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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 NTRS2012

Dryden Flight Research Center Critical Chain Project Management Implementation

In Fiscal Year 2011 Dryden Flight Research Center (DFRC) implemented a new project management system called Critical Chain Project Management (CCPM). Recent NASA audits have found that the Dryden workforce is strained under increasing project demand and that multi-tasking has been carried to a whole new level at Dryden. It is very common to have an individual work on 10 different projects during a single pay period. Employee surveys taken at Dryden have identified work/life balance as the number one issue concerning employees. Further feedback from the employees indicated that project planning is the area needing the most improvement. In addition, employees have been encouraged to become more innovative, improve job skills, and seek ways to improve overall job efficiency. In order to deal with these challenges, DFRC management decided to adopt the CCPM system that is specifically designed to operate in a resource constrained multi-project environment. This paper will discuss in detail the rationale behind the selection of CCPM and the goals that will be achieved through this implementation. The paper will show how DFRC is tailoring the CCPM system to the flight research environment as well as laying out the implementation strategy. Results of the ongoing implementation will be discussed as well as change management challenges and organizational cultural changes. Finally this paper will present some recommendations on how this system could be used by selected NASA projects or centers.

Hines, Dennis O.↗
DOE OSTI2023

Installer Badges Toolkit and Visualization Resources

NREL staff (Jal Desai and Cory Chovanec) will introduce the U.S. Department of Energy Weatherization Assistance Program (DOE WAP) Installer Badges Toolkit. The presentation will cover topics such as how this toolkit can be customized and implemented in a program, the potential benefits of using the Badges, and lessons learned from other implementers. This session will also engage participants to share their experiences regarding their existing training and how they are bringing their workforce up to speed in their building envelope-related programs. The Installer Badges Toolkit consists of 25 Badges, each representing different energy efficiency tasks that an installer could perform on a home. Each Badge defines the desired outcome, criteria to verify the work, applicable material requirements, and references to DOE's Standard Work Specifications (SWS) or other relevant standards. Workers earn Badges by completing each task and receiving approval from a qualified supervisor. The Badges provide a consistent approach to training by ensuring that installers are learning the same skills nationwide. Organizations can also customize the Toolkit by choosing only those Badges that are relevant to their program. NREL staff will also showcase new visualization resources like the Single-family and manufactured home job aids and the Single-family 3D house tool.

ENERGY PLANNING, POLICY, AND ECONOMY↗
NASA NTRSDate not supplied

Growing the NASA Safety and Mission Assurance (SMA) Workforce of Tomorrow

The NASA Safety Center (NSC) was established in2006 in response to Columbia Accident Investigation Board (CAIB) recommendations to strengthen NASA’s safety program. The NSC supports all NASA centers and facilities. The NSC fosters world-class Safety and Mission Assurance (SMA) support for NASA programs and projects through professional development activities and the advancement of the following SMA technical disciplines: - Aviation Safety - Operational Safety - Quality Engineering - Reliability and Maintainability - SMA Technical Leadership - Software Assurance - System Safety The NSC’s Technical Excellence Office (TEO) is charged with encouraging technical excellence in NASA’s SMA community primarily through professional development products and services. TEO’s first initiative was the SMA Technical Excellence Program (STEP). STEP is a career-oriented, professional development roadmap for safety professionals, which is designed for the employee to learn specific knowledge and skills to improve performance in their current role.

Safety and Mission Assurance↗
DOE OSTI2020

Tribal Renewable Energy: Bishop Paiute Tribe Youth Solar Job Training Development (Final Report)

This Project provided workshops and hands on opportunities for young tribal adults to gain education,training,and employment in the solar industry; including 1 youth to meet the eligibility requirements for the NABCEP Solar Installer Exam. 10 tribal youth, ages 16-24, attended workshops focused on learning solar fundamentals and then applied those learned skills to hands on training, installing solar on 2 tribal homes. GRID provided certificates authenticating their volunteer hours and skills learned. This program of youth training really excited the tribal leadership as well as the tribal youth. This opportunity was in alignment with the tribe’s Strategic Energy Plan, and supported tribal self-sufficiency, a path to economic development and for the youth it also represented the environmental stewardship the tribe believes in.

14 SOLAR ENERGY↗
DOE OSTI2023

National Solar Jobs Accelerator (Final Technical Report (FTR))

The aptitudes and experiences gained through military service—such as dynamic leadership, teamwork and critical thinking skills, technical specialization, and a mission-completion work ethic—make veterans exceptional candidates for a wide range of solar energy careers. The solar industry offers a highly collaborative and purpose-driven work environment that resonates with service members and veterans looking to rise to their next challenge, and solar employers are eager to tap into this valuable talent pool. From October 2019 - February 2023, The National Solar Jobs Accelerator (publicly the Solar Ready Vets Network TM (SRV Network; SRVN)) enhanced and streamlined options for military service members and veterans to pursue solar training, certification, and employment, while advancing solar employers’ efforts and capacity to invest in military talent as part of a long-term workforce development strategy. The SRVN was led by the Interstate Renewable Energy Council (IREC) in partnership with the Solar Energy Industries Association (SEIA), the US Chamber of Commerce Foundation’s Hiring Our Heroes program (HOH) and the North American Board of Certified Energy Practitioners (NABCEP). Through several direct-impact and indirect, high-impact capacity building initiatives aligned with six key objectives, the SRV Network strengthened solar career pathways, and promoted increased representation of military talent across all levels and sectors of the solar workforce. A work-based learning Corporate Fellowship model connected transitioning service members with on-the-job experience in leadership roles with solar employers nationwide. The project advanced broader veteran recruitment and talent development by expanding GI Bill eligibility and streamlining veterans’ pathways for solar training and credentialing, supported direct connections to jobs with top solar employers, and led coordination among key education and industry partners to advance registered apprenticeships aligned with solar career pathways. To ensure that the project best served the needs of all stakeholders, an Advisory Committee of military-connected solar professionals, solar employers, and training providers met biannually to guide project activities and sustainability plans. The project team engaged the broader “SRV Network” (comprised of over 2,000 veterans, employers and training organizations) through regular newsletters and targeted outreach to share resources, hiring fairs, webinars, and other opportunities for engagement. The work done under this award builds on the previous iterations of the Department of Energy’s Solar Ready Vets ® program. As the solar industry continues to grow rapidly over the next decade, the military community will continue to be a highly valuable source of talent. The relationships established and work accomplished through this project will have an enduring positive impact well beyond the funding period.

14 SOLAR ENERGY↗
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 OSTI2023

FY23 ION Based Approaches to Address Labor and Knowledge Retention

This study will seek to outline the current problem facing the nuclear industry related to staffing, training, and retaining the necessary workforce for long-term sustainability. A review of published reports and knowledge gained by working in the nuclear energy sector will form the basis for this scoping study. This study will not seek to draw any conclusions regarding the underlying causes of these personnel issues but will attempt to ask questions and help outline future research. The Integrated Operations for Nuclear business model provides opportunities to partially mitigate some of the current issues facing staffing the nuclear fleet. Upgrading safety and control systems from analog to digital as advocated by the Integrated Operations for Nuclear process allows the nuclear facility to compete for the best and brightest candidates and offers them a broad and sustainable career path where their skills can be valued and utilized in the broader industrial sectors. This study will seek to identify the primary reasons that the nuclear industry is facing this labor crisis and seek to identify possible solutions that will be fully evaluated in future research.

42 ENGINEERING↗
NASA NTRS1998

Research and Technology 1997

NASA Lewis Research Center is responsible for developing and transferring critical technologies that address national priorities in aeropropulsion and space applications in partnership with U.S. industries, universities, and Government institutions. As NASA s designated Lead Center for Aeropropulsion, our role is to develop, verify, and transfer aeropropulsion technologies to U.S. industry. As NASA s designated Center of Excellence in Turbomachinery, our role is to develop new and innovative turbomachinery technology to improve the reliability, performance, efficiency and affordability, capacity, and environmental compatibility of future aerospace vehicles. We also maintain a science and technology development role in aeropropulsion, communications, space power and onboard propulsion, and microgravity fluid physics and combustion. We are committed to enabling non-aerospace U.S. industries to benefit directly from the technologies developed through our programs to maximize the benefit to the Nation and the return on each taxpayer s investment. In addition, we are aggressively pursuing continuous improvement in our management and business practices and striving for diversity in our workforce as together we push the edge of technology in space and aeronautics. The Lewis Research Center is a unique facility located in an important geographical area, the southwest corner of Cleveland, Ohio. Situated on 350 acres of land adjacent to the Cleveland Hopkins International Airport, Lewis comprises more than 140 buildings that include 24 major facilities and over 500 specialized research and test facilities. Additional facilities are located at Plum Brook Station, which is about 50 miles west of Cleveland. Over 3700 people staff Lewis, including civil service employees and support service contractors. Over half of them are scientists and engineers, who plan, conduct or oversee, and report on our research tasks and projects. They are assisted by technical specialists, skilled workers, and an administrative staff. Our end product is knowledge. This report is designed to help us make this knowledge fully available to potential users the aircraft engine industry, the energy industry, the automotive industry, the aerospace industry, and others. It is organized so that a broad cross section of the community can readily use it. Each article begins with a short introductory paragraph that should prove to be a valuable tool for the layperson. These articles summarize the progress made during the year in various technical areas and portray the technical and administrative support associated with Lewis technology programs. We hope that the information is useful to all. If additional information is desired, readers are encouraged to contact the researchers identified in the articles and to visit Lewis on the World Wide Web (http://www.lerc.nasa.gov/). This document is available on the World Wide Web (http://www.lerc.nasa.gov/WWW/RT).

Source record↗
DOE OSTI2026

Cybersecurity Workforce Training for SMR Integration into Distribution Grids: A Competency Framework and Containerized Hands-On Lab for the SMR/DER/Microgrid Boundary

Small modular reactors (SMRs) and microreactors are entering the U.S. distribution grid as synchronous generation on feeders designed for loads and inverter-based distributed energy resources (DERs). No existing cybersecurity training program addresses this intersection of nuclear operations, DER management, and operational technology security. As subcontractor to Iowa State University on the CyDERMS Center, Argonne analyzed the relevant standards and training landscape, translated the resulting gaps into a twelve-objective competency framework across distribution-operator and graduate-analyst role tracks, and built a containerized training lab using a ∼400-bus composite grid model behind a realistically simulated Modbus TCP SCADA stack. The analysis isolates the balance-of-plant / energy-management-system (BOP/EMS) boundary as the critical jurisdictional seam where, as of March 2026, neither NRC nor NERC CIP cleanly claims cybersecurity responsibility for distribution-connected SMRs. The framework maps each objective across NIST CSF 2.0, ISA/IEC 62443, NIST NICE Task–Knowledge–Skill statements, and NRC RG 5.71 awareness-and-training controls. The training lab implements operator-recognition assessment scenarios spanning grid-side disturbances and telemetry-layer anomalies.

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
DOE OSTI2023

AMES: MS and MENG in Advanced Manufacturing for Energy at the University of Connecticut (Final Technical Report)

The objective of the project is to develop and implement an advanced degree program (MS and MENG in Advanced Manufacturing for Energy Systems, AMES) responding to the long-term workforce and technology requirements of the nation’s advanced energy products manufacturing industry. The program provided an industry relevant research experience by leveraging existing energy (e.g. fuels, power electronics, electrochemical power sources) and advanced manufacturing (e.g. additive manufacturing, composites, sensing) research at UConn funded by federal and state agencies, and industry, as well as through our industry partnerships. The trainees have joined research teams, advised by faculty with relevant research interests and expertise and were co-advised by industrial mentors. The AMES program have developed a truly interdisciplinary curriculum, first graduate degree program at UConn School (now College) of Engineering not housed in an academic department, with concentrations focusing on various challenges in advanced manufacturing for energy systems, e.g. advanced materials and processing. The project also developed new courses focusing on common technical and professional skills, and integrated various components for an industry relevant training. The program has admitted 29 Master of Science (MS) students since inception in January 2019. Twenty six of these students were AMES fellows, who have received partial funding from DoE through this project. The program far exceeded the goal of admitting at least five new MS (with thesis) students. All students were required to complete a thesis (M.S.) or a capstone (M.Eng.) project that are defined in collaboration with industry partners to ensure industrial relevancy, addressing a current industrial challenges. Industrial mentors also participated in advising the students in their research. AMES fellows, in addition were also required to complete an industrial internship for further industrial experience.

36 MATERIALS SCIENCE↗
NASA NTRS2023

The NASA Astrobiology Program’s Professional Advancement Workshop Series: Next Steps

Introduction: In the modern-day competitive job search, it is not enough for a candidate to have an excellent academic resume. Candidates must also present themselves well in various styles of interviews, have managerial skills, and be capable of engaging in complex interpersonal relationships and team building. The NASA Astrobiology Program’s Professional Advancement Workshop Series (PAWS) addresses the need for professional skills development that is not traditionally taught in graduate programs. PAWS is designed to supplement academic teachings by providing a space where early career scientists can learn new skills to help them explore, interview for, and be hired in the jobs and careers they want. This is especially true for jobs that are outside of the traditional academic “pipeline” (the path of student to postdoc to tenure-track professor). PAWS embraces the braided river model of career development [1], which emphasizes flexibility as a scientist’s needs change throughout their life. PAWS also presents an opportunity for other early career scientists to meet and network with each other outside of conferences and other formal events. This is especially important as the world emerges from the ongoing COVID-19 pandemic. Finally, PAWS creates an informative space full of resources available to everyone, which lowers institutional barriers regarding knowledge of opportunities and potentially provides mentorship to those in need. Both items are identified as supportive of a more diverse and inclusive future workforce [2–4]. PAWS began in August 2021 and was originally intended to last until the Astrobiology Science Conference in May 2022. The NASA Astrobiology Program initially sponsored PAWS, allowing the PAWS Leadership to bring in expert speakers from outside of NASA. These external speakers exposed the event attendees to new techniques and perspectives. PAWS has been able to continue beyond May 2022 because of many people volunteering their time for panels and a good balance between panels and expert-led workshops. Here, we share how PAWS works, what the results have been so far, and the future plans for PAWS.

Worshop↗
NASA NTRS2004

The Training Process of the Organization Development and Training Office

The Organization Development and Training Office provides training and development opportunities to employees at NASA Glenn Research Center, as a division of the Office of Human Resources and Workforce Planning. Center-wide required trainings, new employee trainings, workshops and career development programs are organized by the OD&TO staff. They also arrange all academic, non-academic, headquarters, fellowship and learning center sponsored courses. They also service organizations wishing to work more effectively by facilitating teambuilding exercises. Equal Opportunity programs and upward mobility programs such as the STEP and GO programs for administrative staff. In working with my mentor I am very involved with Cuyahoga Community College classes, mandatory supervisory training and administrative staff workshops. My largest tasks are in the secretarial training category. The Supporting Organizations And Relationships workshop for administrative personnel, commonly known as SOAR, began last year and continued this summer with follow-up workshops. Months before a workshop or class is brought to Glenn, a need has to be realized. In this case, administrative staff did not feel they had an opportunity to receive relevant training and develop skills through teambuilding, networking and communication. A Statement of work is then created as several companies are contacted about providing the training. After the company best suited to meet the target group s needs is selected, the course is announced with an outline of all pertinent information. A reservation for a facility is made and applications or nominations, depending on the announcement s guidelines, are received from interested employees. Confirmations are sent to participants and final preparations are made but there are still several concluding steps. A training office staff member also assists the facilitator with setting up the facility and introducing the class. After the class, participants evaluations are read and summarized to determine the effectiveness of the class and instructor. In addition to the SOAR workshops, I have several projects and daily tasks to complete. Coding training applications, which require me to be familiar with Glenn s budgetary allocations and policies on training, is an ongoing process. It also requires verifying information reported by an employee via her C-478 form, more commonly known as the training application. I am also the point of contact for the Cuyahoga Community College Advising Sessions held here at NASA Glenn which involves coordinating counselors visits with employees schedules. Two databases had to be created. The first database holds information on administrative staff, and the other tracks supervisors training histories. Through these assignments I gained experience in Microsoft Access 2002 and spreadsheet creation, communicating with co-workers, and successfully facilitating a training to serve specific purposes. With trainings and evaluations to assessment them, the Organization Development and Training Office can assure a quality product and continued customer satisfaction.

Johnson, Melissa S.↗
NASA NTRS2005

Hawaii Space Grant Consortium

The Hawai'i Space Grant Consortium is composed of ten institutions of higher learning including the University of Hawai'i at Manoa, the University of Hawai'i at Hilo, the University of Guam, and seven Community Colleges spread over the 4 main Hawaiian islands. Geographic separation is not the only obstacle that we face as a Consortium. Hawai'i has been mired in an economic downturn due to a lack of tourism for almost all of the period (2001 - 2004) covered by this report, although hotel occupancy rates and real estate sales have sky-rocketed in the last year. Our challenges have been many including providing quality educational opportunities in the face of shrinking State and Federal budgets, encouraging science and technology course instruction at the K-12 level in a public school system that is becoming less focused on high technology and more focused on developing basic reading and math skills, and assembling community college programs with instructors who are expected to teach more classes for the same salary. Motivated people can overcome these problems. Fortunately, the Hawai'i Space Grant Consortium (HSGC) consists of a group of highly motivated and talented individuals who have not only overcome these obstacles, but have excelled with the Program. We fill a critical need within the State of Hawai'i to provide our children with opportunities to pursue their dreams of becoming the next generation of NASA astronauts, engineers, and explorers. Our strength lies not only in our diligent and creative HSGC advisory board, but also with Hawai'i's teachers, students, parents, and industry executives who are willing to invest their time, effort, and resources into Hawai'i's future. Our operational philosophy is to FACE the Future, meaning that we will facilitate, administer, catalyze, and educate in order to achieve our objective of creating a highly technically capable workforce both here in Hawai'i and for NASA. In addition to administering to programs and educating the public in the traditional sense, we also work to facilitate partnerships between other departments (geology & geophysics, engineering, geography, astronomy), state and federal government agencies in Hawai'i, and private industry. In some cases, we are the catalyst for new partnerships between private agency sponsors and education projects or for new joint research and education projects between industry and the University faculty.

Flynn, Luke P.↗
NASA NTRS2004

Resource Management in the Microgravity Science Division

In the Microgravity Science Division, the primary responsibilities of the Business Management Office are resource management and data collection. Resource management involves working with a budget to do a number of specific projects, while data collection involves collecting information such as the status of projects and workforce hours. This summer in the Business Management Office I assisted Margie Allen with resource planning and the implementation of specific microgravity projects. One of the main duties of a Project Control Specialists, such as my mentor, is to monitor and analyze project manager s financial plans. Project managers work from the bottom up to determine how much money their project will cost. They then set up a twelve month operating plan which shows when money will be spent. I assisted my mentor in checking for variances in her data against those of the project managers. In order to successfully check for those variances, we had to understand: where the project is including plans vs. actual performance, why it is in its present condition, and what the future impact will be based on known budgetary parameters. Our objective was to make sure that the plan, or estimated resources input, are a valid reflection of the actual cost. To help with my understanding of the process, over the course of my tenure I had to obtain skills in Microsoft Excel and Microsoft Access.

Casselle, Justine↗
DOE OSTI2022

U.S. Department of Energy Solar Decathlon Competition Guide: 2022 Design Challenge and 2023 Build Challenge

The Solar Decathlon offers a unique experience that enables collegiate teams to develop critical career skills, learn from both national experts and peers, and gain valuable insights from world class thought leaders and mentors. Specifically, student teams are challenged to design and (if part of the Solar Decathlon Build Challenge) build highly energy-efficient buildings powered by renewable energy. Teams are evaluated on 10 measured contests, and the winning teams are those that best blend the topics of architectural and engineering excellence with innovation, market potential, building efficiency, smart energy production, and environmental justice.

Build Challenge↗
NASA NTRSDate not supplied

Game Based Learning For Earth Science Applications Training

Current NASA Earth capacity development programs employ mechanisms ranging from online resource sharing, and virtual and in-person trainings to share knowledge. While these programs are highly successful at engaging individuals around the world – in 2018, over 8000 individuals and over 2000 institutions from all 50 US states and over 140 countries were engaged through over 150 projects and trainings – user feedback has highlighted the desire for expanded hands-on, practical experiences in incorporating NASA EO insights with localized data and actions. We aim to address this gap by leveraging the benefits of game-based learning to build user skills in integrating NASA and local EO data to guide decisions for climate resiliency and hazard planning. This project is being executed as a two-phase crowdsourced challenge: 1) Phase 1 will require a well-researched product concept that reflects an understanding of NASA’s Earth data and tools and user needs, and proposes an innovative and interactive game or extended reality experience to train users in identifying relevant NASA data and applying insights to their climate resiliency decisions; 2) Winners of Phase 1 will be provided seed funding to develop a working prototype of the product. We aim to award 1-3 final winners to support the development of more than one game, thereby ensuring that NASA's diverse audiences around the world can access training games that best suit their needs and capabilities. This EO training game project fits in the NASA Earth Science Applied Sciences Program’s Capacity Development Program, contributing to the program mission of “helping people around the world better understand [NASA’s Earth] data and find ways to use them” (https://appliedsciences.nasa.gov/what-we-do/capacity-building). The final training game will complement existing programmatic activities of workforce development, trainings, and collaborative projects, while providing the unique value of providing interactive experiences to users and collecting real-time data and feedback to improve NASA’s Earth applications’ products and services related to climate resilience.

Human centered design↗
NASA NTRS2005

Youth Technology Academy

One of the most important aspects of the YTA Program is that students, working with Tri-C instructors, NASA engineers, and technicians, begin to build relationships with professionals with whom they might not normally have contact. These professionals serve as role models for students and help them to apply math, science and problem-solving skills in real time to construct a competition-ready robot, allowing them to experience the satisfaction and challenges of an engineering or technical career by working diligently to solve problems that may never have been thought possible to solve. Transcending school boundaries, YTA is available to all students who are interested and qualified but who may otherwise never get an opportunity to participate because their school does not offer a robotics program. YTA fills an educational void by offering an exciting engineering and technology experience to a greater number of students than have been able to participate in the past. Our students have been working hard and see the long-term rewards for their efforts. The YTA Team 1270 was a finalist at the 2005 FIRST Robotics Florida Regional and took home second- place honors. Mark Poljak, nominated by the students of YTA Team 1270, received the Woodie Flowers Award at the FIRST 2005 Buckeye Regional competition. This award celebrates effective communication in the art and science of engineering and design. The YTA Team was also invited, as one of fifty-four teams, to participate in this year s FIRST VEX Robotics tournament representing Cuyahoga Community College and NASA GRC (Team 26), held at the FIRST Robotics National Competition in Atlanta, GA. Because of our efforts, community colleges from around the country have taken notice and have asked us to become part of the executive board of the RoboEducators, whose mission is to bring technology training to high school students in preparation for the future workforce.

Source record↗
NASA NTRS1997

An Undergraduate Intern Program at PACES

The University of Texas at El Paso (UTEP) established the Pan American Center for Earth and Environmental Studies (PACES) in 1995 to conduct basic and applied research that contributes to NASA's Mission to Planet Earth. Specifically, PACES provides a repository of remote sensing and other information that supports investigations into an improved understanding of geological, ecological and environmental processes occurring in the southwestern United States and Northern Mexico. Approximately 85% of UTEP's students come from El Paso County, a fast growing urban region representative of many large cities in the Southwest that have, or will soon have, a majority of their population composed of groups currently underrepresented in the scientific and technical workforce. UTEP's student population has an ethnic distribution (63% Hispanic, 32% Anglo, 3% African American, 1.5 % Asian American, and less than 1% Native American) that closely matches the demographics of the region it serves. Thus, UTEP has a mission to serve a multicultural population where minority students comprise the majority. Most Hispanic students at UTEP are primarily of Mexican origin. A large number are first or second-generation U.S. citizens. Characteristics that unite Hispanic students, in particular those of Mexican-origin, are a strong sense of family loyalty and a belief that all family members are responsible for contributing to the economic stability and well-being of the family. Most of their families are larger in number than the national average, and a variety of generations live together or share considerable resources. Thus, many young people feel an obligation and a desire to go to work at a young age and to continue working while in college, thereby assisting their parents and other family members. Older siblings understand that they have responsibilities to do household chores, to aid their younger siblings economically, and to assist elderly family members. This "work ethic" within the context of family responsisilities is often viewed as being as important as higher education aspirations by both parents and university students. As a consequence, much effort at UTEP has been placed in recent years upon creating opportunities for students to earn income while working on campus as undergraduate research assistants on research projects related to their majors. Work assignments of this sort serve to promote retention efforts, to introduce students with the possibility of graduate study and to develop students professionally. Also, the involvement of students in group-oriented research projects at UTEP which require frequent oral and written reports has been proven beneficial at promoting communication skills of students. Because an estimated 60% of UTEP's students are first-generation college students, many are often uncertain graduate education.

Starks, Scott A.↗