Search NASA⌕ Search

SEARCH · Search NASA

Results for “Educational institutions”

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.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 records

Sustainable Enablers of Knowledge Management Strategies in a Higher Education Institution

By facilitating the capture, organization, and dissemination of knowledge within and beyond the institution, knowledge management (KM) in higher education institutions (HEIs) fuels innovation, enhances research impact, and strengthens collaboration, ultimately leading to the creation of new knowledge and its valuable exchange. However, there is still much to explore in terms of the enablers of knowledge creation, sharing, and transfer. Therefore, this paper aims to identify the enablers of effective KM in the Polytechnique University of Leiria, which serves as a benchmark for other higher education institutions due to its leadership role in RUN-EU, a consortium of European universities. To achieve this, a narrative analysis based on information from SCOPUS and the institute’s website, focusing on innovation, research, and development strategies, is proposed. The findings suggest that for KM initiatives to be successful, they need to be strategically designed, culturally supported, technologically enabled, and integrated into existing workflows.

Santos, Eleonora (ORCID:0000000346930804)↗

Connective Actions for Educational Institutions and Wind Industry Firms [Slides]

As a part of the National Wind Workforce Assessment, four presentations have been created in conjunction with the technical report to provide more insight into key findings. The four presentations are catered towards specific stakeholder groups that include: educators, wind industry firms, students, and current wind industry employees. This presentation is intended for use by wind industry firms and educational institutions looking to gain insight into key levers and actionable steps that can be taken to help narrow the wind workforce gap. Data and guidance on how wind industry firms and education institutions can collaborate to 1) grow the number of graduates applying into wind occupational roles through increasing awareness of opportunities in the industry and 2) increase the quality of applicants applying into wind through relevant experience gaining opportunities like internships and apprenticeships is included in the presentation.

17 WIND ENERGY↗

Higher education institutions can do more to lead society toward resilience and sustainability

Higher education institutions (HEIs) are beginning to recognize their role as leading societal institutions in the movement toward resilience and sustainability by empowering their students as sustainability stakeholders and leaders and recognizing the value of faculty and staff as facilitators in this mobilization toward a more sustainable future. This chapter identifies seven goals derived from academic research that can be used to foster student leadership in sustainability and support faculty and staff in facilitatory roles. To date, however, most research has focused on sustainability in the classroom environment or the establishment of living labs. To illuminate how these seven goals can be achieved, the chapter adopts stakeholder theory and conducts an integrated case study assessment. Overall, the chapter helps to (i) develop a stronger understanding of sustainability and resilience, (ii) identify best practices for empowering student leaders and to better understand the facilitatory role played by faculty and staff in achieving the seven goals, and (ii) offer further insights through a reflective case study.

Sustainability and Resilience, Sustainability Syst↗

Use of Generalized Fluid System Simulation Program (GFSSP) for Teaching and Performing Senior Design Projects at the Educational Institutions

This paper describes the experience of the authors in using the Generalized Fluid System Simulation Program (GFSSP) in teaching Design of Thermal Systems class at University of Alabama in Huntsville. GFSSP is a finite volume based thermo-fluid system network analysis code, developed at NASA/Marshall Space Flight Center, and is extensively used in NASA, Department of Defense, and aerospace industries for propulsion system design, analysis, and performance evaluation. The educational version of GFSSP is freely available to all US higher education institutions. The main purpose of the paper is to illustrate the utilization of this user-friendly code for the thermal systems design and fluid engineering courses and to encourage the instructors to utilize the code for the class assignments as well as senior design projects. The need for a generalized computer program for thermofluid analysis in a flow network has been felt for a long time in aerospace industries. Designers of thermofluid systems often need to know pressures, temperatures, flow rates, concentrations, and heat transfer rates at different parts of a flow circuit for steady state or transient conditions. Such applications occur in propulsion systems for tank pressurization, internal flow analysis of rocket engine turbopumps, chilldown of cryogenic tanks and transfer lines, and many other applications of gas-liquid systems involving fluid transients and conjugate heat and mass transfer. Computer resource requirements to perform time-dependent, three-dimensional Navier-Stokes computational fluid dynamic (CFD) analysis of such systems are prohibitive and therefore are not practical. Available commercial codes are generally suitable for steady state, single-phase incompressible flow. Because of the proprietary nature of such codes, it is not possible to extend their capability to satisfy the above-mentioned needs. Therefore, the Generalized Fluid System Simulation Program (GFSSP1) has been developed at NASA Marshall Space Flight Center (MSFC) as a general fluid flow system solver capable of handling phase changes, compressibility, mixture thermodynamics and transient operations. It also includes the capability to model external body forces such as gravity and centrifugal effects in a complex flow network. The objectives of GFSSP development are: a) to develop a robust and efficient numerical algorithm to solve a system of equations describing a flow network containing phase changes, mixing, and rotation; and b) to implement the algorithm in a structured, easy-to-use computer program. The analysis of thermofluid dynamics in a complex network requires resolution of the system into fluid nodes and branches, and solid nodes and conductors as shown in Figure 1. Figure 1 shows a schematic and GFSSP flow circuit of a counter-flow heat exchanger. Hot nitrogen gas is flowing through a pipe, colder nitrogen is flowing counter to the hot stream in the annulus pipe and heat transfer occurs through metal tubes. The problem considered is to calculate flowrates and temperature distributions in both streams. GFSSP has a unique data structure, as shown in Figure 2, that allows constructing all possible arrangements of a flow network with no limit on the number of elements. The elements of a flow network are boundary nodes where pressure and temperature are specified, internal nodes where pressure and temperature are calculated, and branches where flowrates are calculated. For conjugate heat transfer problems, there are three additional elements: solid node, ambient node, and conductor. The solid and fluid nodes are connected with solid-fluid conductors. GFSSP solves the conservation equations of mass and energy, and equation of state in internal nodes to calculate pressure, temperature and resident mass. The momentum conservation equation is solved in branches to calculate flowrate. It also solves for energy conservation equations to calculate temperatures of solid nodes. The equations are coupled and nonlinear; therefore, they are solved by an iterative numerical scheme. GFSSP employs a unique numerical scheme known as simultaneous adjustment with successive substitution (SASS), which is a combination of Newton-Raphson and successive substitution methods. The mass and momentum conservation equations and the equation of state are solved by the Newton-Raphson method while the conservation of energy and species are solved by the successive substitution method. GFSSP is linked with two thermodynamic property programs, GASP2 and WASP3 and GASPAK4, that provide thermodynamic and thermophysical properties of selected fluids. Both programs cover a range of pressure and temperature that allows fluid properties to be evaluated for liquid, liquid-vapor (saturation), and vapor region. GASP and WASP provide properties of 12 fluids. GASPAK includes a library of 36 fluids. GFSSP has three major parts. The first part is the graphical user interface (GUI), visual thermofluid analyzer of systems and components (VTASC). VTASC allows users to create a flow circuit by a 'point and click' paradigm. It creates the GFSSP input file after the completion of the model building process. GFSSP's GUI provides the users a platform to build and run their models. It also allows post-processing of results. The network flow circuit is first built using three basic elements: boundary node, internal node, and branch.

Majumdar, A. K.↗

Use of Generalized Fluid System Simulation Program (GFSSP) for Teaching and Performing Senior Design Projects at the Educational Institutions

This paper describes the experience of the authors in using the Generalized Fluid System Simulation Program (GFSSP) in teaching Design of Thermal Systems class at University of Alabama in Huntsville. GFSSP is a finite volume based thermo-fluid system network analysis code, developed at NASA/Marshall Space Flight Center, and is extensively used in NASA, Department of Defense, and aerospace industries for propulsion system design, analysis, and performance evaluation. The educational version of GFSSP is freely available to all US higher education institutions. The main purpose of the paper is to illustrate the utilization of this user-friendly code for the thermal systems design and fluid engineering courses and to encourage the instructors to utilize the code for the class assignments as well as senior design projects.

Majumdar, A. K.↗

Cyber-Informed Engineering Adoption in University Engineering Programs: An Overview of CIE Integration Successes at Nine U.S. Educational Institutions

This report examines the adoption of Cyber-Informed Engineering (CIE) in university engineering programs, driven by the need to protect critical energy infrastructure from adversarial threats. CIE equips current and future engineers and technicians with the necessary mindset, skills, and competencies to enhance the resilience of engineered systems against cyber attacks. This report highlights nine academic partners who are incorporating CIE into their curricula through various approaches, including lectures, courses, and certificates.

42 ENGINEERING↗

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↗

CubeSat Technology Past and Present: Current State-Of-The-Art Survey

A cube satellite (CubeSat) is an evolving and emerging technology that gives a novice or advanced researcher relatively affordable access to space research experiments and applications. The initial CubeSat standard was created in 1999 by California Polytechnic State University, San Luis Obispo and Stanford University’s Space Systems Development Lab to facilitate direct access to space for university students. This initial CubeSat standard has now been adopted by hundreds of organizations worldwide and includes not only universities, educational institutions, but private firms and government organizations. Dozens of CubeSats have been launched since 2003 and have come from more than 29 states in the United States. The CubeSat standard facilitates frequent and affordable access to space with launch opportunities available on most launch vehicles. CubeSats are a class of research spacecraft called nanosatellites and are built to standard CubeSat Units or U dimensions of 10 by 10 by 10 cm and are formally classified as 1U, 2U, 3U, or 6U in size. Most CubeSats are deployed from a Poly-Picosatellite Orbital Deployer called a P-POD. Partnerships among NASA, U.S. industry, and educational institutions are being formed to build upon existing successful CubeSat initiatives with a goal to expand and include launching 50 small satellites from 50 states within the next several years. An extensive and detailed literature review that includes over 830 citations has been conducted to provide a comprehensive resource on both NASA and non-NASA CubeSat experiments and applications that can serve as a guide for background information on CubeSats as well as a valuable resource of lessons learned from CubeSats that have been launched in the past. CubeSats are currently being launched from all over the world on different launch vehicle platforms. Some organizations providing launch opportunities are California Polytechnic State University (http://www.cubesat.org/contactus), ISISPACE Group (https://www.isispace.nl/), Nanoracks (http://nanoracks.com/), Spaceflight Industries, Inc. (http://spaceflight.com/), TriSept Corporation (https://trisept.com/), and Tyvak Nano-Satellite Systems, Inc. (https://www.tyvak.com/).

Cubesat↗

Workforce Development Programs [Slides]

As educational institutions of New Mexico, develop educational, training, and research programs in support of the pit manufacturing related STEM fields, which directly benefit LANL with critical hires.

99 GENERAL AND MISCELLANEOUS↗

Sources of support for remote sensing education

Past financial support for educational programs in remote sensing came largely in the form of short courses funded by the National Science Foundation. Later NASA began to fund such courses for local and state government and for some university participants in its regional programs. The greater impact came from the funding by a variety of federal agencies for remote sensing research projects at educational institutions throughout the country. Probably the best and most significant example of these programs, from the university standpoint is, and should continue to be, the NASA university affairs programs, which with its long term step funding of a number of institutions has probably done more for remote sensing education than any other federal program in this country. An incomplete listing of federal agencies that support remote sensing research at the university level is presented.

Estes, J. E.↗

The 1992 catalog of space science and applications education programs and activities

This catalog provides information on current, ongoing and pilot programs conducted at precollege through postdoctoral levels which are primarily funded or managed by the Office of Space Science Applications (OSSA). The directory of programs section includes teacher and faculty preparation and enhancement, student enrichment opportunities, student research opportunities, postdoctoral and advanced research opportunities, initiatives to strengthen educational institution involvement in research and initiatives to strengthen research community involvement in education. The Educational Products appendices include tabular data of OSSA activities, NASA Spacelink, NASA education satellites videoconferences, the Teacher Resource Center Network, and a form for requesting further information.

Source record↗

The Gulf Nuclear Energy Infrastructure Institute: A Multidisciplinary Educational Approach for Integrated Nuclear Energy Safety Security and Safeguards in the Middle East

The Gulf Nuclear Energy Infrastructure Institute (GNEII) at Khalifa University of Science and Technology was created as a regional institute offering education, research and technical services to support nuclear energy safety, security and safeguards (3S) objectives. A mixed methods approach—using the (1) Course Evaluation, (2) GNEH Alumni Survey, (3) Capstone Project and, (4) GNEII-Related Literature data sets—was used to evaluate the effect of implementing this multidisciplinary `3S' educational program and the broader impact of the associated `3S' multidisciplinary institute on nuclear energy human resource development. Data sets (1), (2) and (3) illustrate how well GNEII implemented this novel 3S curriculum and resulted in successful knowledge transfer. Data sets (2), (3) and (4) illustrate how well GNEII's impact has positively influenced professional workplace behaviors and the institute's broader reputation to support responsible nuclear energy program education. Furthermore, GNEII demonstrates one option for successfully providing a multidisciplinary, 3S curriculum to support broader nuclear infrastructure and human resource development aims.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

Joint Appointments: General Principles for Joint Appointments between LANL and University Partners

The Joint Appointment Program provides opportunities for LANL and partner universities to recruit, retain, and recognize premier scientists and engineers by offering them the ability to work in both the LANL and university environments. These interactions enhance the ability of both institutions to achieve their respective research and development missions while providing increased academic strength to educational institutions.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

Industry-driven Training and Curriculum Development Process

The development of a sustainable, skilled fusion workforce requires coordinated strategy between all sectors of fusion industry. This paper outlines a framework to align training programs with evolving technical and professional demands of fusion, including enhancing existing curricula, the establishment of new programs at educational institutions, and the identification of workforce gaps informed through industry engagement. Effective curriculum development requires input from both educators and employers to ensure that academic content reflects real-world challenges and can prepare students for successful transitions into the field. Collaborative models, such as industry-led training programs, inter-institutional partnerships, and faculty development initiatives, are highlighted as mechanisms for scalable and inclusive workforce development. Continued program success and relevance will be dependent on continuous review processes, including feedback from employers, alumni, and advisory boards. The combination of these programs supports the formation of flexible, industry-informed training pathways. This approach aims to foster a competent workforce capable of advancing fusion energy research and commercialization.

Gehrig, Monica [ORNL] (ORCID:0000000341022612)↗

ISS National Laboratory Education Project: Enhancing and Innovating the ISS as an Educational Venue

The vision is to develop the ISS National Laboratory Education Project (ISS NLE) as a national resource for Science, Technology, Engineering and Mathematics (STEM) education, utilizing the unique educational venue of the International Space Station per the NASA Congressional Authorization Act of 2005. The ISS NLE will serve as an educational resource which enables educational activities onboard the ISS and in the classroom. The ISS NLE will be accessible to educators and students from kindergarten to post-doctoral studies, at primary and secondary schools, colleges and universities. Additionally, the ISS NLE will provide ISS-related STEM education opportunities and resources for learners of all ages via informal educational institutions and venues Though U.S. Congressional direction emphasized the involvement of U.S. students, many ISS-based educational activities have international student and educator participation Over 31 million students around the world have participated in several ISS-related education activities.

Melvin, Leland D.↗

Proceedings of the conference on the exploration of Mars and Venus

Although the lunar landing and exploration effort will continue for some time to absorb a large part of the total space exploration effort, attention is now being focused on the possibilities of exploration of the near earth planets, Mars and Venus. While astronomical observations of these planets has been going on for considerable time, recent years have seen an increase in this activity. One Venus "Fly-By" has been accomplished and the success of Mariner IV gives evidence that this means of observation is practical and undoubtedly will continue. The problems of manned and unmanned exploration of these planets have occupied the attention of a number of scientists and engineers engaged in the space effort. The papers presented at the conference discussed the characteristics of the planets and their atmospheres and the problems inherent in their exploration. The topics included information, speculation and future planning based on the best opinions of experts in the field. It was the aim of the conference to furnish participants from educational institutions, private industry, research laboratories and governmental agencies knowledge of this next step in space exploration. For the educators, perhaps new information for instruction and new avenues of research were the greatest dividends to be expected. In giving the other participants an opportunity to hear the leaders in the field and discuss their own problems, it is hoped that the Conference made a significant contribution to the space exploration effort.

Mars (Planet)↗

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

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

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