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

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All sourcesNASA NTRSDOE OSTI
NASA NTRS2013

Modeling the Skills and Practices of Scientists through an “All-Inclusive” Comparative Planetology Student Research Investigation

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of "all-inclusive" investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

Graff, Paige↗
DOE OSTI2021

Accelerating Ocean-Based Renewable Energy Educational Opportunities to Achieve a Clean Energy Future

The United Nations has named 2021–2030 the Decade of Ocean Science for Sustainable Development with goals to 'strengthen the international cooperation needed to develop the scientific research and innovative technologies that can connect ocean science with the needs of society' (IOC 2019 The science we need for the ocean we want: the United Nations decade of ocean science for sustainable development (2021–2030) (Paris) p 24). Important actions that have been identified in support of sustainable development goals include capacity-building, training, and education. This includes educational opportunities for ocean-based renewable energy development in support of a healthy planet and ocean. Offshore wind is experiencing rapid development globally and, while the U.S. offshore wind market is still nascent, it is on the brink of exponential growth based on large cost reductions driven largely by European development and technology advances. Growth is also expected in wave and tidal energy with significant opportunities identified for various distributed markets through the Powering the Blue Economy™ initiative, with longer-term implications for expansion at the utility scale (LiVecchi et al 2019 Powering the blue economy; exploring opportunities for marine renewable energy in maritime markets p 207). In order to expedite progress and maximize benefits to the national, state, and local economies, these development actions will require a broad, diverse, and appropriately trained workforce. The ocean-based renewable energy workforce needs engineers and scientists to develop cost-effective technologies, as well as trade and maritime workers to eventually deploy the technologies at scale. In the United States, educational institutions, state governments, and private developers are taking action to understand job skills and capability requirements and to develop educational and training programs to meet offshore workforce needs; most are focused on offshore wind power, with gaining interest in marine energy. This article explores the workforce requirements of the growing ocean-based renewable energy industry and the current state of education and training programs to meet those requirements in order to identify gaps and make recommendations for further workforce development activities and initiatives. An international view needs to be adopted that incorporates the education and skill needs of early-stage marine energy technologies and evolving offshore wind technologies together with more market-ready offshore renewable energy markets. By accelerating educational development opportunities in ocean-based renewable energy, these growing blue economy markets can deliver significant economic and social benefits.

50 EE - Wind and Water Power Program - Water (EE-4↗
DOE OSTI2025

Construction Methodology Transformation for the Benefit of Workforce Development

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

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2026

A Guide for Public Utility Commissions: Building Internal Technical Capacity and Recruiting Talent for Grid Resilience

This guide offers insight into how PUCs can strategically expand their technical workforce to meet evolving gird resilience demands. It outlines critical skill sets needed to support informed regulatory decision-making around resilience, such as modeling and weather forecasting, electric power systems analysis, and advanced data interpretation. In addition, it provides strategies for developing technical talent both internally and through additional recruitment efforts. Two appendices provide a list of grid resilience training resources and a compendium of sample job descriptions that reflect grid resilience technical expertise for PUC consideration.

24 POWER TRANSMISSION AND DISTRIBUTION↗
NASA NTRS2006

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA's educational. programs benefit students and faculty while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields. GSRP participants have the option to utilize NASA Centers andlor university research facilities. In addition, GSRP students can serve as mentors for undergrad students to provide a truly unique learning experience. NASA's Cooperative Education Program allows undergraduate students the chance to gain "real-world" work experience in the field. It also gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a "paper resume" while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. University faculty can also benefit by participating in the NASA Faculty Fellowship Program (NFFP). This program gives the faculty an opportunity to work with NASA peers. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University (ERAU) to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identif' the parameters that will predict the response fairly accurately during the initial stages of design. These programs provide students with a unique opportunity to work on "real-world" aerospace problems, like spacecraft fuel slosh,. This in turn reinforces their problem solving abilities and their communication skills such as interviewing, resume writing, technical writing, and presentation. Faculty benefits by applying what they have learned to the classroom. Through university collaborations with NASA and industry help students to acquire skills that are vital for their success upon entering the workforce.

Schlee, Keith↗
DOE OSTI2022

Expanding the Solar Workforce through the Illinois Community College System

The Illinois Green Economy Network (IGEN) is a consortium of all 39 Illinois community college districts working to grow the green economy in the state. The network aims to build capacity in sustainability and transform education by connecting business/industry and educators to resources, curating information and tools, cultivating partnerships, and advocating for change. Led by IGEN, the goal of the “Expanding the Solar Workforce through the Illinois Community College System” project was to create and sustain a comprehensive, statewide strategy that equips education and training providers, workers, businesses, and communities with resources and tools to prepare a solar workforce. A cohort of five Illinois community colleges participated in the program based on their capacity and interest, as well as their potential for and proximity to industry growth in the state: City Colleges of Chicago, John A. Logan College, Kankakee Community College, Lewis and Clark Community College, and Lincoln Land Community College. The project had three Objectives, 1) Address an unmet need by increasing the pool of skilled solar workers, 2) Keep pace with evolving needs of the solar workforce by improving programs to be more accessible and industry-driven, 3) Strengthen IGEN’s capacity as a statewide resource for solar education, training, and workforce initiatives. Overall, over 400 students were trained in solar installation practices, with over 40 businesses engaged. Additionally. the project spurred a number of innovations and the development of effective practices related to establishing and maintaining a solar installation program at a community college. This project sought to identify effective and scalable practices for developing a solar installation program which included the following components: enrolling students into aligned programs; developing curriculum and courses which meet industry needs; placing students in solar installation or related employment; and sustaining programming past grant funding. Through this project- IGEN was able to identify critical components of a solar installation program. Detailed further in this report these components describe 1) Necessary conditions for establishing a solar installation program, 2) Program structures use cases for different contexts, 3) Effective practices related to student pipeline development and program throughout. As a result of this project- all five participating community colleges have expressed support for continuing to offer solar installation training to their students. Additionally, three nonparticipating colleges in IGEN have expressed interest in adopting practice, courses, or curriculum developed through this program. IGEN has also committed to making the curriculum, course structure and other materials available on their website for accelerated adoption of effective practices both state and nationwide.

14 SOLAR ENERGY↗
DOE OSTI2021

Idaho Cyber Heroes: Helping Individuals Navigate Career Pathways in Cybersecurity

In 2019, there was a shortage of 3.5 million qualified cybersecurity professionals. Cyberattacks are ever on the rise, making it increasingly important these positions be filled quickly. The purpose of this research, as part of the Idaho Cyber Research Project, was to use information collected from open-source materials to depict the career path issues in cybersecurity for individuals. Interviews with professionals from various industry sectors in Idaho also influenced the course of our research. Early research revealed that one of the main problems is an unclear career path for individuals wanting to enter the cybersecurity workforce. Unclear pathways are defined by of a lack of awareness about a career field, uncertainty surrounding the knowledge and skills taught in college due to a lack of standardization between institutions, high qualification standards in hiring, and a lack of diverse representation in the cybersecurity workforce. Additionally, a platform called CyberKnights was assessed as it applies to the individual and their pathway. However, CyberKnights is not the only solution to this problem, and further research is needed to identify additional solutions.

97 MATHEMATICS AND COMPUTING↗
NASA NTRS2019

Workforce for the Future Development of Space Access Vehicles

The development of advanced vehicles that will travel between planetary surfaces with atmospheres and space requires the availability of experimental and computational capabilities that accomplish the research leading to new technologies and the development, test, and evaluation (RDT&E) of new flight systems. The United States is at risk of not having the required RDT&E workforce – qualified and in sufficient numbers – in place and ready to meet the future market’s commercial and defense needs. Systemic challenges include uncertain Federal budgets that limit and interrupt government research and development, the projectized nature of new space access systems that drive boom/bust cycles, an aging aerospace workforce (compounded by a mid-age demographic gap), limited to declining investment in sustaining and advancing experimental and computational tools infrastructure, lack of standards for sharing (and leveraging) data, dramatically changing technologies, changing social norms, and potentially large increases in commercial market needs. Flight systems have mission-based trajectories to and from space and designers must ensure risk is properly assessed across the entire trajectory. Thus, physics questions must be answered at each stage of flight, which requires a suite of experimental and computational tools. The RDT&E workforce utilizing these tools include subject matter experts from the producers, interested in acquiring data and information on the product, and from the capabilities being utilized, interested in addressing the product customer’s needs (providing robust data collection techniques, data quality, timeliness – available when needed, efficient with cost management, and teaming on data analysis). This requires a range of skills – in addition to aerospace, other engineers, and software developers, a highly trained and certified craft and technician workforce is critical to future success. This paper will present a human resources construct that addresses the system of needs for people – including, but more than just technical skills and an application of that construct in the hypersonic Test and Evaluation (T&E) community. This is part of a larger AIAA effort to document challenges and associated best practices for the aerospace RDT&E workforce.

Steven C Dunn↗
NASA NTRS2016

CryoCart Restoration and Vacuum Pipe Construction

Propulsion systems that utilize hypergolic propellants have been used to power space vehicles since the beginning of the space program. Liquid methane and oxygen propulsion systems have emerged as an alternative and have proven to be more environmentally friendly. The incorporation of liquid methane/liquid oxygen (LOX) into the propulsion system has demonstrated an increase in engine performance, as well as a reduction in the volume, size and complexity of the system. Consequently, reducing the total mass of the vehicle which is a crucial aspect that is considered when planning space missions to both the Moon and Mars [1]. Project Morpheus has made significant advancements in liquid oxygen/liquid methane propulsion system technologies by incorporating a LOX/methane propulsion system to a vertical test bed. The vehicle consisted of a 5,000 lb main engine and four 20 lb remote control system (RCS) engines that utilize liquid methane/LOX as its propellant [1]. The vehicle completed successful flight testing at Kennedy Space Center in 2014 which marked the completion of the Morpheus project. Subsequent projects utilizing Morpheus' vertical test bed have been developed to make further advancements. One of the subsequent projects consisted of the addition of a smaller 2,000 lb main engine and a cold helium heat exchanger which would make it possible for a pressurant tank systems to be send to Mars or the Moon by significantly decreasing the overall mass and volume of the pressurant tank. The hot fire tests of the integrated system with the smaller main engine and cold helium heat exchanger were successful at sea level, but further studies are being conducted to better understand how the vertical test bed will behave under thermal-vacuum conditions. For this reason, the integrated vehicle will be taken to Plum Brook to be tested in a chamber capable of simulating these conditions. To ensure that the vehicle will function properly under vacuum conditions, testing will be first completed at the component level. During this process, the igniter of the main engine and the RCS thrusters will be tested under a vacuum. To complete the testing of the components, the test setup first needed to be finalized. The CryoCart is being used to feed the propellants to the test article. The CryoCart is a movable test set-up that was developed in 2009 to provide a mobile platform for testing oxygen/methane systems with hot-fire capability up to 100 lbf. The CryoCart consists of three different systems: Oxygen, Methane, and liquid Nitrogen. The Oxygen and Methane systems are placed into two different carts while the liquid nitrogen system is mainly located in the methane cart. Over the years, the CryoCart has been utilized for different projects and has undergone deterioration. For this reason, a new phase has been developed to rebuild it to working conditions once again. During my internship, I was aiding in the construction and restoration of the CryoCart. In the initial stages of the process, I updated the fluid and electrical schematics for the oxygen, methane, and test article systems. The original CryoCart consisted of an electrical panel that utilized electromechanical relays and a terminal to drive the igniter power and signal, as well as the main fuel and oxygen valves. This electrical panel connected to the CryoCart through various wire harnesses that could be found exiting from the CryoCart. First, it was determined how these harnesses connected to the electromechanical relays so that they worked correctly. Once the electrical system was understood, an alternative for the electromechanical relays and the Molex connectors used throughout the system was sought since these components can often prove to be unreliable. Solid State relays and MIL connectors were purchased to serve as replacements. Upon arrival of the parts, crimping and wiring was completed to install the new solid state relays and MIL connectors. During the replacement of the relays and connectors, system checks of the electrical system were ran to ensure that the system was working correctly. While completing system checks, the pressure transducers that were not functioning properly were also replaced and any issue with the wiring or signal was addressed. Once the electrical components were replaced, the restoration of the fluid system began. Parts of the tubing in the CryoCart had to be rebuild and often consisted of sizing, cutting, bending, filing, and sanding the tubing to prepare it to be flared. Many components had to be proof-tested to bring their certifications up to date, and several components had to be replaced. Various flex hoses, valves, and fittings were send to the Clean Lab because they were new, dirty, or had gone through proof-testing. Once they arrived from the cleaning lab they had to be put back to the system and leak checks and functional tests were conducted. In the Nitrogen system, the copper tubing located in the Oxygen cart was rebuild and Aerogel insulation was added to this section. A new gaseous nitrogen system was added to the CryoCart to purge the vacuum tube which will serve as the test chamber. Once the CryoCart was completed, construction of parts of the vacuum tube began. A flange was manufactured with welded fittings to hold the line of the vacuum pump as well as some extra fittings which will serve as extra inlets used to introduce fluid lines to the vacuum tube. Stress analysis was ran in this flange to ensure that it would not fail under vacuum conditions. The fluid lines leading from the air side of the vacuum to the test article were also constructed and added to the mount that had already been manufactured. Three different sets of tubing were constructed to accommodate the seven different RCS thruster and the main engine igniter that are going to be tested. Full electrical system checks were completed to ensure that all the wire harnesses and valves were functioning. Upon the completion of the CryoCart and the vacuum tube, hot fire testing for the RCS thrusters and the main engine igniter are going to begin. During this time any issues encountered with the engines or igniter will be addressed to ensure that the components function under vacuum conditions. After successful completion of testing, the vertical test bed, Morpheus, will be rebuilt and prepared to be sent to Plum Brook. In Plum Brook, the vehicle will be tested in the thermal-vacuum chamber to demonstrate that integrated lox-methane propulsion system operation in space-like conditions. This internship has allowed me the opportunity to gain valuable hands on experience and to develop skills that will aid in my education as well as in the workforce, while at the same time helping me determine that I would like to further pursue a career in propulsion engineering.

Chaidez, Mariana↗
DOE OSTI2024

Inventory of Clean Energy Education and Workforce Programs in Connecticut's I-91 Corridor

This document reports on the findings of an inventory of the educational and workforce development resources in a four-county area on the I-91 corridor in Connecticut. The overarching goal of this exercise is to help the local workforce leaders in Bridgeport, Connecticut to optimize their training programs to support the county's clean energy transition. The inventory generally finds that Fairfield County, where Bridgeport is located, lacks adequate education and training programs compared to other surrounding counties with similar populations. More than half of Fairfield County's programs occur through high school or career technical education programs, suggesting that there are minimal opportunities for workers who are not currently high school students. Much of the existing focus within Fairfield County is on general construction or plumbing and electrical skills. There is room to expand by offering more programs focusing on energy efficiency and renewable energy skills. The document outlines some potential next steps and questions for consideration for the local workforce leaders in Bridgeport. Bridgeport is a city located within Fairfield County in southwestern Connecticut. It is the largest city in Connecticut with an estimated population of 150,000. Through the Department of Energy-funded Communities LEAP program, NREL conducted an analysis of existing education and workforce development (EWD) programs located in Fairfield County that align with (or could support) the worker pipeline for occupations related to building energy efficiency (EE), renewable energy (RE), and clean energy manufacturing. The analysis also looked at EWD offerings in other counties in Connecticut as a point of comparison.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2026

LDRD FY25 Program Overview

As Lawrence Livermore National Laboratory’s (LLNL’s) Laboratory Directed Research and Development (LDRD) program enters its fifth decade of leading-edge research and development, its impact and importance have never been stronger. The program continues to advance strategic investments in pioneering science, technology, and engineering, ensuring LLNL will be ready to deliver on our mission as it evolves over the coming decades. Investing in LDRD research, and the people who perform this critical work, gives LLNL the ability to sustain our role as a leader in the Department of Energy and National Nuclear Security Administration enterprise. The LDRD program enables high-risk, high-payoff research that anticipates emerging threats and future mission needs. By nurturing the ingenuity of the Lab’s greatest asset, its people, LDRD funding advances not only our research but also grows and nurtures our workforce: engaging future innovators with student mentoring, challenging postdoctoral researchers to apply their skills to support national security, and strengthening the leadership skills of early career staff. This annual report documents how LDRD investments advance LLNL’s science, technology, and engineering across our mission space. To assess LDRD’s impact we track both short and long-term metrics such as peer-reviewed publications, number of students, or professional fellows. In addition to reviewing these metrics, I encourage you to delve deeper into the breadth of science and technology that illustrate the strategic value of this research portfolio. For instance, a recent exploratory research project used advanced manufacturing to construct miniaturized three-dimensional ion traps for a quantum computer with reduced quantum error rates to enable applications that address national security missions and support basic science. Another project has delved into studying detonation by examining deflagration to enhance the safety and security of the nuclear weapons stockpile. LDRD researchers are also deploying AI agents on two of the world’s most powerful supercomputers to automate and accelerate inertial confinement fusion experiments. Other teams are delivering more accurate optical constants to enable improved validation for aluminum to advance atomic and molecular physics models. LDRD-driven discoveries of how metals deform under extreme conditions strengthen our ability to model and design materials for demanding national security environments. National security challenges are increasingly complex and continuously evolving. LDRD focuses our most innovative science and technology on these challenges, ensuring the Laboratory is developing creative, forward-leaning solutions for our nation and the world. The following pages feature highlights of published scientific advances, patents, and honors that stem from LDRD investments. As you read this report, I hope you will understand how these investments position the Laboratory, and our partners, to meet the demands of the decades ahead.

36 MATERIALS SCIENCE↗
DOE OSTI2022

Strategies and Approaches for Developing Hands-On Training for Cold Climate Heat Pumps

The International Center for Appropriate and Sustainable Technology (ICAST) is in the process of implementing a program funded by the US Department of Energy (DOE) in which they are providing cold climate heat pump (CCHP) curriculum and training to HVAC workers, ranging from entry to experienced levels. They have coordinated with Santa Fe Community College (SFCC) to develop online curricula, and through their involvement with the DOE Better Buildings Workforce Accelerator, they requested technical assistance from the National Renewable Energy Laboratory (NREL) to help them develop programs that incorporate hands-on and on-the-job skills training and job placement services in coordination with local employers. This report offers a step-by step-overview of the process for developing a new workforce development and hands-on training program in a new region, outlining practices to help understand the market, and to effectively recruit, train, and connect people to HVAC jobs installing cold climate heat pumps.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2026

U.S. Department of Energy Solar District Cup Collegiate Design Competition

The Solar District Cup is a multidisciplinary collegiate competition that challenges student teams to design and model standalone solar and solar-plus-storage systems for multiple buildings on a local electrical distribution network, such as a college campus, across a development, or in a district. Students learn cross-cutting skills that prepare them to become part of the next generation of the distributed energy workforce. Student teams act as renewable energy developers proposing to solar and solar-plus-storage system requests. Students, faculty, and prospective employers can benefit from knowing about this program and what students learn--either immediately as participants, mentors, or judges, or as potential employers of Solar District Cup alumni. RE+ is also one of our competition partners.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
NASA NTRS2009

Multi-Generational Knowledge Sharing for NASA Engineers

NASA, like many other organizations, is facing major challenges when it comes to its workforce. The average age of its personnel is 46, and 68 percent of its population is between 35 and 55. According to the U.S. Government Accounting Office, if the workforce continues aging, not enough engineers will have moved up the ranks and have the requisite skills to enable NASA to meet its vision for space exploration. In order to meet its goals of developing a new generation of spacecraft to support human spaceflight to the moon and Mars, the agency must engage and retain younger generations of workers and bridge the gaps between the four generations working today. Knowledge sharing among the generations is more critical than ever. This paper describes the strategies used to develop the NASA Engineering Network with the goal of engaging different generations.

Topousis, Daria E.↗
NASA NTRS2010

Structured Transition of Wind Tunnel Operations Skills from Government-to Contractor-Managed

In 2004, NASA awarded the Research, Operations, Maintenance, and Engineering (ROME) contract at NASA Langley Research Center to a team led by Jacobs Technology, Inc. A key component of the contract was the transitioning of the five large wind tunnel facilities from NASA managed and NASA or NASA/contractor workforces to fully contractor operated. The contractor would manage daily operations while NASA would continue to develop long-term strategies, make decisions regarding commitment of funds and commitment of facilities, and provide oversight of the contractor's performance. A major challenge would be the transition of knowledge of facility operations and maintenance from the incumbent civil servant workforce to the contractor workforce. While the contract has since been modified multiple times, resulting in a blended NASA/ROME workforce across the facilities, the processes developed and implemented to capture and document facility knowledge from the incumbent subject matter experts, build training and certification programs, and grow individual skills across subject areas and across facilities, are worthy of documentation. This is the purpose of this paper.

Dunn, Steven C.↗
DOE OSTI2025

Key insights from US Department of Energy Better Plants workforce development bootcamps (2022–2025)

This study examines the effectiveness of the US Department of Energy’s Better Plants Program Bootcamps, which are designed to enhance participants’ technical skills in improving energy efficiency and optimizing operations in manufacturing facilities. Through the analysis of survey data collected from 529 participants across 9 bootcamps, the research investigates the motivations, benefits, and demographic trends of attendees. The findings reveal that skill acquisition and improvement are primary drivers for participation, with key benefits including hands-on training on diagnostic equipment and software tools, networking opportunities, and access to technical resources. The analysis shows strong participation from sectors characterized by high energy consumption and employment, such as chemical and transportation equipment manufacturing. Over 50% of participants have job titles that include “EHS” or “Energy” showing their key roles in leading energy efficiency and energy management efforts in manufacturing. Furthermore, the analysis highlights the distribution of participants across managerial, engineering, and technical roles, revealing a higher representation of managers and engineers. This observation suggests a need for targeted outreach to engage technicians, equipment operators, maintenance staff, and floor workers to ensure comprehensive workforce development. The post-bootcamp survey showed that the participants highly valued the opportunities for peer learning and idea exchange, and the benefits they gained from them. This research contributes to the advancement of manufacturing education by demonstrating the efficacy of specialized training in addressing critical industry challenges and fostering a more competent and empowered workforce.

Energy efficiency↗
NASA NTRSDate not supplied

NASA MUREP-DEAP Institutes - Year 1 Updates on Capacity Building, Community Building and Research Initiatives

Through the Minority University Research and Education Project (MUREP), NASA engages underrepresented populations via various initiatives, including by means of three year competitive awards for Data Science Equity, Access, and Priority in Research and Education (DEAP) Institutes led by Historically Black Colleges and Universities (HBCUs). MUREP DEAP Institutes, multi-institutional consortia, conduct data science research and capacity building initiatives that aim to enhance the research, academic, and technological capabilities of the participating HBCUs while providing NASA-specific knowledge, skills and opportunities for students and faculty who have historically been underrepresented and underserved in the STEM workforce. Three MUREP DEAP Institutes, led by Bethune-Cookman University, North Carolina A&T University, and North Carolina Central University, are conducting data science and natural hazard related research utilizing remote sensing and earth observations, with mentorship for the Institutes provided by scientists from NASA’s Marshall Space Flight Center. Each Institute has unique capabilities, needs, and goals, but overlap in their common interest to conduct cutting edge data science and natural hazard related research and to build capacity, broaden participation, and increase retention of a diverse group of participating students and faculty​. Here, successes and challenges from the first year of activities at each MUREP DEAP institute are discussed, where activities focused primarily on the recruitment of a diverse group of students and the upskilling of students and faculty in data science and remote sensing concepts. The planned activities and goals of each DEAP Institute for the upcoming two years of activities will also be discussed, both from research and community-building perspectives.

Ronan Lucey↗
NASA NTRSDate not supplied

Leading University Students to the Edge of Space

For over 16 years, the Louisiana Space Grant Consortium (LaSPACE), the NASA Balloon Program Office (BPO), and the NASA Columbia Scientific Balloon Facility (CSBF) have collaborated in a series of high altitude balloon-based programs involving hands-on authentic learning experiences that expose university students and other participants to technical skills, teamwork dynamics, and effective communication methods. Such programs go beyond what is possible to achieve in a normal classroom and help prepare future engineers and scientists for a successful aerospace workforce career. In our collaborative effort, LaSPACE has focused on the program content and student mentoring while NASA BPO and CSBF provide balloon flight support and operations. The entry-level Louisiana Aerospace Catalyst Experiences for Students (LaACES) builds students’ skills in basic electronics, sensor interfacing, real-time programming, mechanical development, and project management. These skills are then applied to the design, development, fabrication, and flight of a small (∼500 gram) balloon payload. Finally, the payloads are flight-tested to an altitude of ∼30 km using a 2 kg latex sounding balloon. The LaACES program includes a set of lectures, activities, and Arduino Mega based electronic kits that are used for skill building and as a core control system for the student payload. The more advanced High Altitude Student Platform (HASP) is designed to carry ∼twelve 3 to 20 kg student payloads to an altitude of about 36 kilometers with flight durations of 10 to 20 hours using a ∼311,500 cubic meter, zero pressure balloon. HASP provides all student payloads with power, downlink telemetry, uplink commanding, and real-time HD video for instrument control and assessment during the flight. While originally developed for university students, these programs have been adapted to projects focused on high school teachers as well as affecting minorities underrepresented in aerospace related science and engineering fields. We are now in the process of adapting the LaACES materials to a pre-engineering curriculum for high school students as well as for widespread access over the internet. During this presentation, we will provide details of both the LaACES and HASP programs, how these programs have engaged participants from all demographic groups, and our current plans for continuing and expanding upon our success.

University↗