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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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NASA NTRS1997

PACES Participation in Educational Outreach Programs at the University of Texas at El Paso

The University of Texas at El Paso (UTEP) is involved in several initiatives to improve science education within the El Paso area public schools. These include outreach efforts into the K- 12 classrooms; training programs for in-service teachers; and the introduction of a strong science core curricula within the College of Education. The Pan American Center for Earth and Environmental Studies (PACES), a NASA-funded University Research Center, will leverage off the goals of these existing initiatives to provide curriculum support materials at all levels. We will use currently available Mission to Planet Earth (MTPE) materials as well as new materials developed specifically for this region, in an effort to introduce the Earth System Science perspective into these programs. In addition, we are developing curriculum support materials and classes within the Geology and Computer Departments, to provide education in the area of remote sensing and GIS applications at the undergraduate and graduate levels.

Dodge, Rebecca L.↗
NASA NTRS2001

Space-Based Astronomy: An Educator Guide with Activities for Science, Mathematics, and Technology Education

If you go to the country, far from city lights, you can see about 3,000 stars on a clear night. If your eyes were bigger, you could see many more stars. With a pair of binoculars, an optical device that effectively enlarges the pupil of your eye by about 30 times, the number of stars you can see increases to the tens of thousands. With a medium-sized telescope with a light-collecting mirror 30 centimeters in diameter, you can see hundreds of thousands of stars. With a large observatory telescope, millions of stars become visible. This curriculum guide uses hands-on activities to help students and teachers understand the significance of space-based astronomy--astronomical observations made from outer space. It is not intended to serve as a curriculum. Instead, teachers should select activities from this guide that support and extend existing study. The guide contains few of the traditional activities found in many astronomy guides such as constellation studies, lunar phases, and planetary orbits. It tells, rather, the story of why it is important to observe celestial objects from outer space and how to study the entire electromagnetic spectrum. Teachers are encouraged to adapt these activities for the particular needs of their students. When selected activities from this guide are used in conjunction with traditional astronomy curricula, students benefit from a more complete experience.

Vogt, Gregory L.↗
NASA NTRS2002

Enhancing Science Teacher Training Using Water Resources and GLOBE

Heritage College, located on the Yakama Indian Reservation in south central Washington state, serves a multicultural, underserved, rural population and trains teachers to staff the disadvantaged school districts on and surrounding the reservation. In-service teachers and pre-service teachers in the area show strength in biology but have weak backgrounds in chemistry and mathematics. We are addressing this problem by providing a 2-year core of courses for 3 groups of 25 students (15 pre-service and 10 in-service teachers) using GLOBE to teach integrated physical science and mathematics. At the conclusion of the program, the students will qualify for science certification by Washington State. Water resources are the focal point of the curriculum because it is central to life in our desert area. The lack or excess of water, its uses, quality and distribution is being studied by using GIS, remote sensing and historical records. Students are learning the methodology to incorporate scientific protocols and data into all aspects of their future teaching curriculum. In addition, in each of the three years of the project, pre-service teachers attended a seminar series during the fall semester with presentations by collaborators from industry, agriculture, education and government agencies. Students used NASA educational materials in the presentations that they gave at the conclusion of the seminar series. All pre- and in-service teachers continue to have support via a local web site for Heritage College GLOBE participants.

Falco, James W.↗
NASA NTRS2003

Integration of NASA Research into Undergraduate Education in Math, Science, Engineering and Technology at North Carolina A&T State University

The NASA PAIR program incorporated the NASA-Sponsored research into the undergraduate environment at North Carolina Agricultural and Technical State University. This program is designed to significantly improve undergraduate education in the areas of mathematics, science, engineering, and technology (MSET) by directly benefiting from the experiences of NASA field centers, affiliated industrial partners and academic institutions. The three basic goals of the program were enhancing core courses in MSET curriculum, upgrading core-engineering laboratories to compliment upgraded MSET curriculum, and conduct research training for undergraduates in MSET disciplines through a sophomore shadow program and through Research Experience for Undergraduates (REU) programs. Since the inception of the program nine courses have been modified to include NASA related topics and research. These courses have impacted over 900 students in the first three years of the program. The Electrical Engineering circuit's lab is completely re-equipped to include Computer controlled and data acquisition equipment. The Physics lab is upgraded to implement better sensory data acquisition to enhance students understanding of course concepts. In addition a new instrumentation laboratory in the department of Mechanical Engineering is developed. Research training for A&T students was conducted through four different programs: Apprentice program, Developers program, Sophomore Shadow program and Independent Research program. These programs provided opportunities for an average of forty students per semester.

Monroe, Joseph↗
NASA NTRS2004

[Exploring Aeronautics]

This summer I have been working with the N.A.S.A. Project at Cuyahoga Community College (Tri-C) under the title of Exploring Aeronautics Project Leader. The class that I have worked with is comprised of students that will enter the eighth grade in the fall of 2004. The program primarily focuses upon math proficiency and individualized class projects. My duties have encompassed both realms. During the first 2-3 weeks of my internship, I worked at NASA Glenn Research Center (GRC) researching, organizing, and compiling information for weekly Scholastic Challenges and the Super Scholastic Challenge. I was able to complete an overview of Scholastic Challenge and staff responsibilities regarding the competition; a proposal for an interactive learning system, Quizdom; a schedule for challenge equipment, as well as a schedule listing submission deadlines for the staff. Also included in my tasks, during these first 2-3 weeks, were assisting Tammy Allen and Candice Thomas with the student application review and interview processes for student applicants. For the student and parent orientation, I was assigned publications and other varying tasks to complete before the start of the program. Upon the commencement of the program, I changed location from NASA GRC to Tri-C Metro Campus, where student classes for the Cleveland site are held. During the duration of the program, I work with the instructor for the Exploring Aeronautics class, kkkk, assisting in classroom management, daily attendance, curriculum, project building, and other tasks as needed. These tasks include the conducting of the weekly competition, known as Scholastic Challenge. As a Project Leader, I am also responsible for one subject area of the Scholastic Challenge aspect of the N.A.S.A. Project curriculum. Each week I have to prepare a mission that the participants will take home the following Monday and at least 10 questions that will be included in the pool of questions used for the Scholastic Challenge competition on Thursdays. For at least one of these competitions, I must compile all mission and question information submitted by the staff, distribute missions to the students, and enter questions into Jeopardy formatted PowerPoint presentation. Unique to the N.A.S.A. Project are its Saturday sessions and opportunities for field trips. As a Project Leader, I am required to attend all field trips and Saturday sessions held for participants and their parent(s)/guardian(s). The Saturday sessions do not require my assistance because they are facilitated by a contracting company, Imhotep. This leaves my duties to observation unless instructed otherwise.

Robinson, Brandi↗
NASA NTRS2005

Study Results on Knowledge Requirements for Entry-Level Airport Operations and Management Personnel

This paper identifies important topical knowledge areas required of individuals employed in airport operations and management positions. A total of 116 airport managers and airfield operations personnel responded to a survey that sought to identify the importance of various subject matter for entry level airport operations personnel. The results from this study add to the body of research on aviation management curriculum development and can be used to better develop university curriculum and supplemental training focused on airport management and operations. Recommendations are made for specialized airport courses within aviation management programs. Further, this study identifies for job seekers or individuals employed in entry level positions those knowledge requirements deemed important by airport managers and operations personnel at different sized airports.

Quilty, Stephen M.↗
NASA NTRS2008

GSFC Technical Outreach: The Capitol College Model

In February 2005, as part of the National Aeronautic and Space Administration (NASA) Technical Outreach Program, Goddard Space Flight Center (GSFC) awarded Capitol College of Laurel, Maryland an Educational Grant to establish a Space Operation academic curriculum to meet the future needs of mission operations engineers. This was in part due to the aerospace industry and GSFC concerns that a large number of professional engineers are projected to retire in the near term with evidence showing that current enrollment in engineering schools will not produce sufficient number of space operation trained engineers that will meet industry and government demands. Capitol College, under the agreement of the Educational Grant, established the Space Operations Institute (SOI) with a new curriculum in Space Operations that was approved and certified by the State of Maryland. The SO1 programs focuses on attracting, recruiting, and training a pipeline of highly qualified engineers with experience in mission operations, system engineering and development. The selected students are integrated as members of the engineering support team in any of the missions supported by the institute. The students are mentored by professional engineers from several aerospace companies that support GSFC. Initially, the institute was involved in providing console engineers and mission planning trainees for the Upper Atmosphere Research Satellite (UARS), the Earth Radiation Budget Satellite (ERBS) and the Total Ozone Mapping Spectrometer mission (TOMS). Subsequently, the students were also involved in the technology refresh of the TOMS ground system and other mission operations development. Further mission assignment by GSFC management included participation in the Tropical Rainfall Measuring Mission (TRMM) mission operations and ground system technology refresh. The SOI program has been very successful. Since October 2005, sixty-four students have been enrolled in the SOI program and twenty-five have already graduated from the program, nineteen of whom are employed by company's supporting GSFC. Due to the success of the program, the initial grant period was extended for another period of two years. This paper presents the process that established the SOI as a viable pipeline of mission operations engineers, the lessons learned in the process of dealing with grants, and experience gained in mentoring engineering students that are responsible for particular areas of expertise and functionality. This paper can also be considered a case study and model for integrating a student team with government and industry professionals in the real world of mission operations.

Marius, Julio L.↗
NASA NTRS2016

The Climate is A-Changin': Teaching Civic Competence for a Sustainable Climate

A central aim of social studies curriculum is to prepare young people for making "informed and reasoned decisions for the public good" concerning consequential problems like global climate change. By developing students' "vision of a good society" and exploring what actions and policies move our society in this direction, social studies teachers have an important role in preparing students for a world undergoing enormous environmental change. This article discusses elementary curriculum connections between building students' knowledge and understanding about "their community, nation and world" and global climate change. It also suggests ideas for building civic competency and climate literacy while creating opportunities for students to practice high-value skills like "data collection and analysis, collaboration, decision-making and problem-solving."

climate change↗
NASA NTRS2014

Upset Recovery Human Factors

Accident and incident analyses as well as industry group concerns and recommendations have justified taking a second look at proficiency standards related to upset recovery training and performance. Quite a number of factors and theories have been suggested-- leading the NASA Aviation Safety Program to reconsider manual handling skills in highly automated aircraft particularly in conditions that can potentially lead to Loss of Control events. Our team of Subject Matter Experts (SMEs) first identified 76 Basic Recovery Skills that were important for effective crew response under five different anomaly conditions. In addition to manual handling skills, the skill set included knowledge and cognitive skills, as well as decision making and management skills. Advanced Recovery Skills were identified by combining skills, integrating with crew resource management skills, and developing heuristics for decision making.Using the Advanced Recovery Skill set, the SMEs then developed a generic process flow starting from the problem discovery phase (e.g., identifying an anomaly) through the decision making and management phase (e.g., assessing response options), through the recovery phase (e.g., controlling the aircraft). The generic process flow was refined by testing it against six additional scenarios. The next part of the project was to develop an approach for assessing and revising a generic training curriculum (we used an operators Advanced Qualification Program (AQP) as a framework). Although many of the Basic and Advanced Recovery Skills could be found in the Job Task Listing, they were not always structured or combined in the most effective way. Recommendations were developed for assessing relevant aspects of the Job Task Listing and Continuing Qualification curriculum so that the more comprehensive set of Upset Recovery skillsincluding Human Factors--could be trained and assessed in the most appropriate and effective context. The existing AQP methodology provides a natural way to insert targeted Upset Recovery skills into its system of proficiency objectives, training devices, training activities, and ultimately, into the event sets of a simulator training scenario.

AQP training↗
NASA NTRSDate not supplied

AstroAmpSeq: Microbial Bioinformatics Education with NASA GeneLab’s Amplicon Pipeline

The prevalence and importance of large sequencing datasets in microbiology has led to a movement to share microbial ecology experimental data through open-access databases. This is particularly true of experiments that are difficult to replicate, such as those conducted in the spaceflight environment and shared via NASA GeneLab. It is now possible and indeed valuable for students to access and re-analyze these shared datasets for educational and research purposes. To provide students with experience utilizing microbial bioinformatics tools, GeneLab for Colleges and Universities (GL4U) has designed AstroAmpSeq, a week-long, virtually implemented project-based learning (PBL) minicourse to instruct undergraduate students on 16S amplicon sequencing. AstroAmpSeq was created to be accessible to students without prior bioinformatics or microbial ecology experience. During the minicourse students work in teams to process, analyze, and visualize a subsample of GeneLab dataset GLDS-280 using GeneLab’s standard amplicon processing pipeline, which is based in R. Students develop a hypothesis related to the dataset then generate and analyze figures to evaluate their hypothesis. Formative assessment of student learning is determined via pre- and post-evaluations, peer feedback, and self-reflection. Project and presentation rubrics serve as a summative assessment of student learning. GL4U AstroAmpSeq not only meets American Society for Microbiology Curriculum Guidelines, but also incites student interest in research by an inquiry-based approach and can be made part of a larger semester-long curriculum. GL4U AstroAmpSeq raises awareness of space microbiology and bioinformatics as a field and career path among undergraduates. Further, by using a GeneLab dataset and nesting microbiology techniques into the real-world application of space biology, AstroAmpSeq enforces deeper and longer-lasting student learning.

microbiology↗
NASA NTRSDate not supplied

Assimilating Lessons Learned – From URGE to NASA's Student Airborne Science Activation (SaSa) Project

In the first half of 2021, formal and informal pods at several universities and NASA Center affiliates participated in the Unlearning Racism in Geosciences (URGE) curriculum and deliverables. As a result, several members from different URGE pods are propagating and applying the URGE lessons learned to the new 5-year NASA Student Airborne Science Activation project (SaSa). Starting in the Summer of 2022, SaSa will provide an 8-week summer Earth Science research experience focused on attracting and retaining early undergraduate students from historically underrepresented groups from minority-serving institutions (MSIs). The multicenter and field-based research experience will provide the students access to and experience with NASA airborne resources. Additionally, integrating NASA material into the MSI curricula and providing student mentorship at both MSIs and NASA Centers will enhance students' exposure to Earth Science research. The objectives of URGE and SaSa are highly compatible with one another, and the project timing allows for the integration of URGE lessons early in the SaSa curriculum design phase. As of December 2021, the first SaSa summer program application will be open and the first SaSa semester at the host MSIs will be completed. This presentation will discuss the assimilation of URGE lessons learned from our respective pods into the first SaSa academic semester and into the preparations for the first SaSa summer cohort. We will welcome additional feedback from the broader URGE community in advance of SaSa's first summer session.

Kristina Pistone↗
NASA NTRSDate not supplied

Lessons Learned from NASA Goddard Space Flight Center’s Product Development Lead Training Schedule and Cost Development Workshop: Continuous Improvement

This presentation provides a status of the Goddard Space Flight Center (GSFC) effort to increase foundational knowledge of Product Development Leads (PDLs) in schedule and cost management including earned value management (EVM). In 2012, GSFC’s Engineering and Technology Directorate (ETD) implemented an in-house training program to prepare PDLs for managing the technical, cost, schedule, and risk aspects of spaceflight systems to meet their subsystem commitments. Developed in-house, the PDL training program provides an integrated approach to requirements development, risk, schedule and cost management, EVM, performance tracking, and other areas. The program has been held twice yearly since its inception with 531 participating and 451 completing the curriculum. In 2017, the program won the Robert H. Goddard award for Quality and Process Improvement. Program development and evolution were presented in the 2018 NASA Schedule and Cost Symposium. The presentation was so well received that this year we focus on one workshop within the program: Schedule and Cost Development, including EVM. We examine the on-going logic modeling process and how participant and stakeholder data influence workshop content and design, and how the disciplines of schedule and cost contribute to mission success. In this presentation we refresh you on how the approach integrates lecture, small group discussion, estimating, case study exercises, and problem solving. We update you on the data collected from participants and stakeholders, and we discuss how we use these data to measure training effectiveness. Specific topics include: • How the logic model is used as the backbone for continuous program improvement, • How feedback influences implementation and curriculum updates, • How data collection and analysis inform workshop content and development, including participant discoveries of EVM data, • How including the resource analyst and planner in the product development team supports project success.

Lessons Learned↗
DOE OSTI2024

Energy Technology Commercialization and Entrepreneurship: Insights From the U.S. Department of Energy's Office of Technology Transitions 2024 Energy Technology University Prize Faculty Track

The Energy Technology University Prize (EnergyTech UP) was established in 2022 with the goal of challenging student teams to develop impactful business plans for energy technologies of their choosing. EnergyTech UP is part of the The American Made Challenges program portfolio, funded by the U.S. Department of Energy. EnergyTech UP is specifically funded by the Department of Energy's Office of Technology Transfer (OTT) and is administrated by staff at the National Renewable Energy Laboratory (NREL). Since its inception, the annual prize has attracted applications from approximately 1,948 students across nearly every U.S. state and territory, awarding over $1 million in funds to student teams. In 2024, the prize expanded to include a Faculty Track, which invited faculty members from degree-granting institutions across the U.S. to design entrepreneurship-based curricula or educational activities. This new track aims to foster innovation in energy entrepreneurship education by leveraging the expertise of faculty to create robust, practical, and inclusive learning experiences. This report summarizes the themes, strategies and impacts identified in proposals from EnergyTech UP's inaugural Faculty Track. Our primary data for organizing insights are the Faculty Track applications themselves. This evaluation of 2024 EnergyTech UP Faculty Track applications aims to support future EnergyTech UP Faculty Track applicants as well as others who are interested in promoting, developing, and/or implementing educational activities that focus on energy commercialization and entrepreneurship at their institutions. By presenting insights from 2024 entries to the Faculty Track, we hope to contribute to a growing inventory of open-source curriculum development resources and provide materials to facilitate the growth of similar programs at a variety of collegiate institutions.

adoption readiness level↗
DOE OSTI2026

Hydrogen Education for a Decarbonized Global Economy (H 2 EDGE) (Final Technical Report)

The energy sector is undergoing rapid growth and transformation, creating urgent demand for a skilled workforce to support emerging technologies and resilient systems. Hydrogen is an emerging solution for “hard to abate” sectors, including heavy industry and transportation that also provides optionality for the electric system and enables long‑duration energy storage. As hydrogen scales from traditional industrial uses to new applications, success depends on knowledgeable engineers, technicians, planners, and operators safely deploying hydrogen technologies across the full value chain: production, delivery, storage, and end use. The H 2 EDGE initiative, funded by the U.S. Department of Energy’s Hydrogen and Fuel Cell Technologies Office from 2020 to 2025, was launched to prepare people for careers hydrogen and related technologies. Through its interactive approach, H 2 EDGE equipped stakeholders with knowledge and tools to build a reliable and sustainable energy future together. H 2 EDGE built a national network of academic and industry partners to deliver modular training, share open-access curricula, and engage diverse talent pipelines. The program leveraged EPRI’s extensive industry membership and expanded on the train-the-trainer model of the GridEd program to connect educators, employers, and community organizations across all regions of the U.S. New methods were introduced to more systematically map hydrogen competencies and assess curricula using traditional and AI-assisted approaches. Outcomes included delivery of professional short courses, developing university curriculum, sponsoring faculty and student projects, and engaging stakeholders through workshops, site tours, and webinars.

08 HYDROGEN↗
DOE OSTI2026

Two-Stage Wildlife Event Classification for Edge Deployment

Camera-based wildlife monitoring is often overwhelmed by non-target triggers and slowed by manual review or cloud-dependent inference, which can prevent timely intervention for high stakes human–wildlife conflicts. Our key contribution is a deployable, fully offline edge vision sensor that achieves near-real-time, highly accurate wildlife event classification by combining detector-based empty-image suppression with a lightweight classifier trained with a staged transfer-learning curriculum. Specifically, Stage 1 uses a pretrained You Only Look Once (YOLO)-family detector for permissive animal localization and empty-trigger suppression, and Stage 2 uses a lightweight EfficientNet-based binary classifier to confirm puma on detector crops and gate downstream actions. Our design is robust to low-quality nighttime monochrome imagery (motion blur, low contrast, illumination artifacts, and partial-body captures) and operates using commercially available components in connectivity-limited settings. In field deployments running since May 2025, end-to-end latency from camera trigger to action command is approximately 4 s. Ablation studies using a dataset of labeled wildlife images (pumas, not pumas) show that the two-stage approach substantially reduces false alarms in identifying pumas relative to a full-image classifier while maintaining high recall. On the held-out test set (N = 1434 events), the proposed two-stage cascade achieves precision 0.983, recall 0.975, F1 0.979, accuracy 0.986, and balanced accuracy 0.983, with only 8 false positives and 12 false negatives. The system can be easily adapted for other species, as demonstrated by rapid retraining of the second stage to classify ringtails. Downstream responses (e.g., notifications and optional audio/light outputs) provide flexible actuation capabilities that can be configured to support intervention.

58 GEOSCIENCES↗
DOE OSTI2025

Developing and Demonstrating a Lab Method for Quantifying Hair Exposure to Environmental Tobacco Smoke with a Forensic Perspective

Forensic science and chemistry curricula often lack hands-on experimental designs that effectively simulate the impact of environmental tobacco smoke (ETS) or other common elements found at crime scenes, such as marijuana, on trace forensic evidence. Hair, a critical form of trace evidence, offers unique advantages for assessing long-term exposure to environmental pollutants, including ETS. This study presents a novel, noninvasive forensic laboratory module designed to evaluate ETS exposure on various human hair types (untreated, dyed, and bleached). The experimental procedure involved controlled cigarette smoke exposure, followed by analysis using UV−visible spectroscopy, FTIR spectroscopy, and zeta potential measurements. Thirteen students participated in the three-week lab module (three sessions per week). Pre- and postlab assessments were conducted to evaluate learning outcomes. The prelab assessment focused on baseline knowledge of forensic hair analysis, as well as student expectations and confidence. The postlab assessment evaluated knowledge gained, technical insights, application of techniques, self-reflection, conceptual understanding, and practical skill development. This design helped students comprehend the effects of chemical treatments that significantly influence hair’s capacity to adsorb ETS residues by altering its physical and chemical properties. Integration of this experiment into the forensic chemistry curriculum led to measurable gains in student understanding, technical competency, and appreciation for realworld forensic applications. This method offers a valuable teaching and investigative tool for assessing individual ETS exposure in forensic contexts.

FTIR↗
DOE OSTI2025

DNABERT-S: pioneering species differentiation with species-aware DNA embeddings

SUMMARY: We introduce DNABERT-S, a tailored genome model that develops species-aware embeddings to naturally cluster and segregate DNA sequences of different species in the embedding space. Differentiating species from genomic sequences (i.e. DNA and RNA) is vital yet challenging, since many real-world species remain uncharacterized, lacking known genomes for reference. Embedding-based methods are therefore used to differentiate species in an unsupervised manner. DNABERT-S builds upon a pre-trained genome foundation model named DNABERT-2. To encourage effective embeddings to error-prone long-read DNA sequences, we introduce Manifold Instance Mixup (MI-Mix), a contrastive objective that mixes the hidden representations of DNA sequences at randomly selected layers and trains the model to recognize and differentiate these mixed proportions at the output layer. We further enhance it with the proposed Curriculum Contrastive Learning (C2LR) strategy. Empirical results on 28 diverse datasets show DNABERT-S's effectiveness, especially in realistic label-scarce scenarios. For example, it identifies twice more species from a mixture of unlabeled genomic sequences, doubles the Adjusted Rand Index (ARI) in species clustering, and outperforms the top baseline's performance in 10-shot species classification with just a 2-shot training. AVAILABILITY AND IMPLEMENTATION: Model, codes, and data are publically available at https://github.com/MAGICS-LAB/DNABERT_S.

Zhou, Zhihan↗
DOE OSTI2025

Intelligent Manufacturing Support: Specialized LLMs for Composite Material Processing and Equipment Operation

Engineering educational curriculum and standards cover many material and manufacturing options. However, engineers and designers are often unfamiliar with certain composite materials or manufacturing techniques. Large language models (LLMs) could potentially bridge the gap. Their capacity to store and retrieve data from large databases provides them with a breadth of knowledge across disciplines. However, their generalized knowledge base can lack targeted, industry-specific knowledge. To this end, we present two LLM-based applications based on the GPT-4 architecture: (1) The Composites Guide: a system that provides expert knowledge on composites material and connects users with research and industry professionals who can provide additional support and (2) The Equipment Assistant: a system that provides guidance for manufacturing tool operation and material characterization. By combining the knowledge of general AI models with industry-specific knowledge, both applications are intended to provide more meaningful information for engineers. In this paper, we discuss the development of the applications and evaluate it through a benchmark and two informal user studies. The benchmark analysis uses the Rouge and Bertscore metrics to evaluate our models’ performance against GPT-4o. The results show that GPT-4o and the proposed models perform similarly or better on the ROUGE and BERTScore metrics. The two user studies supplement this quantitative evaluation by asking experts to provide qualitative and open-ended feedback about our model’s performance on a set of domain-specific questions. The results of both studies highlight a potential for more detailed and specific responses with the Composites Guide and the Equipment Assistant.

Kapoor, Gunnika [Oak Ridge National Laboratory (OR↗