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This article summarizes recommendations made by the Community Engagement Frontier conveners as part of the 2022 Snowmass process. It suggests that institutions involved in high energy physics (e.g., universities, national laboratories, funding agencies, etc.) add education and outreach as a valuable effort and one that should be considered in hiring and promotion decisions.
The WBG Graduate Student Traineeship funded by the U.S. Department of Energy’s Office of Energy Efficiency and Renewable Energy (EERE) Advanced Manufacturing Office (AMO) provided several U.S. citizen graduate students with a first-class education in the application of GaN, SiC, and associated passives and controls.
The Engineering Institute (EI) is a research and education collaboration between LANL and the University of California San Diego (UCSD) Jacobs School of Engineering started in 2003.
Purpose: To identify the management methods for stormwater, sanitary sewer, and potable water throughout the facilities at the Research and Education Complex (REC) using drawings and written documents. To confirm the locations and status of wells located throughout the REC. To compile appropriate documentation that relates to water for each facility at the REC, verify that documentation is accurate, and create any new documentation that is necessary through field verification.
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 almost 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 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. In the years 2020 and 2021 the program was canceled due to the sanitary emergency but in 2022 it was restarted and allowed a cohort of 21 students in 2022, and a cohort of 27 students in 2023 to be trained for nine weeks at Fermilab. We are now organizing the 2024 program.
As electric vehicles (EV) and their charging infrastructure steadily increase in popularity across the U.S., growing pains still exist, impeding their true potential for growth. The barriers include a general lack of knowledge around EV systems, range anxiety, electrical workplace safety practices, code compliance and inspection for charging stations, maintenance garages and workers, insurance concerns, and the potential risks associated with damaged lithium-ion batteries (fires, re-ignition, water immersion, and stranded energy).NFPA partnered with SMEs, training development organizations, and Clean City Coalitions to create a series of common online trainings for each EV ecosystem sector, educating communities on the realities of EV proliferation, myths, facts, statistics, codes, and basic information for each sector to become versed in EV knowledge. We also constructed a workshop program for the many EV stakeholders who should be involved in setting up a strategic, cohesive outlook for the participating towns and cities.
A presentation describing several geology outreach tools to assist with primary school education of fundamental geology topics. Includes two devices developed at NETL for hands-on outreach events.
As part of the CSP Plant Optimization Study for the California Power Market (DE-EE0009809) the project wanted to understand the public’s opinion of the technology and and explore the types of community engagement that is needed to support such development. The initial objectives for the public perception activities were twofold. The primary objective was to gather public opinion and feedback from the communities living near the two operating solar power tower plants, Ivanpah and Crescent Dunes, and to distill lessons learned from the community engagement conducted before, during, and after the plants were developed to inform future development. This included outreach to nearby airports. The other objective was to gauge public opinion about large-scale solar, specifically CSP towers, to start educating the public on the benefits and to begin building relationships with communities of interest, initially targeting the Kingman, Arizona area. The objectives shifted after the first exploratory trip to Ivanpah and Kingman, however, as it became apparent that it would be challenging to gather public opinion from the community surrounding Ivanpah that could be useful for other community profiles, and the company wasn’t ready to address the concerns in Kingman. Another area was chosen, therefore, to represent those where future development is possible. The recently published Lawrence Berkeley National Lab Perceptions of Large-Scale Solar Project Neighbors Study exemplified public perception polling based on social science and served as the foundation for the survey questions taken to the field. The intent was to ensure that people knew their input was valued and that the time they spent was valuable for the participant as well. It has been noted in the literature that in-person interaction has greater benefits than activities online or via mail, as well as limits the expense.
To address the lack of familiarity with nuclear history common among nuclear engineers and physicists, we outline the design and deployment of a special-topics course entitled “NE290: Nuclear History, Politics, and Futures” throughout which we contextualize the importance of the field at its inception, in current affairs, and in future endeavors. We argue that understanding this history is paramount in internalizing a sense of respect for the scientific, technical, and sociological ramifications of an unlocked atom—as well as its perils. We begin by outlining the gaps in secondary educational offerings for nuclear history and their importance in consideration with nontechnical engineering guidelines. We then outline a number of ABET specifications as pedagogical goals for NE290 from which we derive a list of target student learning objectives. Next, we outline the NE290 syllabus in terms of assignments and an overview of course content in the form of a class timeline. We provide an extensive description of the materials and teaching methodologies for the four units of NE290: Twentieth-Century Physics, Physics in WWII, the Early Cold War, and the Late Cold War and Modern Era. We detail the sequence of lectures across the course and historical timelines leading up to a showcasing of NE290 final projects which mirror in creativity the novelty of course offering. Because NE290 was first offered during Spring 2021 during the COVID-19 pandemic, additional measures in the form of new tools were used to augment the mandate of remote learning. In particular, we leveraged the newfound ubiquity of videoconferencing technology to recruit geographically diverse guest lecturers and used the MIRO tool for virtual whiteboarding. Lastly, we provide an accounting of course outcomes drawn from student feedback which—in tandem with the complete distribution of course material—facilitates the integration of nuclear history into the curriculum for the wider nuclear engineering and physics communities.
Parallel patterns, views, and spaces are promising abstractions to capture the programmer's intent as well as the contextual information that can be used by an underlying runtime to efficiently map software to parallel hardware. These abstractions can be valuable in cases where an algorithm must accommodate requirements of code and performance portability across hardware architectures and vendor programming models. Kokkos is a parallel programming model for host- and accelerator architectures that relies on these abstractions and targets these requirements. It consists of a pure C++ interface, a specification, and a programming library. The programming library exposes patterns and types and maps them to an underlying abstract machine model. The abstract machine model offers a generic view of parallel hardware. While Kokkos is gaining popularity in large-scale HPC applications at some DOE laboratories, we believe that the implemented concepts are of interest to a broader audience including academia as they may contribute to a generic, vendor, and architecture-independent education of parallel programming. In this work, we give an insight into the design considerations of this programming model and list important abstractions. Further, we document best practices obtained from giving virtual classes on Kokkos and give pointers to resources that the reader may consider valuable for a lecture on generic parallel programming for students with preexisting knowledge on this matter.
To develop an increase in societal interest in the fundamental sciences of particle physics and particularly for maintaining the support structures needed to succeed in experiments that take several decades to develop and complete, requires strong educational back-grounding at all levels of the instructional system and notably at early stages in the process. While many (particularly young) students might show an early interest and aptitude for science and mathematics at the elementary level, the structures are not necessarily in place to capture, nurture and develop such nascent interests. To encourage and strengthen such interests, strong connections must be made at K-12 and Undergraduate levels. The paper discusses the on-going efforts and makes recommendations.
AMPc 2022 Presentation on "Science-informed Virtual Digital Twin for an Integrated Energy System with Carbon Capture: Research, Training, and Education"
Dr. Patricia Paviet is the Chair of the Generation IV International Forum – Education and Training Working Group. As such, she is overseeing and directing several initiative: The GIF webinar series and the Pitch your Gen IV Research competition. This group has launched a new initiative on knowledge management and knowledge preservation of advanced reactor systems and how lessons learned are passed on in an international context. The paper is a summary of the various GIF member countries’ strategies to preserve and transfer the knowledge of advanced reactors.
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Growth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at the post-secondary level has been challenging. The objective of this paper is to offer the Food-Energy-Water (FEW) Nexus as a powerful way to achieve sustainability competencies and matriculate graduates who will be equipped to facilitate the transformation of the global society by meeting the targets set by the United Nations Sustainable Development Goals. The paper presents 10 curricular design examples that span multiple levels, including modules, courses, and programs. These modules enable clear evaluation and assessment of key sustainability competencies, helping to prepare graduates with well-defined skillsets who are equipped to address current and future workforce needs.
To help bridge the gap between traditional power system engineering instruction and emerging industry needs, a new set of classroom and research tools are needed. Real-time simulation tools emulating power system control room software present an opportunity to introduce students to the array of operational considerations, technical challenges, and decision-making associated with power system operations. The GridAPPS-D platform is proposed to support coursework and academic research as it provides an open-source platform for simulation, application development, and software integration. The GridAPPS-D platform, simulation capabilities, development environment, and interactive training are discussed in the context of lessons-learned from implementation for undergraduate and graduate students in the US and India. A series of potential GridAPPS-D supported academic capabilities are introduced.
Marine Energy is a nascent but growing industry and will need a strong workforce to be successful. This paper examines the resources and programs needed to achieve the industry's goals.
Workforce training at national laboratories and computing centers is essential and typically falls into two categories: foundational training for newcomers and advanced training for experienced users. Foundational topics—such as version control, build systems, and basic HPC usage—are largely transferable across institutions, while cluster-specific training varies due to differences in hardware, job schedulers, and local workflows. Training on emerging technologies is split between hardware-specific content and broadly applicable programming paradigms. Here, to reduce redundancy and increase impact, national labs, computing centers, and vendors are collaborating through initiatives like the HPC Training Working Group to share best practices, co-develop materials, and broaden outreach. These coordinated efforts aim to make HPC training more accessible, scalable, and consistent across the community.