy, are rarely included in standard mechanical engineering programs. This project established new pathways for students to engage with the topic through the creation of a 4-credit graduate/senior elective course, development of five industry-facing short courses, and the inclusion of CSTP-based capstone design projects. Over two academic years, 36 students across six senior design teams developed and tested technologies such as deformable heliostats, beacon-based tracking systems, and solar-powered pyrolizers for biomass-to-biochar conversion. Concurrently, 30 undergraduate and graduate students were enrolled in the new academic course centered around CSTP principles. To ensure the relevance and accessibility of the short course content, the project team engaged with industry professionals, technical policy stakeholders, and potential course participants through structured surveys and informal consultations. Feedback from 28 respondents guided the structure, length, and delivery format of the courses - resulting in a modular design broken into five workshops. The feedback emphasized the need for flexible, asynchronous delivery and practical case studies, particularly in areas such as heliostat control, thermal storage, and solar fuel production. This engagement helped align the courses with the evolving knowledge demands of the renewable energy workforce and ensured that participants from both technical and policy backgrounds could meaningfully benefit from the material. The research and educational activities advanced the understanding of heliostat control systems, optical performance under misalignment, and thermal system integration in solar-driven pyrolysis applications. Methods and designs explored in this project proved to be both technically effective and economically feasible at the lab scale. Prototypes were constructed using commercially available components and custom-fabricated elements, demonstrating that meaningful performance improvements can be achieved with modest material and fabrication costs, supporting the feasibility of student-led research in this field. The public benefit of this project is twofold. First, it cultivates a pipeline of engineers trained to be familiar with CSTP principles, an essential workforce need identified by the Department of Energy for achieving its 2030 cost and deployment targets. Second, it contributes openly accessible educational materials, course content, and experimental frameworks to the broader community, enabling other institutions to adopt or adapt similar programming. Through outreach activities, curriculum integration, and technical exposure, this project contributes to a more informed and capable renewable energy workforce while supporting innovation in heliostat and CSTP system design. A new technical report is being prepared to document the development of the course and its outcomes, with plans to publish it in the ASME Open Access Journal of Engineering to ensure global accessibility, free of cost.

14 SOLAR ENERGY↗
DOE OSTI2023

Scaling Up: Growth of the Indy Student Cluster Competition

The Indy Student Cluster Competition (IndySCC) completed its second year of competition, expanding and building upon the fist year. The IndySCC is a fully virtual competition, with a focus on education, and is part of the student program within the Supercomputing (SC) conference series. The competition aims to engage teams who do not get into the in-person, Student Cluster Challenge (SCC) and to build and train inexperienced teams to eventually go on to the SCC. The first year featured 5 teams and in the second year, this grew to 11 accepted teams in 2022. This work aims to provide an update to how the competition has grown, the challenges, and the plans to grow in the future.

Dietz, Dan↗
DOE OSTI2024

Transforming Cyber Education thru Open to All Accessible Pathways

Boise State University’s (BSU) Cyber Operations and Resilience CORe program was intentionally designed so that any student, especially non-traditional and non-technical students, with an interest in cybersecurity could have an education and training pathway to enter the cyber workforce. The CORe curriculum focuses on teaching students how to design, apply, and improve cybersecurity through the interaction of people, processes, and technology. CORe is a stackable curriculum with elective credit hours and options for various academic and industry certificates and certifications that enable students to customize their unique career pathway. The CORe program guides students to think about the system being managed, the risks presented, and the dynamic intersection of system elements when considering how to incorporate resilience frameworks in achieving a resilient system. By developing systems thinking, the students gain an understanding of the interdependencies interacting with the operational system. Further, the CORe program encourages students to integrate cybersecurity knowledge with models and frameworks found in other academic disciplines through a unifying systems approach. CORe is designed around the realities of today’s broad cyber landscape: that breaches will occur in any system over time and proactive design of resilience into systems to detect, respond, and recover in a timely and orderly manner is critical. Students are taught to think holistically about cybersecurity focusing on all system elements. CORe is not a traditional cybersecurity degree. CORe is distinguished by the non-traditional engineering, computer science approach to cybersecurity education with the singular focus on infusing resilience operations and transdisciplinary systems thinking principles throughout the curriculum.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2021

Residents-as-Teachers Curriculum for Radiation Oncology: A Targeted Needs Assessment

Achieving competency as educators is increasingly recognized as a critical part of residents’ training in graduate medical education across specialties. In addition to teaching medical students, radiation oncology residents often play a vital role in peer and interprofessional education. We conducted a survey to identify the needs of radiation oncology residents for developing skills in teaching.

62 RADIOLOGY AND NUCLEAR MEDICINE↗
DOE OSTI2024

Experiments and Project-Based Enhancements for STEM Learning: Preprint

Motivating k-12 students to pick a career in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent attention. At different points in time, STEM educators need to pivot themselves and update educational materials to consistently motivate the next generation of k-12 students to enter into STEM careers. Once they enter undergraduate education, universities need to motivate their undergraduates students to consider graduate studies to ensure qualified human resources can be developed for research, and teaching. We present in this paper, our work on developing STEM materials for k-12 students targeting grid integration of hydrogen assets. This paper also presents our work on leveraging open source distribution system model, digital real time simulation tool to create projects for undergraduate students and motivate their interest in research topics, and enter into graduate level education.

electro-magnetic transients↗
DOE OSTI2024

A Collaborative Industrial Assessment Center (IAC) for Expanded Outreach within the Southeast

This GA-FL IAC had impacts on workforce development and economic impact for regional small- and medium-sized enterprises. Qualified faculty and campus staff educated and trained cohorts of students regarding state-of-the-art industrial assessments. Students gained hands-on experiences in learning about manufacturing processes, energy systems, developing assessment recommendations/calculations, and client interaction. These skills were complemented by the incorporation of IAC themes into some course curricula. As far as economic impact, the center conducted 66 assessments over 5 years primarily in Georgia and Florida. These represented hundreds of thousands of dollars in potential annual resource savings to the clients and region.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

Neutrons in Structural Biology: Challenges and Opportunities (Workshop Report)

Gaining a thorough understanding of biological systems requires building our knowledge about biological processes from the level of atoms and electrons, and up to whole organisms. Such comprehensive knowledge will allow for a predictive understanding of complex biological systems behavior. It will guide us in the design and development of novel therapeutics and vaccines to tackle existing health threats and to prepare for future pandemics, and it will provide information necessary to create new biomaterials and bio-inspired technologies through manipulation of biological macromolecules, their assemblies, single cells and even microorganisms. Reaching these goals will require a synergistic combination of multiple experimental techniques with molecular calculations and predictive simulations, and the design and development of new techniques and capabilities that bridge current knowledge and technology gaps. Neutron scattering provides unique information about the biomacromolecular structure and function and can play a major role in achieving these goals. A workshop was held to engage the scientific community in identifying pressing challenges in biochemistry, structural biology, enzymology and structure-guided drug design not solved with the current neutron scattering technologies or utilizing other structural biology techniques such as X-ray crystallography, NMR, and cryo-EM. The workshop brought together structural biology, biochemistry and computational experts, as well as early career researchers and students, creating a forum for discussing scientific advancement and collaboration. The workshop included a one-day satellite training workshop where graduate students and postdoctoral researchers were educated in the application of neutron crystallography and small-angle scattering in structural biology. Furthermore, the Instrument Scientific Advisory Board (ISAB) for the development of a macromolecular neutron diffractometer at ORNL’s Second Target Station was introduced at the workshop. The major outcome was that neutrons can provide atomic-level understanding of biomacromolecular structure, function and dynamics which is of paramount importance for addressing the identified challenges. Neutron crystallography, in particular, can resolve long-standing biochemical issues regarding enzyme function by delineating the underlying chemistry and can have a major impact on the design of small-molecule therapeutics, especially in combination with molecular computation (quantum chemistry and molecular dynamics simulations) and the emerging artificial intelligence (AI)-assisted drug design technologies. The unique properties of neutrons, including their high sensitivity to hydrogen and their non-destructive nature, make them ideal probes of biological matter. There is a palpable need in the scientific community to expand and enhance the impact of neutron sciences on biology. Neutron crystallography is the only structural biology method capable of determining positions of all hydrogen atoms in proteins, nucleic acids and their complexes at near-physiological temperatures and of unstable species at cryogenic temperatures. Moreover, neutron analysis is non-ionizing, non-destructive and does not perturb the structure or redox chemistry of active site metal centers and clusters in proteins, which can be invaluable for studying radiation-sensitive metalloprotein complexes. Further, neutron energies used in scattering applications are similar to atomic motions, permitting neutron spectroscopies to characterize the dynamics of biomacromolecules on the picosecond to microsecond timescales. The different sensitivities of neutrons to protium (H) and deuterium (D) isotopes of hydrogen allow enhanced visibility of specific parts of biological complexes through isotopic labeling. The impact of neutrons will be most powerful when neutron scattering is combined with complementary experimental techniques that use photons and electrons, and with high-performance computing. The interconnection and mutuality of the experimental and theoretical capabilities will drive discoveries in biological and health sciences to generate more complete picture of complex biological systems. The major limitation in the field of biological neutron crystallography has been signal-to-noise, demanding large samples that are difficult to produce for the majority of biomacromolecules and limiting the applicability of this technique in biological sciences. A neutron crystallography instrument at the Second Target Station will revolutionize biological science with neutrons by engaging a large scientific community of structural biologists, enabling successful neutron diffraction experiments from radically smaller biomacromolecular crystals, resolving unanswered biochemical questions, and meaningfully contributing to rational drug design. The meeting highlighted 10 grand challenges that will be addressed with this advanced capability over the next decade and beyond, and the recommendations required to help address them are given below.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2022

High Resolution Ion Energy Distribution Measurements for Energization Studies on Madison Symmetric Torus RFP Plasmas

We propose to continue a comprehensive and aggressive collaborative study of the critical issues of RFP and fusion physics at MST by enhancing the inferred ion distribution function and the high (spatial and temporal) resolution of magnetic fluctuation measurements. For this, we propose to make novel use of a retarding potential before a neutral particle analyzer as well as a novel millimeter magnetic probe. The measurement of relationships between ion and electron temperatures and magnetic field fluctuations can provide otherwise unobtainable insights on the role of turbulence in fusion plasmas with special focus on the impact of magnetic field turbulence on plasma confinement and scaling. These insights can be particularly valuable when they are coupled with an increased understanding of the issues which drive the turbulence onset, enhance steady-state sustainment, and enable turbulent dissipation. With these new insights, MST will be particularly well positioned to provide important insights in a manner portable to a broad class of fusion devices. We propose to exploit this opportunity and, at the same time, take full advantage of the associated educational enhancements for plasma physics students as FAMU continues to expand the diversity of the fusion scientific workforce.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗
DOE OSTI2025

Exploring Professor Motivations and Implementations of a Real-World Problem-Solving Project: A Case Study in Preparing Students for the Emerging Building Science Industry: Preprint

Engineering education literature offers a variety of theoretical and conceptual frameworks for project-based learning. This study explores the implementation of real-world problem-solving projects in engineering education. The research team analyzed the motivations and methods behind professors' adoption of such projects through exploratory qualitative interviews with seven professor participants who integrated a nation-wide student competition into their courses. We analyzed the resulting data using a constructivist grounded theory approach to identify key themes of professor practices. Findings reveal that the real-world aspect of the projects and alignment with values and research interests were primary motivators for implementation. While implementation methods varied significantly based on context (i.e., university setting, course type), we found that these projects could be effectively integrated into various classroom settings. The findings support the recommendation for non-academic institutions to develop and manage competitions that can be integrated into classrooms and which offer a point of engagement that is available to professors from a wide range of disciplines.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

Isotope Production Education and Research via a Systematic Study of Photo-nuclear Reaction Yields and Excitation Functions

A new collaboration between the New Mexico Institute of Mining and Technology, Idaho State University, and Idaho National Laboratory builds the domestic workforce in isotope production and related science and technologies by conducting research and education programs related to photo-nuclear reactions. Workforce development was identified by the Department of Energy’s Office of Science in the Reaching a New Energy Sciences Workforce (RENEW) program that seeks to engage underrepresented university students in isotope production activities. This collaboration includes coursework development, student training, and isotope production research utilizing photo-nuclear reactions at electron linear accelerators. Bremsstrahlung-weighted excitation functions and cross-sections will be measured and the use of nanomaterials to exploit kinematic recoil reactions will be investigated. Students will be hosted at the Idaho National Laboratory where mentors will provide opportunities to explore careers in nuclear science and technology. This presentation regards the ongoing progress of the research and education objectives of the collaboration that was performed under the Office of Science Isotopes Program under award number D000-22-2765.

07 ISOTOPE AND RADIATION SOURCES↗
DOE OSTI2022

Contrasting student and staff perceptions of preclinical‐to‐clinical transition at a Chilean dental school

Abstract Introduction Dental education is a challenging and demanding field of study as students are expected to acquire various competencies to fulfil their professional requirements after graduation. The objective of this study was to investigate and compare dental students' and clinical staff instructors' perceptions of the preclinical‐to‐clinical transition training at a Dental School in Santiago, Chile. Material and Methods Two questionnaires containing 11 quantitative and one qualitative item were developed to assess our year three, four and five ( n = 244) dental undergraduate students' challenges when they begin treating patients, and clinical staff ( n = 78) perceptions of the preparedness to treat patients of the same students. Both questionnaires were voluntarily and anonymously implemented eight weeks after the beginning of the 2019 academic year. Responses were analysed using a Chi‐squared test for each quantitative question, while qualitative comments were studied to form themes and dimensions. RESULTS A total of 234 (96%) students and 60 (77%) instructors completed their respective questionnaire. There were considerable variations between students in the different years of the programme, as well as between students and staff members. Students and instructors felt the former had enough knowledge to treat patients though it was difficult for them to apply it in clinical practice. Again, both believed they could communicate with patients, but third year students asked for more training on this. Regarding practical skills, fourth‐ and fifth‐year students felt prepared but not third year students, who preferred to work in pairs with senior students, a preference that was shared by the instructors. All student groups asked clinical staff to provide more frequent, constructive and consistent feedback and felt that the difference between simulation and clinical environments and the amount of clinical work to fulfil clinical requirements made them feel stressed. Another mentioned stressor was students' low self‐confidence when working with patients. Among the requested improvements, students requested better training on how the dental clinic works to save time. Conclusions Preclinical‐to‐clinical transition training presents several challenges. Some of the problems highlighted by both students and clinical staff members persisted with the transition after three, four and even five years of training, which needs to be addressed.

Tricio, Jorge↗
DOE OSTI2024

FEW questions, many answers: using machine learning to assess how students connect food–energy–water (FEW) concepts

There is growing support and interest in postsecondary interdisciplinary environmental education which integrate concepts and disciplines in addition to providing varied perspectives. There is a need to assess student learning in these programs as well as rigorous evaluation of educational practices, especially of complex synthesis concepts. This work tests a text classification machine learning model as a tool to assess student systems thinking capabilities using two questions anchored by the Food-Energy-Water (FEW) Nexus phenomena by answering two questions (1) Can machine learning models be used to identify instructor-determined important concepts in student responses? (2) What do college students know about the interconnections between food, energy and water, and how have students assimilated systems thinking into their constructed responses about FEW? Reported here are a broad range of model performances across 26 text classification models associated with two different assessment items, with model accuracy ranging from 0.755 to 0.992. Expert-like responses were infrequent in our dataset compared to responses providing simpler, incomplete explanations of the systems presented in the question. For those students moving from describing individual effects to multiple effects, their reasoning about the mechanism behind the system indicates advanced systems thinking ability. Specifically, students exhibit higher expertise for explaining changing water usage than discussing tradeoffs for such changing usage. This research represents one of the first attempts to assess the links between foundational, discipline-specific concepts and systems thinking ability. These text classification approaches to scoring student FEW Nexus Constructed Responses (CR) indicate how these approaches can be used, in addition to several future research priorities for interdisciplinary, practice-based education research. Development of further complex question items using machine learning would allow evaluation of the relationship between foundational concept understanding and integration of those concepts as well as more nuanced understanding of student comprehension of complex interdisciplinary concepts.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2024

A core lighting curriculum for university students and lighting professionals

Here, in collaboration with a group of lighting professionals, learning outcomes were defined, prioritized, organized and mapped to a three-course sequence of lighting courses within a Bachelor of Science in Architectural Engineering degree programme. Syllabi and educational exercises were developed to support the learning outcomes – including classroom activities, homework assignments and design projects. The learning exercises balance the technical foundations of applied illuminating engineering with the artistic aspects of applied lighting design and are intended to promote significant and lasting learning by providing students with education that is useful and relevant to current lighting practice. The process for identifying and prioritizing lighting content is described, a process that could be adapted by other lighting educators to other pedagogical contexts. The syllabi and learning exercises are disseminated for reuse or adaptation, or for self-study by independent learners.

42 ENGINEERING↗
DOE OSTI2022

Engaging a Diverse Workforce in the Building Sciences Through the JUMP Into STEM Program: Impact Study; Preprint

Ensuring inclusivity in building science professions requires engaging people from underrepresented demographics; unfortunately, many races, ethnicities, and genders continue to be underrepresented. The JUMP into STEM program works to rectify this, encouraging creative ideation and highlighting the unique perspectives of a diverse array of students. The top students are awarded internships that provide opportunities to work in building science research with close supervision from mentors in the field. In the research presented here, we investigate the impact of participation in JUMP into STEM on students' careers, including the impact on students from diverse backgrounds. Furthermore, we research students' awareness of career opportunities in building science, students' perception of their ability to meaningfully contribute to this field, and the career building opportunities that JUMP into STEM provides for students. Through participant interviews and data analysis, we measure program diversity, inclusion, and effectiveness at achieving goals. We find that among the hundreds of students who have participated in this program, more than 25 different majors and/or educational degree programs are represented and more than 45% of students attend minority serving institutions or historically black colleges and universities. The JUMP into STEM experience had a significant effect on career choices or career development for more than 80% of participants. Our results also indicate that the JUMP into STEM program is effective at promoting diversity in the building sciences and is successfully contributing to the larger effort within the building science industry to promote and ensure equity in technological progress and innovation.

building energy science↗