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NASA NTRS2016

Simulation Development and Analysis of Crew Vehicle Ascent Abort

NASA's Commercial Crew Program is an integral step in its journey to Mars as it would expedite development of space technologies and open up partnership with U.S. commercial companies. NASA reviews and independent assessment of Commercial Crew Program is fundamental to its success, and being able to model a commercial crew vehicle in a simulation rather than conduct a live test would be a safer, faster, and less expensive way to assess and certify the capabilities of the vehicle. To this end, my project was to determine the feasibility of using a simulation tool named SOMBAT version 2.0 to model a multiple parachute system for Commercial Crew Program simulation. The main tasks assigned to me were to debug and test the main parachute system model, (capable of simulating one to four main parachute bodies), and to utilize a graphical program to animate the simulation results. To begin tackling the first task, I learned how to use SOMBAT by familiarizing myself with its mechanics and by understanding the methods used to tweak its various parameters and outputs. I then used this new knowledge to set up, run, and analyze many different situations within SOMBAT in order to explore the limitations of the parachute model. Some examples of parameters that I varied include the initial velocity and orientation of the falling capsule, the number of main parachutes, and the location where the parachutes were attached to the capsule. Each parameter changed would give a different output, and in some cases, would expose a bug or limitation in the model. A major bug that I discovered was the inability of the model to handle any number of parachutes other than three. I spent quite some time trying to debug the code logically, but was unable to figure it out until my mentor taught me that digital simulation limitations can occur when some approximations are mistakenly assumed for certain in a physical system. This led me to the realization that unlike in all of the programming classes I have taken thus far that focus on pure logic, simulation code focuses on mimicking the physical world with some approximation and can have inaccuracies or numerical instabilities. Learning from my mistake, I adopted new methods to analyze these different simulations. One method the student used was to numerically plot various physical parameters using MATLAB to confirm the mechanical behavior of the system in addition to comparing the data to the output from a separate simulation tool called FAST. By having full control over what was being outputted from the simulation, I could choose which parameters to change and to plot as well as how to plot them, allowing for an in depth analysis of the data. Another method of analysis was to convert the output data into a graphical animation. Unlike the numerical plots, where all of the physical components were displayed separately, this graphical display allows for a combined look at the simulation output that makes it much easier for one to see the physical behavior of the model. The process for converting SOMBAT output for EDGE graphical display had to be developed. With some guidance from other EDGE users, I developed a process and created a script that would easily allow one to display simulations graphically. Another limitation with the SOMBAT model was the inability for the capsule to have the main parachutes instantly deployed with a large angle between the air speed vector and the chutes drag vector. To explore this problem, I had to learn about different coordinate frames used in Guidance, Navigation & Control (J2000, ECEF, ENU, etc.) to describe the motion of a vehicle and about Euler angles (e.g. Roll, Pitch, Yaw) to describe the orientation of the vehicle. With a thorough explanation from my mentor about the description of each coordinate frame, as well as how to use a directional cosine matrix to transform one frame to another, I investigated the problem by simulating different capsule orientations. In the end, I was able to show that this limitation could be avoided if the capsule is initially oriented antiparallel to its velocity vector.

Wong, Chi S.↗
NASA NTRS2016

Usable Translational Hand Controllers for NASA's Habitability Design Center

This summer I was given the opportunity to work at the Habitability Design Center (HDC). NASA Johnson Space Center's HDC is currently developing Cislunar and Mars spacecraft mockups. I contributed to this effort by designing from scratch low cost, functional translational hand controllers (THCs) that will be used in spacecraft mission simulation in low to medium fidelity exploration spacecraft mockups. This project fell under the category of mechatronics, a combination of mechanical, electrical, and computer engineering. Being an aerospace engineering student, I was out of my comfort zone. And that was a wonderful thing. The autonomy that my mentor, Dr. Robert Howard, allowed me gave me the opportunity to learn by trying, failing, and trying again. This project was not only a professional success for me, but a significant learning experience. I appreciated the freedom that I had to take the time to learn new things for myself rather than blindly follow instructions. I was the sole person working on this project, and was required to work independently to solve the many hardware and software challenges that the project entailed. I researched THCs that have been used on the ISS, the Space Shuttle, and the Orion MPVC and based my design off of these. I worked through many redesigns before finding an optimal configuration of the necessary mechanisms and electrical components for the THC. Once I had a functional hardware design, I dove into the challenge of getting an Arduino Uno, an extremely low cost and easily programmable microcontroller, to behave as a human interface device. The THCs I built needed to be able to integrate to a mission simulation designed by NASA's Graphics and Visualization Lab. This proved to be the most challenging aspect of the project. To accomplish this I learned how to change the firmware of the USB serial converter microcontroller. The process was very complicated as it involved multiple software programs and manual flashing of pins on the Arduino itself. When I successfully achieved the goal I wrote an instructions manual for the process so that the HDC will be able to do this easily in the future for any human interface device they may want to create. I also created a detailed CAD model of my THC design with construction instructions. My THC utilizes three ultrasonic sensors, one for each axis of motion. I wrote a code that stimulates these sensors continuously and feeds back values from each axis ranging from -%100 to %100 of the min/max position in relation to the neutral position of each axis. This was the data that the Graphics and Visualization Lab required to interface with their simulation. I truly enjoyed working in the HDC surrounded by passionate, proactive, and brilliantly creative people. I felt valued and respected as a part of their team. I was given the time and support of my mentor whenever I asked for it. Beyond my positive project experience, I was fortunate enough to be able to take advantage of many of the extra activities that JSC has to offer. I took Russian Phase One during my lunch break every day and can now read Russian and accomplish basic verbal communication. I was heavily involved with the co-tern music video, which led to numerous incredible experiences and friendships. I saw every facility, attended every lecture, and met everyone that I could. I had coffee with Lauri Hansen. I played on an intern volleyball team at the Gilruth. I traveled to Michoud, Stennis, NOLA, and Big Bend National Park. I had the time of my life and I fell in love with JSC. In the next month I will return to Maryland and start my senior year of my undergraduate degree. As I work through it I will remember that all of the studying I do, all of the concentration I give, and all of the sacrifices that I make for school are so that I can work at a place like JSC where I am proud and excited to go into work every day. This internship was an invaluable experience for me, both professionally and personally.

Westbrook, Kimberly↗
NASA NTRS2017

The NASA Space Life Sciences Training Program: Accomplishments Since 2013

The NASA Space Life Sciences Training Program (SLSTP) provides undergraduate students entering their junior or senior years with professional experience in space life science disciplines. This challenging ten-week summer program is held at NASA Ames Research Center. The primary goal of the program is to train the next generation of scientists and engineers, enabling NASA to meet future research and development challenges in the space life sciences. Students work closely with NASA scientists and engineers on cutting-edge research and technology development. In addition to conducting hands-on research and presenting their findings, SLSTP students attend technical lectures given by experts on a wide range of topics, tour NASA research facilities, participate in leadership and team building exercises, and complete a group project. For this presentation, we will highlight program processes, accomplishments, goals, and feedback from alumni and mentors since 2013. To date, 49 students from 41 different academic institutions, 9 staffers, and 21 mentors have participated in the program. The SLSTP is funded by Space Biology, which is part of the Space Life and Physical Sciences Research and Application division of NASA's Human Exploration and Operations Mission Directorate. The SLSTP is managed by the Space Biology Project within the Science Directorate at Ames Research Center.

education↗
NASA NTRS2014

AztechSat-1, a First Collaborative CubeSat Between NASA and Mexico

An international collaboration program for capacity building in space technology is being established between NASA and the Mexican Space Agency (AEM). Its objective is to develop a series of CubeSats collaboratively in a way that benefits both agencies. For AEM, this experience will support the development of human capital required for its space program. This project provides an opportunity for NASA future missions to benefit from commercially available technologies demonstrated in space. AEM was recently created by the Mexican Government to use and develop space technology in Mexico. Current AEM plans call for having the capability of developing its own communication satellites by 2030, so the need for having a Mexican cadre of space experts is mandatory. The program will start with the development and launching of AztechSat-1, the first AEM CubeSat project to be deployed from the International Space Station (ISS). Several public Mexican universities will participate in this project to demonstrate GlobalStar, a satellite communications provider using a constellation of LEO satellites, as an option for small satellite missions. AztechSat-1 mission objectives are:(1) Develop a flight ready CubeSat for deployment from the ISS; (2) Demonstrate GlobalStar´s Network as a method to advance communications in CubeSat missions. AztechSat-1 is envisioned as a 1U CubeSat and will be designed and constructed by Mexican graduate students from two major universities in Mexico: UNAM and IPN. The students will be mentored and supervised by researchers from NASA Ames Research Center (NARC). Flight acceptance tests are going to be done both at Mexican university labs as well as at NARC. Funding for the project will be provided concurrently by AEM, the Mexican participating universities, and other Mexican entities. The development of AztechSat-1 will emphasize the transfer of knowledge in space mission analysis and design, flight acceptance testing and other areas of space technology which are not well developed in Mexico yet. Mexican students will benefit from their mentoring from NASA researchers and will provide a multiplier effect in the development of the next generation of Mexican aerospace engineers. AztechSat-1 will be developed in a period of twelve months and will be launched by late 2015. AztechSat´s success will define the future of collaboration between NASA and AEM in capacity building. A plan for developing a series of AztechSat’s in a one per year basis, with increasing capabilities and complexity is currently being negotiated between NASA an AEM.

Martinez, Andres↗
NASA NTRS2019

The NASA Space Life Sciences Training Program: Accomplishments Since 2013

The NASA Space Life Sciences Training Program (SLSTP) provides undergraduate students entering their junior or senior years with professional experience in space life science disciplines. This challenging ten-week summer program is held at NASA Ames Research Center. The primary goal of the program is to train the next generation of scientists and engineers, enabling NASA to meet future research and development challenges in the space life sciences. Students work closely with NASA scientists and engineers on cutting-edge research and technology development. In addition to conducting hands-on research and presenting their findings, SLSTP students attend technical lectures given by experts on a wide range of topics, tour NASA research facilities, participate in leadership and team building exercises, and complete a group project. For this presentation, we will highlight program processes, student recruitment, accomplishments, goals, and feedback from alumni and mentors since 2013. To date, 71 students from 53 different academic institutions, 13 staffers, and 29 mentors have participated in the program.The SLSTP is funded by Space Biology, which is part of the Space Life and Physical Sciences Research and Application division of NASA's Human Exploration and Operations Mission Directorate. The SLSTP is managed by the Space Biology Project within the Science Directorate at Ames Research Center.

Rask, Jon↗
NASA NTRS2020

Systems Development, Data Mining, and Knowledge Discovery

I worked as a NASA OSTEM virtually during the Fall 2020 term. Working in the IT division under my mentor Dr. Ali Shaykhian, our overall goal for the duration of this internship is to get a better understanding of the Visual Basic Language and how it can be used to make forms and collaboration with other workers to be more dynamics. I also worked with 3 other interns throughout this internship, using Microsoft Office to help each other to get a better understanding of how we approached our projects individually. Every week, my mentor Dr. Ali assigned me a task and a goal to finish by the end of each week. My overall project was figuring out a way to make email submissions and emails in general more dynamic for the NASA database. For example, instead of only using the same generic email for hundreds of different workers, a code can be used to send an individual email with more personalization such as each recipient’s name and personal info. I have also been assigned to create an email graphical user interface by the end of this internship. For these tasks to be made possible, I had to learn more about the capabilities of Microsoft Office, such as Macros in Microsoft Excel and Visual Basic in both Microsoft Excel and Word. Although it was challenging at first, I developed new programming skilled in a new language and actually made it possible to create this code along the way. Alongside doing the individual assignments, Dr. Ali also assigned up to replicate other intern’s work to get a better understanding of their approach and learn how to do it ourselves.

Janelisse Morales Gonzalez↗
NASA NTRS2005

Summer student research presentations

In 2005, over 150 undergraduate students and first-year graduate students participated in a variety of research programs coordinated by the Jet Propulsion Laboratory Education Office in conjunction with the Caltech Student-Faculty Programs Office. The programs give students the opportunity to conduct research under the guidance of an experienced mentor for a 10-week period. Students gain valuable experience while contributing to the ongoing goals of JPL. Students are required to submit progress reports and an abstract, and to give an oral presentation of their projects to an audience of JPL staff and other students. This set of abstracts provides brief descriptions of the projects that were conducted by these students and their mentors. A schedule of student talks is also included. Students presenting their work have come to JPL through one of the following programs: SURF - Summer Undergraduate Research Fellowships, MURF - MURF Undergraduate Research Fellowships, NASA USRP - Undergraduate Student Research Program, NASA Space Grant Work Force Development Program, and NASA PGGURP - Planetary Geology and Geophysics Undergraduate Research Program

Casey, Carol↗
NASA NTRSDate not supplied

The NASA Space Life Sciences Training Program (SLSTP)

The NASA Space Life Sciences Training Program (SLSTP) provides undergraduate students entering their junior or senior years with professional experience in space life science disciplines. This challenging ten-week summer program is hosted by NASA Ames Research Center. The primary goal of the program is to train the next generation of scientists and engineers, enabling NASA to meet future research and development challenges in the space life sciences. SLSTP Research Associates (RAs) work closely with NASA scientists and engineers on cutting-edge research and technology development. In addition to providing hands-on research experience and the ability to present their findings in a professional forum, SLSTP RAs attend technical lectures given by experts on a wide range of topics, tour NASA and other research facilities, participate in leadership and team building exercises, and develop a group project. Historically the SLSTP program has been held at Ames Research Center in Mountain View, California. However, due to the pandemic, both the 2020 and 2021 programs were restructured to be conducted virtually, enabling the program to continue despite the challenging times. For this presentation, we will highlight program processes, student recruitment, accomplishments, goals, and feedback from alumni and mentors since 2013. To date, 92 RAs from 64 different academic institutions in 29 states, 21 staffers, and 37 mentors have participated in the program. The SLSTP is funded by NASA’s Space Biology Program, which is part of the Biological and Physical Sciences Division of NASA. The SLSTP is managed by the Space Biology Project within the Science Directorate at Ames Research Center.

Training Space Biosciences Student↗
NASA NTRSDate not supplied

Students Solving Problems for ISS and Beyond: Inspiring the Next-Generation

Students Solving Problems for ISS and Beyond: Inspiring the Next-Generation Session Title: Students Solving Problems for ISS and Beyond: Inspiring the Next-Generation Session Description: NASA High school students United with NASA to Create Hardware (HUNCH) mission is to empower and inspire students through a Project-Based Learning program where 7-12 grade students learn 21st century skills and can launch their careers through participation in the design and fabrication of real-world valued products for NASA. With six different tracks consisting of Design & Prototype, Culinary Challenge, Softgoods, Precision Machining, Software, and Video Challenge, students are given the opportunity to create solutions for the International Space Station (ISS), the Moon, and beyond. Many projects are requested by the Crew to help ease living conditions, giving students the opportunity to make an impact on the lives of Astronauts. Other projects come directly from NASA and its partners. Join our session to learn how NASA is working with teachers across the country to mentor the next generation of scientists and engineers to solve some of NASA’s greatest challenges. Learning Outcomes: 1. Describe the NASA HUNCH Program, including the program objectives, goals, and strategic partnerships for middle school and high school outreach and advocacy efforts. 2. Identify the innovative strategies NASA is using to work with middle and high school students to solve real-world problems 3. Use the knowledge gained to inspire the next generation of scientists and engineers Session Track: Advocacy & Outreach Specialized Focus Area: Women in Government and Military Learning Level: Foundational Session Format: Listen & Learn Speaker Qualifications: 1. Deboshri Sadhukhan • Current Job Title: Deputy Project Manager • Topic Experience (years of experience related to proposed topic): 1-5 years • Biography: Deboshri Sadhukhan is an engineer for NASA Glenn Research Center (GRC). She has worked on numerous projects — from International Space Station (ISS) fluid technologies, to Orion European Service Module propulsion, to planetary science missions and other game-changing technologies. Her roles have ranged from Project Manager to System Safety Lead. She currently serves as a GRC Regional Mentor for the High school students United with NASA to Create Hardware (HUNCH) program. She also serves as Deputy Project Manager for an ISS payload and Safety & Mission Assurance Lead for a Radioisotope Power Systems project. In these roles, she oversees each phase of a project from beginning to end and provides leadership to increase the reliability, maintainability and system safety of hardware and personnel throughout the system life cycle. She holds a Bachelor of Science in Electrical Engineering from The University of Akron. 2. Nancy Hall • Current Job Title: Project Manager • Topic Experience: 20+ years • Biography: Nancy Rabel Hall earned a B.S. degree in Space Sciences from Florida Institute of Technology and a M.S. degree in Mechanical Engineering from the University of Toledo. She has been at NASA Glenn for over 30 years. She has led several International Space Station experiments that studied how the behavior of fluids and fluid systems behave differently in microgravity as compared to here on Earth. She is also the High school students United with NASA to Create Hardware (HUNCH) project manager, a program that allows students to design and fabricate hardware and softgoods for NASA as well as participate in a culinary and video challenge. She enjoys talking to the public and students about the work being done at NASA as well as showing students how math and science can be fun. She is an amateur radio operator, enjoys playing golf, and reading science fiction and fantasy books.

HUNCH↗
DOE OSTI2020

14 Steps to Creating Value in Cost and Schedule Resources for Nuclear Waste Management - 20188

While Waste Management budgets are shrinking, DOE required cost and schedule controls are becoming increasingly stringent. At the same time, there is a scarcity of adept, qualified, and competent projects controls staff who both understand nuclear waste management and are capable of addressing today's cost and schedule challenges. In response, we have developed a systematic approach to training and mentoring project controls staff. The approach is based on the observations and lessons learned on projects, both successful and unsuccessful, over the past 20 years. During that time, we evaluated staff development and used that experience to design a program that progresses the maturity, knowledge and experience of the individual. The program is based on the unique needs of cost and schedule specialists while incorporating the best leadership and managerial applications. The system is not limited to developing individual software skills, which is a primary focus of many project controls training programs. Instead, our system develops an individual's soft and hard skill sets. The system develops the user's skill, talent, attitude, and drive to do the best job possible. It focuses on all aspects of becoming a more productive technical team while accepting responsibility for individual growth. It also enhances the project controls team by setting up checks and balances that everyone is aware of and participates in. The system is based on 14 steps of increasing complexity in knowledge and application. The system clarifies roles, responsibilities and expectations. It helps eliminate uncertainty and reduces stress on staff and managers. It contains everyday routine actions and is simple to implement. It allows the development of a consistent rhythm to staff growth and development. Mastering the steps will allow the user to achieve excellence in cost and schedule control. The 14 steps are: 1 - Key Performance Objectives, 2 - Check Lists, 3 - Desktop Guides, 4 - System Description, 5 - Procedures, 6 - Software and On the Job Training (OTJ), 7 - Traceability Checks, 8 - Surveillances, 9 - 32 Criteria, 10 - The Contract, 11 - Customer/Government Guidance, 12 - Training and Mentoring Others, 13 - Master your weekly and daily schedules, 14 - Improving your interpersonal skills. Application and mastery of this system will produce better cost and schedule control results. Your project controls staff will write better reports, analyze data better, make better use of their time, and be more valuable to decision makers. If followed rigorously, our system will produce a great project controls team, which is invaluable to the success of each project. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
DOE OSTI2025

Knowledge Transfer Program for International Nuclear Safeguards

Nuclear safeguards were first announced in 1945 by the U.S., Canadian and British governments as a means to exchange scientific information about peaceful uses of atomic energy and prevent the use of nuclear material for weapons. International nuclear safeguards, now under the provision of the International Atomic Energy Agency (IAEA), serves to hold accountable the 140 member countries (States) that have entered into treaties and agreements against the spread of nuclear weapons. Most notably, the IAEA acts as a nuclear materials inspectorate under the global Nuclear Non-Proliferation Treaty, brought about in 1968, that specifies commitments member States make to the world?s non-proliferation regime. The Office of International Nuclear Safeguards (OINS) is part of the National Nuclear Security Administration, a semi-autonomous agency within the U.S. Department of Energy. Within OINS, the Human Capital Development program recognizes the need to build workforce capacity and safeguards expertise. This includes supporting the education and training of younger generations working in international nuclear safeguards. One of the program?s main concerns is core competencies being lost to retirement or attrition and building knowledge retention pipelines from senior to new professionals. One identified core competency is knowledge gained by individuals who have completed IAEA assignments such as missions to member States to conduct safeguards inspections. Such individuals possess unique knowledge, and efforts are being put forth to effectively capture this knowledge within the national laboratories complex. To this end, we report findings from a one-year mentor-mentee knowledge retention program in which an international safeguards subject matter expert imparted knowledge and skills to a willing professional mentee. The knowledge and skills stem from the mentor?s multi-year assignment at the IAEA in Vienna, Austria.

98 - NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL↗
DOE OSTI2024

The Data Mine model for accessible partnerships in data science

Abstract The Data Mine at Purdue University is a pioneering experiential learning community for undergraduate and graduate students of any background to learn data science. The first data‐intensive experience embedded in a large learning community, The Data Mine had nearly 1300 students in academic year (AY) 2022–2023 and nearly 1700 students for AY 2023–2024. The Data Mine embodies data‐infused education, research, and collaboration. Students learn Python, R, SQL, and shell‐scripting, while working on weekly projects within a high‐performance computing (HPC) cluster. In the Corporate Partners cohort, students work on teams of 5–15 students, led by a paid student team leader. Each cohort follows an Agile approach, working on data‐intensive projects provided by industry partners and mentored by company employees. Students develop professional and data skills throughout the academic year, from August through April. Many students return in subsequent years to the program, increasing their tenure with a Corporate Partner. Student teams are inherently interdisciplinary; students from 133 different majors are involved in the program, ranging from new incoming students through PhD level students. These interdisciplinary teams of students bring new perspectives to challenging problems in which data science is a key part of the solution. The interdisciplinary teams foster an environment of synthesis with ideas and solutions. Students come together with different life experiences, different levels of technical skill, but also varying ways they navigate paths to solutions because of the variety of majors represented, resulting in a more creative and robust solution than a traditional data science program. This article is categorized under: Applications of Computational Statistics > Education in Computational Statistics

Betz, Margaret A.↗
DOE OSTI2023

Dedication to James A. Miller

This special memorial issue pays tribute to James (Jim) A. Miller, a giant of combustion science who died in 2021, with a celebration of his enormous influence on the field. We were touched by the responses we received after we sent out the invitations for it. Jim inspired several generations of scientists, who viewed him as a mentor, a father figure, and a friend. Together with Nils Hansen and Peter Glarborg, we have written a detailed account on his life and work. Furthermore, it appeared in this journal shortly after his death; and so here we focus on the scientific areas he had interest in and influence on, and how they relate to the 34 papers in this issue. The topics of these papers span a variety of Jim's interests including nitrogen chemistry, polycyclic aromatic hydrocarbon (PAH) chemistry, oxidation chemistry, energy transfer, prompt dissociations, and codes to facilitate combustion chemistry simulations.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2024

Prioritizing Mentorship as Scientific Leaders

Scientific careers are rarely straight paths. This article emphasizes the crucial role of mentorship in navigating scientific careers and sustaining innovation in STEMM fields. Effective mentorship can have a positive impact on graduate students' research productivity, research self-efficacy, degree completion, and program satisfaction. Despite its importance, mentorship is often an overlooked and underappreciated component of scientific training. As members of the 2022 CAS Future Leaders class, representing ten countries and various chemistry subdisciplines, we share our mentorship experiences to suggest actions to promote healthy and inclusive mentor-mentee relationships in chemistry. The article explores the importance of mentorship, outlines impactful strategies, and offers insights into how to create a scientific community that values and prioritizes effective mentorship.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2022

Volcanology, Geochemistry, and Petrology Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science

This article is composed of a commentary about the state of Integrated, Coordinated, Open, and Networked (ICON) principles in Volcanology, Geochemistry, and Petrology (VGP), and discussion on the opportunities and challenges of adopting them. VGP encompasses a broad field that addresses volcanic, magmatic, hydrothermal, geomicrobial systems; process investigations that span the physical, geochemical and biological realms, including planetary geology; and one that is extensively supported by state-of-the-art research facilities. We suggest that an open, inclusive, collaborative and evolving model of an international coordinated network is critical to answering the most pressing challenges in VGP. In this commentary piece, we begin to discuss the elements of, challenges to, and path forward in developing such a model. For this team, ICON means collaboration, equitable access to data for the entire scientific community, and forging of partnerships that potentially contribute to more innovative ways of coordinating and sharing research. It also means bringing more equity to science, by implementing effective measures which consider access to funding, analytical equipment, resources, and mentors. More importantly, ICON to us means having important conversations around what we value in the advancement of science, perhaps exploring outside the idea of meritocracy and evaluating what individual traits can contribute to science outside what has traditionally been considered the norm.

58 GEOSCIENCES↗
DOE OSTI2024

Involving the new generations in Fermilab endeavors

Since 1984 the Italian groups of the Istituto Nazionale di Fisica Nucleare (INFN) and Italian Universities, collaborating with the DOE laboratory of Fermilab (US) have been running a two-month summer training program for Italian university students. While in the first year the program involved only four physics students of the University of Pisa, in the following years it was extended to engineering students. This extension was very successful and the engineering students have been since then extremely well accepted by the Fermilab Technical, Accelerator, and Scientific Computing Division groups. Over the many years of its existence, this program has proven to be the most effective way to engage new students in Fermilab endeavors. Many students have extended their collaboration with Fermilab with their Master’s Thesis and PhD. Since 2004 the program has been supported in part by DOE in the frame of an exchange agreement with INFN. Over its almost 40 years of history, the program has grown in scope and size and has involved more than 550 Italian students from more than 20 Italian Universities, Several Institutes of Research, including ASI and INAF in Italy, and the ISSNAF Foundation in the US, have provided additional financial support. Since the program does not exclude appropriately selected non-Italian students, a handful of students from European and non-European Universities were also accepted over the years. Each intern is supervised by a Fermilab Mentor responsible for performing the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e, and Short Baseline Neutrino Experiments and DUNE design and experimental data analysis, development of particle detectors (silicon trackers, calorimeters, drift chambers, neutrino and dark matter detectors), design of electronic and accelerator components, development of infrastructures and software for exascale data handling, research on superconductive elements and on accelerating cavities, and theory of particle accelerators. Since 2010, within an extended program supported by the Italian Space Agency and the Italian National Institute of Astrophysics, a total of 30 students in physics, astrophysics, and engineering have been hosted for two months in the summer at US space science Research Institutes and laboratories. In 2015 the University of Pisa included these programs within its educational programs. Accordingly, Summer School students are enrolled at the University of Pisa for the duration of the internship and are identified and ensured as such. At the end of the internship, the students are required to write summary reports on their achievements. After positive evaluation by a University Examining Board, interns are acknowledged credits for their Diploma Supplement. The program was canceled in 2020 and 2021 due to the pandemic but restarted successfully in 2022. We believe this program can be taken as a model and easily adopted by interested institutions.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2025

The Italian Summer Students Program at Fermilab and other US Laboratories: 40 years of education in particle physics and technology

Since 1983 the Italian groups collaborating with Fermilab (US) have been running a 2-month summer training program for Master students. While in the first year the program involved only 4 physics students, in the following years it was extended to engineering students. Many students have extended their collaboration with Fermilab with their Master Thesis and PhD. The program has involved more than 600 Italian students from more than 20 Italian universities. Each intern is supervised by a Fermilab Mentor responsible for the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e and SBN (MicroBooNE, Icarus, and SBND) and DUNE design and data analysis, development of particle detectors, design of electronic and accelerator components, development of infrastructures and software for tera-data handling, quantum computing and research on superconductive elements and accelerating cavities. In 2015 the University of Pisa included the program within its own educational programs. Summer Students are enrolled at the University of Pisa for the duration of the internship and at the end of the internship they write summary reports on their achievements. After positive evaluation by a University of Pisa Examining Board, interns are acknowledged 6 ECTS credits for their Diploma Supplement. The program was paused in 2020 and 2021 due to the COVID-19 pandemic, but it resumed in 2022. From 2022 to 2024, a total of 60 students participated in the nine-week training at Fermilab. We are currently organizing the 2025 program. This paper provides an overview of the program, which can serve as a model for other interested laboratories.

Barzi, Emanuela [Ohio State U.]↗