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DOE OSTI2024

Computing in AEC Education: Hindsight, Insight, and Foresight

In the architecture, engineering, and construction (AEC) fields, computing and information technologies play an increasingly prevalent and complex role in day-to-day work. Consequently, educators must adjust and, in many cases, reimagine curricula and teaching methodologies to adapt to the changing landscape. Past research efforts led by the ASCE Computing Division Education Committee, formerly called the Task Committee on Computing Education of the Technical Council on Computing and Information Technology (TCCIT), have regularly surveyed AEC educators to understand computing trends in AEC curricula, with the latest survey taking place nearly a decade ago. This work presents the results of an updated survey that used this prior work as a springboard, providing timely insights into the computing skills and curricular barriers faced by AEC educators today. The results showed that the technical skills used by students have evolved, but the barriers faced in incorporating new skills into curricula have remained largely the same. In addition to comparisons with prior surveys, this work presents the results of an expanded, open-ended portion of the survey that explores educator perspectives on the future of the AEC workforce in a broader lens than used in previous surveys. Thematic analysis of these open-ended responses revealed themes that were common among responses and provided organization to the findings. For example, educators provided their vision of what competencies the future AEC workforce would need, which were thematically organized into a continuum based on the level of interaction between humans and technology. These results suggest an increasingly complex and evolving relationship between the AEC workforce and emerging technology, highlighting the need for educators to encourage the development of technological adaptability and agility. Overall, this work provides a systematic comparison of current educational practices in AEC computing with a decade ago to illustrate educational shifts and adds a prediction of AEC trends from experts in AEC education, providing crucial discussion of curricular transformations that will better position students for success in the workforce.

42 ENGINEERING↗
DOE OSTI2026

Realizing the scientific program with polarized ion beams at the future BNL Electron Ion Collider

Polarized ion beams at the Electron Ion Collider (EIC) are essential to address some of the most important open questions at the twenty-first century frontiers of understanding of the fundamental structure of matter. Here, in this work, we summarize the science case and identify polarized 2 H, 3 He, 6 Li, and 7 Li ion beams as critical technology that will enable experiments which address the most important science. Furthermore, we discuss the required ion polarimetry and spin manipulation at the EIC. The current EIC accelerator design is presented. We identify a significant research and development effort across national and international laboratories and universities that is required over about a decade to realize the polarized ion beams and estimate (based on previous experience) that it will require about 20 full-time equivalent (FTE) over 10 years (or a total of about 200 FTE-years) of personnel, including graduate students, postdoctoral researchers, technicians, and engineers. Attracting, educating, and training a new generation of physicists in experimental spin techniques will be essential for the successful realization. Artificial intelligence and machine learning are seen as having significant potential for both acceleration of research and development and amplification of discovery in the optimal realization of this unique quantum technology on a cutting-edge collider. The research and development effort is synergistic with research in atomic physics and fusion energy science.

43 PARTICLE ACCELERATORS↗
DOE OSTI2022

Assessment of Knowledge, Attitudes, and Practices Toward Ticks and Tickborne Disease among Healthcare Professionals Working in Schools in New York and Maryland

Healthcare Professionals Working in Schools (HPWS) are responsible for providing health services to students and play a role in providing education to prevent illnesses, including tickborne diseases (TBD). Providing TBD education to children has been shown to increase prevention behaviors and knowledge of TBD symptoms, but little is known regarding the current state of TBD awareness among HPWS. In spring 2019 we conducted a cross-sectional knowledge, attitudes, and practices (KAP) survey of HPWS in two states with a high incidence of Lyme disease (LD) to inform design of TBD prevention programs. The survey queried general knowledge of TBDs, school practices regarding TBDs, and availability of TBD resources. Overall, higher confidence, experience, risk perception, prior training on TBD, and more years employed as a HPWS were independently associated with knowledge of LD transmission, symptoms, and correct tick removal practices. State and local health departments should consider prioritizing engagement with HPWS to provide educational opportunities about tickborne diseases.

Nursing↗
DOE OSTI2024

Geophysical Signatures of Crack Network Coalescence in Rocks at Multiple Length Scales

The main goal of the research project was to identify the geophysical signatures of fracture growth in natural rocks by utilizing novel geophysical techniques. The research objectives were to (a) investigate the potential for geophysical methods to determine when cracks initiate, the types and locations of propagated cracks, and the coalescence of networks of cracks in natural rocks at multiple scales, (b) determine how damage at the microscale evolved into damage at the macroscale and then link the microscopic and macroscopic observations, (c) quantify crack coalescence in rocks under realistic stress conditions using coupled mechanical-geophysical-optical visualization, and (d) identify the precursors in geophysical signals to crack coalescence. The following research thrusts were explored to achieve the research objectives: (1) uniaxial compression testing of rock specimens with and without a set of pre‐existing flaws and (2) triaxial compression testing of natural rock specimens. These thrusts allowed for exploring fracturing in rocks under realistic in situ environments and at multiple scales. This project provided educational opportunities for nine graduate and undergraduate students and resulted in 27 peer-reviewed publications. This first research thrust focused on investigating the micromechanics of fractures in rocks through uniaxial compression testing combined with advanced geophysical and imaging techniques, specifically acoustic emission (AE) monitoring, ultrasonic imaging, and 2-dimensional Digital Image Correlation (2D-DIC). By examining damage processes under time-independent and time-dependent loading conditions, insights into damage localization, crack initiation, and fracturing mechanisms were gained. It was observed that the AE signals and the strain-based measurements directly reflect the state of damage in the rock specimen and could be used to identify the cracking levels, such as the crack initiation (CI) and crack damage (CD), and the mode of deformation. A novel calibration apparatus was developed to enhance the accuracy of AE sensors, allowing for the estimation of key parameters such as magnitude, source dimension, stress drop, and radiated seismic energy associated with the fractures. The findings highlighted significant variations in the temporal evolution of AE source parameters during the primary, secondary, and tertiary stages of creep, identifying tensile cracking as the primary deformation mode. The second research thrust focused on enhancing the understanding of fracturing processes in natural rocks through triaxial compression testing, real-time AE monitoring, and ultrasonic monitoring. We investigated the impact of various factors such as fracture propagation regimes, injection parameters, rock types, and pre-existing conditions on the hydraulic fracture (HF) behavior using scaled true-triaxially loaded specimens of Barre granite and Lyons sandstone. Custom sensor housing facilitated concurrent active and passive monitoring to analyze hydro-mechanical responses and microseismicity associated with different HF scenarios. A coupled investigation of passive microseismicity and active signal attributes permitted a detailed comprehension of the various HF processes (aseismic deformation, fracture initiation and propagation, fluid permeation, and leak-off) and their dependence on the specific rock type. The findings of this research demonstrated the effectiveness of AE monitoring techniques in providing valuable insights into the impact of various factors on the behavior and dynamics of HF processes. The advancements in monitoring techniques, offering a more thorough and precise approach, represent a significant step towards optimizing HF practices and ensuring sustainable resource extraction.

58 GEOSCIENCES↗
DOE OSTI2020

Semi-analytic model of magnetized liner inertial fusion

The code that was developed is called SAMM (Semi-Analytic MagLIF Model). In 2015, McBride and Slutz published all of the equations that are solved by the code in the original SAMM paper: R. D. McBride and S. A. Slutz, ?A semi-analytic model of magnetized liner inertial fusion?, Phys. Plasmas 22, 052708 (2015); http://doi.org/10.1063/1.4918953. The SAMM code is now implemented in both the MATLAB and Python programming languages. Students from multiple universities have requested copies of the code so that they can become more familiar with the MagLIF concept. We would like to seek an open-source solution. There is no market value to this code, as there are plenty of more sophisticated simulation codes already available; SAMM is merely a simplified model that is purely for educational purposes. In fact, at least one graduate student (from the University of California, San Diego) has already implemented and published his own modified version of the model: J. Narkis, H. U. Rahman, J. C. Valenzuela, F. Conti, R. D. McBride, D. Venosa, and F. N. Beg, ?A semi-analytic model of gas-puff liner-on-target magneto-inertial fusion?, Phys. Plasmas 26, 032708 (2019); https://doi.org/10.1063/1.5086056. SAND2020-12244 M Sandia National Laboratories is a multimission laboratory managed and operated by National Technology & Engineering Solutions of Sandia, LLC, a wholly owned subsidiary of Honeywell International Inc., for the U.S. Department of Energy’s National Nuclear Security Administration under contract DE-NA0003525.

Moore, Thomas↗
DOE OSTI2025

Development and Validation of Smart Building Technology Modules for Academic and Professional Education (Final Technical Report)

Smart building technologies can improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both college curricula and building professionals’ continuing education, there is a lack of systematic instruction on smart building technologies. Slipstream, partnering with Texas A&M University (TAMU), the Society of Building Science Educators (SBSE), and the National Institute of Building Sciences (NIBS), developed a semester-long smart building curriculum for college students and 16 training videos for building professionals and the general public. The education and training cover the drivers and benefits of smart building technologies, key building energy systems, the latest sensor technologies and IoT devices, and focus on topics related to smart building controls (i.e., energy management information systems, smart building control platforms, cybersecurity, grid-interactive-efficient buildings [GEBs], smart building control methods, and occupant-centric control). The smart building curriculum for college students was taught at TAMU in the Spring semester of 2024 as part of the validation process. Student feedback was collected and summarized in a validation report by TAMU. The curriculum material was also reviewed by SBSE faculty who are interested in teaching smart building technology-related courses. Suggestions on revisions and better adoption of the materials by other faculty across the architectural, engineering, and construction (AEC) domains were compiled in a distinct validation report by SBSE. The SBSE validation report was used to create structured subsets of the curriculum material for adoption at different levels in different sub-disciplines. These subsets are categorized and offered on the SBSE website (https://www.sbse.org/courses/Smart-Building-Technologies). The 16 training videos for building professionals and the general public were previewed by 17 industry experts, and feedback and suggested changes were incorporated into the final version of these videos. The videos are organized into a smart building technology training course and published on the Whole Building Design Guide website (https://www.wbdg.org/ce/doe/bto/sbtt), which is hosted by the National Institute of Building Sciences (NIBS). Project team members created marketing materials to promote the awareness of these free, publicly available education and training resources. Outreach and marketing activities included creating short promotional videos, building project webpages, making project announcements on social media, conducting an email campaign, and directly reaching out to faculties and building professionals. This report describes the project approach, provides outlines of the training materials, along with links to resources, and identifies lessons learned in creating the content. We also suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies in the real world.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2022

The Future of Building Science Education with the U.S. Department of Energy Solar Decathlon: Preprint

Experience the future of Building Science Education with the U.S. Department of Energy Solar Decathlon, from community-focused designs to real-life innovative zero energy buildings constructed by students. In this paper, we will introduce the Solar Decathlon programs and a reimagined Building Science Education curriculum that is transforming education to inspire future building design professionals and bring sustainable, equitable design and construction strategies to the real world. The Solar Decathlon is a collegiate-level building design competition that challenges students in 10 Contests, from embodied environmental impact to affordability and resilience. We will cover the structure of the competition and its two Challenges - the Build Challenge and the Design Challenge - as well as additional programs that impact all aspects of the buildings industry. These programs include the Solar Decathlon Building Science Education course, a free online video series that provides students and working professionals with building science fundamentals; the Design Partners Program, which connects innovative student design teams and local building owners seeking low-risk, low-cost opportunities to incorporate sustainable design alternatives into their building portfolio; and Solar Decathlon Pro, a program piloted in 2021 that brings Solar Decathlon resources to design professionals. The Solar Decathlon's effective approach to bringing real-world solutions to building science empowers future professionals to do impactful work.

buildings↗
DOE OSTI2023

GATE Center of Excellence in Innovative Drivetrains in Electric Automotive Technology Education (IDEATE) (Final Report)

The IDEATE project recognized that this is a critical point in history where advanced engineering solutions are required to propel the U.S. automotive industry irrevocably to the next level: the electrified drivetrain. The existing workforce is not sufficient to this task. It is imperative that automotive engineers with traditional backgrounds focused on internal-combustion and mechanical-drivetrain technologies be retrained with the most current advanced solutions in battery controls and vehicle power electronics. For the long-term success of the U.S. automakers, it is even more important that a future workforce be developed that has both broad and deep comprehension of the issues involved and the most advanced solutions known to these problems. Two campuses of the University of Colorado system joined forces to establish the GATE Center of Excellence in Innovative Drivetrains in Electric Automotive Technology Education (IDEATE). The University of Colorado Boulder (CU-Boulder) is widely regarded as having one of the top graduate programs in power electronics in the country; the University of Colorado Colorado Springs (UCCS) has unrivaled expertise in algorithms for automotive battery control. By collaborating, IDEATE built on our team’s proven strengths to develop innovative curricula and to initiate courses and programs that have provided (and continue to provide) students with a unique opportunity for holistic and specialty education in electric drivetrain technology (part-way through the project, we invited Utah State University to join the project, adding to our strength in power electronics for battery application).

42 ENGINEERING↗
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 OSTI2022

Defining Wind Energy Experience

Since 2015, the U.S. wind installed capacity has grown from 73 to over 120 gigawatts, creating jobs across many sectors and educational levels. The growth of the wind workforce will need to continue to meet the goal of 20% wind by 2030, as well as the Biden administration's goals to reduce greenhouse gas pollution by 2030, reach 100% carbon-free electricity by 2035, and achieve net-zero greenhouse gas emissions no later than 2050. Despite the needed and anticipated growth, there are challenges to meeting this demand. Research has consistently shown that it has been a challenge finding qualified applicants for open wind industry jobs. Between 2012 and 2018, the difficulty of finding qualified applicants increased from 62% to 68% according to industry respondents. In 2017, educational institutions and training programs reported that 67% of their students did not enter the wind energy industry. Research conducted in 2020 showed that 83% of interested workers had some or great difficulty finding job opportunities. In exploring reasons for this gap, the researchers found that challenges were primarily influenced by education, experience, and geography. This difficulty for wind industry employers, educational institutions, and the potential workforce is known as the "wind energy workforce gap." This report further investigates the experience aspect of this gap.

17 WIND ENERGY↗
DOE OSTI2023

An Experimental Investigation of Students’ Learning Effects When Using a Simplified Nuclear Simulator

Securing enough data has been a main challenge in human reliability analysis (HRA). Many researchers and institutes have made a lot of efforts for collecting HRA data to produce reasonable human error probabilities (HEPs) as well as reduce the uncertainty of HRA quantification. Representatively, U.S. Nuclear Regulatory Commission (U.S. NRC), Korea Atomic Energy Research Institute (KAERI) and Idaho National Laboratory (INL) have led lots of empirical research regarding the HRA data collection. The U.S. NRC and KAERI have mainly carried out full-scope simulator research collecting HRA data through experiments using full-scope simulators with actual operators. In contrast, INL has experimentally collected the data using simplified simulators and student operators. INL has proposed the Simplified Human Error Experimental Program (SHEEP) framework to complement full-scope data collection efforts by suggesting a way to infer full-scope data based on experimental data collected from students operating simplified simulators, specifically the Rancor Microworld Simulator (Rancor) and the Compact Nuclear Simulator (CNS). The aim of the SHEEP framework is to lower the entry point for collecting useful HRA data by securing large sample sizes at a reasonable amount of cost and labor while also guaranteeing a high degree of freedom when designing experiments. The authors’ previous research investigated whether data collected from the SHEEP framework could support a representative full-scope study. Besides, human performance differences between professional and student operators when using Rancor and CNS have been analyzed to understand the lack of fidelity of the simplified simulators and student operators within the SHEEP study. As a follow up research, this study experimentally investigates students’ learning effects and the performance trends over a certain period when using Rancor. This study aims to find out 1) how much training or education is required to collect HRA data from non-experts (i.e., students) when using Rancor and 2) how much differences there are in human performance measures between students and professional operators. In this study, a longitudinal experiment is developed. The four experiment trials with two weeks interval are carried out for sixteen undergraduate students majoring nuclear engineering at Chosun University. Totally four scenarios randomly selected from ten Rancor scenarios are used in each experiment trial. Four human performance measurements (i.e., workload, situation awareness, time and error) are considered in the experiment. Lastly, the trend of students’ performance is compared with operator data having been collected from the previous experiment.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2021

Have Astronomers Found a Star Older Than the Universe?

The theory of the Big Bang is accepted nearly universally among the scientific community. However, there is a small cadre of individuals who dispute this consensus and they point to a handful of datums that don’t fit into the picture. One such datum is the existence of a star with an age reported to be older than the cosmos itself. This star is called the Methuselah star, named after the biblical patriarch. Obviously, if the age of this star is truly older than the universe, it would be a discovery of considerable concern to those who accept Big Bang cosmology. In the following text, I describe the debate, beginning with a brief historical treatment of the early discoveries. Furthermore, I have made this choice because the early papers are easy to understand and are accessible suggested reading for introductory students interested in the origins of some of the key evidence supporting the Big Bang.

79 ASTRONOMY AND ASTROPHYSICS↗
DOE OSTI2022

Examining United States Nuclear Weapon Educational Initiatives: A Quantitative Research Study on the Satisfaction of Participants Within the Nuclear Weapons Community [Slides]

This study focused on United States nuclear weapons educational programs exploring six classroom environment factors that may or may not influence Satisfaction in a virtual/live classroom environment within the nuclear weapons community. The research explored Personalization, Involvement, Student Cohesiveness, Task Orientation, Innovation, and Individualization, controlling for Gender, Age, and Education. This study added to the nuclear weapons community by researching factors that may aid academic instructors and curriculum developers create new and inventive ways of incorporating these factors into existing or new nuclear weapons educational courses.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗
DOE OSTI2021

Expert Text Analysis in the Inclusion of History and Philosophy of Science in Higher Education

The history and philosophy of science (HPS) plays a special role in education. An elective HPS course onthe philosophy of scientific experimentation for young scientists and graduate students of natural scienceis presented. The course bears a pragmatic character, and its main aims include the development of criticalthinking (CT), familiarization with philosophical problems in the relevant areas of knowledge, and thecultivation of a taste for reflective, critical analysis, both individual and group-based, which contributes todeeper understanding of the features of scientific practice in the context of modern complex groupcooperation. Students are offered a classical HPS program that included debates on the relationship betweenempiricism and rationalism, the role of Kant’s transcendental philosophy, modern topics associated withthe practical success of rationalism in the emergence of modern natural science, and the theory-ladennessof experimentation. Particular attention during the course is paid to the problems of megascience, theinclusion of which is justified by the specifics of the students’ engagement with science, technology,engineering, and mathematics (STEM). Emphasis is placed on the structure and typology of the collectivesubject in the modern educational process as well as in experimental practice. Lessons on the methodologyof expert text analysis (META), which are aimed at the development of critical thinking skills and thecreation of an interdisciplinary discussion space, are included in the course and relied on the example ofthe history and philosophy of high energy physics to motivate professional reflection. META classesincluded in the course prepare graduate students for teamwork in big science, proto-megascience, andmegascience. The course offers practical recommendations that could be applied to students’ own researchand could be useful for practitioners.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2023

Use of machine learning to analyze chemistry card sort tasks

Education researchers are deeply interested in understanding the way students organize their knowledge. Card sort tasks, which require students to group concepts, are one mechanism to infer a student’s organizational strategy. However, the limited resolution of card sort tasks means they necessarily miss some of the nuance in a student’s strategy. Here in this work, we propose new machine learning strategies that leverage a potentially richer source of student thinking: free-form written language justifications associated with student sorts. Using data from a university chemistry card sort task, we use vectorized representations of language and unsupervised learning techniques to generate qualitatively interpretable clusters, which can provide unique insight in how students organize their knowledge. We compared these to machine learning analysis of the students’ sorts themselves. Machine learning-generated clusters revealed different organizational strategies than those built into the task; for example, sorts by difficulty or even discipline. There were also many more categories generated by machine learning for what we would identify as more novice-like sorts and justifications than originally built into the task, suggesting students’ organizational strategies converge when they become more expert-like. Finally, we learned that categories generated by machine learning for students’ justifications did not always match the categories for their sorts, and these cases highlight the need for future research on students’ organizational strategies, both manually and aided by machine learning. In sum, the use of machine learning to analyze results from a card sort task has helped us gain a more nuanced understanding of students’ expertise, and demonstrates a promising tool to add to existing analytic methods for card sorts.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2024

Center for Tokamak Transients Simulations

The major goals for the Center for Tokamak Transients Simulations (CTTS) were to develop detailed numerical simulations of disruptive transients in tokamak experiments and to use them in theoretical studies of the thermal-quench (TQ) and current-quench (CQ) phases of disruption. The University of Wisconsin-Madison component of CTTS contributed relevant development for the NIMROD code (https://nimrodteam.org) and applied it to disruptions that involve global vertical displacement. Code-development contributions include boundary conditions that represent sheath effects which occur when tokamak plasma is in contact with the surrounding vessel wall during vertical displacement events (VDEs). We also implemented a reduced model of energetic runaway electrons (REs) to simulate the effect of these energetic electrons on the CQ phase of tokamak disruptions. Our computations of VDEs include 2D and 3D verification through benchmarks with two other widely used macroscale plasma simulation codes, M3D-C1 and JOREK. Over nonlinear evolution to the final termination of plasma current, the 2D simulation results on magnetic axis location, toroidal current, and halo current track each other well. With the 3D benchmark computation, all three codes found the same qualitative behavior of the asymmetric instabilities having increasing growth rate after contact with the wall, followed by nonlinear excitation of other toroidal harmonics. Our NIMROD computations for an idealized configuration show agreement with an analytical assessment by V. D. Pustovitov [Nucl. Fusion 55, 113032 (2015)] that the plasma and non-ideal wall remain in force-balance such that net forces only result from magnetic stresses over the outer surface of the wall. Our study of the influence of boundary conditions on VDEs shows that extended-MHD simulations of VDEs are sensitive to electron energy transport to the wall and that boundary conditions on flow are only significant to the extent that they influence the electron energy transport. Resistive-MHD NIMROD simulations of the tokamak discharges in the Madison Symmetric Torus show that magnetic perturbations of poloidal wavenumber m=3 lead to chaotic magnetic topology over the edge region, which helps deconfine energetic electrons. A second area of RE study shows that the coupled resistive MHD/reduced RE model reproduces the resistive-hose particle-beam instability. With respect to educational opportunities, this effort involved and supported four graduate students at the University of Wisconsin-Madison and one postdoctoral associate. The results of this study have been disseminated through journal publications, conference presentations, technical reports, and PhD dissertations.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗
DOE OSTI2023

Leveraging national laboratories to increase Black representation in STEM: recommendations within the Department of Energy

Increasing diversity in STEM disciplines has been a goal at scientific institutions for many decades. Black representation in STEM, however, has remained critically low at all levels (high school, undergraduate, graduate, and professional) for over 40 years, highlighting the need for innovative strategies that promote and retain Black students and professionals in STEM. We refocus efforts on increasing Black representation in STEM by promoting early exposure and continued engagement while leveraging national laboratories—an underutilized resource with immense potential to centralize diversity and inclusion efforts nationally.

99 GENERAL AND MISCELLANEOUS↗