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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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At least 19 records
All sourcesNASA NTRSDOE OSTI
DOE OSTI2017

Collaboratory=Collaborate+Laboratory: The Mid-Columbia STEM Education Collaboratory

Pacific Northwest National Laboratory created a network focused on collaboration in STEM education to design and deliver projects, resources, and professional learning opportunities in a testbed environment. How do you uncover and fill gaps in equitable access to high-quality science, technology, engineering, and math (STEM) education offerings in your local region? Where might you deploy strategies to improve STEM workforce preparation and increase public understanding of STEM-oriented issues? And how can you help to ensure that students, educators, parents, and the community are aware of these programs and know how to access them in schools, colleges, and community venues? If you are the Pacific Northwest National Laboratory (PNNL), you take on the huge goal of designing and implementing an innovative STEM education collaboration project that impacts all levels of local education, both inside and outside of school settings. PNNL is one of the 17 national laboratories funded by the U.S. Department of Energy. Operated by Battelle, PNNL has a vested interest in preparing the next generation of scientists and engineers for their future careers, thus building a STEM-capable workforce and creating a STEM-literate community. One of Battelle’s core principles is a commitment to STEM education and its role in business competitiveness and quality of life. PNNL has been active in STEM education for decades, providing internships for future scientists, giving educators in-house lab experiences, and engaging its researchers in STEM outreach activities in classrooms and the community. The Collaboratory is a relatively recent outcome of Battelle’s longstanding efforts in STEM education. The original Collaboratory planning documents, developed by PNNL’s Office of STEM Education (OSE), state the objective to “design, implement, and mature a local STEM education collaboration zone that highlights the power of PNNL and Battelle to impact the educational ecosystem and serve as a model for amplifying and accelerating progress in addressing our STEM education and workforce challenges” (PNNL 2013). In other words, we (the OSE) sought to create a zone of collaboration in which members co-design and deliver STEM education programs, share findings and lessons learned from their experiences, and co-manage and sustain the organization. We started by identifying possible collaborators located nearby in the largely rural southeast corner of Washington State. Recognizing that our potential collaborators had differing norms, values, and relationships within the community, as well as their own areas of expertise and purpose, we convened representatives from K–12 public and private schools, higher education, community-based learning providers, and local business and industry to brainstorm a unified vision to resolve gaps in local STEM education needs. Through discussions with these collaborators, we started hunting for gaps where STEM efforts were lacking but a desire to improve existed. We gave ourselves permission to try things out and built a testbed space where we could experiment with new ideas, gather evidence of feasibility, and treat failures as constructive learning opportunities. Through this generative process and with seed funding from Battelle, inter-organizational teams now work together, both virtually and in real time, to develop, test, and deploy resources to support student success, educators’ effectiveness, and community engagement in STEM. Thus, the Mid-Columbia STEM Education Collaboratory (Collaboratory) was born. This is the story of our beginnings: our challenges, our lessons learned, and emerging indicators of success. For those interested in launching an education–business–community STEM learning ecosystem, we share our story.

Collaboratory↗
DOE OSTI2015

Renewable Microgrid STEM Education & Colonias Outreach Program

To provide Science, Technology, Engineering, and Math (STEM) outreach and education to secondary students to encourage them to select science and engineering as a career by providing an engineering-based problem-solving experience involving renewable energy systems such as photovoltaic (PV) panels or wind turbines. All public and private schools, community colleges, and vocational training programs would be eligible for participation. The Power Microgrids High School Engineering Experience used renewable energy systems (PV and wind) to provide a design capstone experience to secondary students. The objective for each student team was to design a microgrid for the student’s school using renewable energy sources under cost, schedule, performance, and risk constraints. The students then implemented their designs in a laboratory environment to evaluate the completeness of the proposed design, which is a unique experience even for undergraduate college students. This application-based program was marketed to secondary schools in the 28th Congressional District through the Texas Education Agency’s (TEA) Regional Service Centers. Upon application, TEES identified regionally available engineers to act as mentors and supervisors for the projects. Existing curriculum was modified to include microgrid and additional renewable technologies and was made available to the schools.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2021

Tiny Earth: A Big Idea for STEM Education and Antibiotic Discovery

The world faces two seemingly unrelated challenges—a shortfall in the STEM workforce and increasing antibiotic resistance among bacterial pathogens. We address these two challenges with Tiny Earth, an undergraduate research course that excites students about science and creates a pipeline for antibiotic discovery.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2014

Phase I - Smart Grid Data Access Pilot Program: Utilizing STEM Education as a Catalyst for Residential Consumer Decision Making and Change

Under Phase I of the Smart Grid Data Access Pilot Program, the Gulf of Maine Research Institute (GMRI) partnered with Central Maine Power (CMP), and the Maine Mathematics and Science Alliance (MMSA) and engaged key vendors Tilson Government Services, LLC (Tilson), and Image Works to demonstrate the efficacy of PowerHouse, an interactive online learning environment linking middle school students with their home electricity consumption data provided through CMP’s Advanced Metering Infrastructure (AMI). The goal of the program is to harness the power of youth to alter home energy consumption behaviors using AMI data. Successful programs aimed at smoking cessation, recycling, and seat belt use have demonstrated the power of young people to influence household behaviors. In an era of increasing concern about energy costs, availability, and human impacts on global climate, GMRI sought to demonstrate the effectiveness of a student-focused approach to understanding and managing household energy use. We also sought to contribute to a solid foundation of science-literate students who can analyze evidence to find solutions to increasingly complex energy challenges.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2019

Integrating Systems Thinking into Teaching Emerging Technologies.

Collaborations and partnerships across disciplines are becoming increasingly recognized as valuable endeavors toward solving emerging global challenges in our rapidly changing world. Thus, it is crucial to create STEM educational strategies that infuse diverse and interconnected perspectives among scientists, policymakers, and the general public. Systems thinking represents one such pedagogical approach, in which a holistic framework empowers both teachers and students to recognize how fundamental concepts taught in the classroom can be used as resourceful tools to better address complex, multicomponent modern challenges. For chemical educators, topics on technology (the "T" in STEM education) represent a particularly meaningful avenue to introduce and study the effectiveness of systems thinking, but there have been few examples reported to date. Here, we show that a molecular engineering course introduced at the University of Chicago 5 years ago ("Introduction to Emerging Technologies") provides a model course to this end, where explicitly designing in elements of systems thinking to the course could further strengthen students' understanding of the already well suited, holistic course topics. Integrating systems thinking would illuminate how tissue engineering, nanomedicine, batteries, quantum information, and meat alternatives are developed from multiple, interrelated fields as well as from basic science to a practical reality. For each technology, we outline the direct connections between the current course topics and future opportunities to incorporate systems thinking strategies, challenging students to identify the interdependence of components in a successful technology. Finally, to offer further insight for instructors interested in utilizing systems thinking, we broaden our discussion to reflect on the challenges of redesigning any STEM course to utilize systems thinking, and we present corresponding teaching strategies to overcome them.

Interdisciplinary/Multidisciplinary↗
DOE OSTI2024

Experiments and Project-Based Enhancements for STEM Learning: Preprint

Motivating k-12 students to pick a career in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent attention. At different points in time, STEM educators need to pivot themselves and update educational materials to consistently motivate the next generation of k-12 students to enter into STEM careers. Once they enter undergraduate education, universities need to motivate their undergraduates students to consider graduate studies to ensure qualified human resources can be developed for research, and teaching. We present in this paper, our work on developing STEM materials for k-12 students targeting grid integration of hydrogen assets. This paper also presents our work on leveraging open source distribution system model, digital real time simulation tool to create projects for undergraduate students and motivate their interest in research topics, and enter into graduate level education.

electro-magnetic transients↗
DOE OSTI2020

Investing in STEM Benefits Community, Company, and Industry - 20243

Like many organizations and groups, the Department of Energy Environmental Management program and the nuclear industry are facing an aging employee population and record numbers of employee retirements. This 'silver tsunami' of retirees means the industry as a whole is recruiting graduates at a fast pace. So, how do we ensure the nuclear industry has a robust pipeline of graduates with the necessary background? Fluor Idaho's investment in science, technology, engineering, and mathematics (STEM) education programs helps promote the next generation of technical professionals, benefiting both the company and the industry. Through community outreach initiatives and student mentoring programs, Fluor Idaho promotes kids' interest in STEM. The programs are designed to spark STEM interest in grade school and then foster and grow that interest through high school and higher education. After igniting student excitement about STEM topics in school, Fluor Idaho focuses on providing work-specific opportunities including mentoring and intern programs. These programs give students a better look at real-world job opportunities while still stimulating their interest in STEM. These programs ultimately provide career opportunities for the students and a pipeline of workers. Fluor Idaho's strategy for its summer interns has been to place students in a wide variety of projects - from the commissioning of a first-of-a-kind nuclear processing facility, to operating nuclear waste management facilities, to developing computer programs and applications - and give them responsibilities that make them feel like valued contributors. This approach has created a positive and rewarding summer-intern program experience for the students. Fluor Idaho's investment in its future today is reducing the knowledge gap - or cliff - that many contractors in the nuclear industry are facing. It's a worthwhile investment that is readily visible within its many cleanup projects. The next generation of technical professionals is making an impact now - benefiting both the company and the nuclear industry. This paper will review Fluor Idaho's programs, including STEM community outreach and education and mentoring programs. It will also present statistics about the reach of those programs and their successes. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
DOE OSTI2024

Board 160: Empowerment in STEM Day: Introducing High School Girls to Careers at National Laboratories (Work in Progress)

In the US, women are still vastly underrepresented in STEM (science, technology, engineering, and mathematics) careers, and various studies have shown that girls' interest in STEM careers wane as high school progresses. With this challenge in mind, Empowerment in STEM Day was organized by Lawrence Berkeley National Laboratory (LBNL), hosting 47 high school students from 6 public high schools in the area. This one-day event was designed and executed through a collaboration between the Women's Support and Empowerment Council (WSEC) and the K-12 STEM Education and Outreach Program at LBNL. The main goal of this program was to provide high school girls, who have little access to STEM career role-models in their immediate surroundings with insights into how a career in STEM looks like. Invitations to participate in the program were sent out to six local high schools in the Bay area asking educators to identify female students that were interested in STEM. Each high school participant was provided with an opportunity to experience a national laboratory environment, learn more about summer workshops and paid summer research internship opportunities at LBNL for high school students, and engage directly with LBNL's employees through job shadow, career mapping and speed networking sessions. In this paper, we will present an overview of the event organization, challenges faced during planning and execution of the event, discuss the lessons learned from the first Empowerment in STEM Day and suggest strategies for incorporating such events at other national laboratories and academic institutions as part of a vital effort into recruiting and retaining more high school girls in STEM-based careers. Additionally, since this was the first in-person event hosted by LBNL's K-12 Program after the pandemic, we will also share the strategies implemented at the event so as to engage both remote and on-site employees as volunteers.

Bose, Baishakhi↗
DOE OSTI2015

Are We Preparing the Next Generation? K-12 Teacher Knowledge and Engagement in Teaching Core STEM Practices

Several of the recent reform efforts in K-12 STEM education (e.g. Next Generation Science Standards [NGSS and Common Core State Standards-Mathematics [CCSS-M]) have included significant emphasis on the practices of STEM. We argue that K-12 teachers’ ability to effectively engage their students in these core STEM practices is fundamental to the success of potential and current engineering students and their subsequent careers as engineers. Practices such as identifying problems, modeling using mathematics, and arguing from evidence are fundamental processes in engineering. Helping students develop their capacity to engage in these practices early in their education will increase the likelihood of the students applying the practices and developing skills aligned with the work of engineers. We contend that engaging in the practices associated with engineering may increase K-12 student interest and the successful pursuit of engineering as a career because they will find relevance in what is being taught and gain knowledge of the applications of STEM content which will help them develop talents aligned with the work of engineers.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2024

Experiments and Project-Based Enhancements for STEM Learning

Motivating K-12 students to pursue careers in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent engagement. Throughout the K-12 student timeline, STEM educators need to continuously pivot their teaching and update their educational materials to motivate the next generation of students. Once students begin their undergraduate education, university professors need to encourage them to consider pursuing graduate studies to ensure that a qualified future workforce can be developed for research and teaching. In this paper, we present our work on developing STEM materials for K-12 student engagement. Our K-12 materials target the grid integration of hydrogen assets that are suitable to engage students in the classroom. Our undergraduate materials target hands-on projects and collaboration with industry to connect classroom learning with real-world applications and needs in renewable energy. Our work leverages available open-source models and tools to create projects for undergraduate students and motivate their interest in pursuing research topics in graduate-level education.

ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2019

PDB Structure Data Impacted Discovery and Development of Recently FDA‐Approved Drugs

Protein Data Bank (PDB) was established in 1971 as the 1 st open access digital data resource in biology and medicine. Today, the PDB currently houses >145,000 atomic level biomolecular structures determined by crystallography, NMR spectroscopy, and 3D electron microscopy. Managed by the Worldwide Protein Data Bank partnership (wwPDB; wwpdb.org ), PDB data are used by researchers and educators to understand the role molecules play in health and disease of humans, animals, and plants, food and energy production, and other topics of concern to global prosperity and sustainability. RCSB PDB operates the US data center for the global PDB archive, and makes PDB data available at no charge to all data consumers without limitations on usage. During calendar 2017, >679 million structure data files were downloaded from the PDB by Data Consumers working worldwide. RCSB PDB served >1 million RCSB.org users worldwide with PDB data integrated with ~40 external data resources providing rich structural views of fundamental biology, biomedicine, and energy sciences, and supported >600,000 PDB101.rcsb.org educational website users around the globe. RCSB PDB examined the impact of PDB archiving and open access availability on the discovery of 210 new molecular entities (NMEs or drugs) approved by the United States (US) Food and Drug Administration (FDA) between 2010 and 2016. Biological targets for 90% of NMEs are known. Approximately 6,000 PDB structures containing one of these drug targets and/or one approved NME were identified, providing 85% coverage of known targets and 88% coverage of 2010–2016 approved NMEs. Coverage was comparable across all therapeutic areas. Most structures were both published and freely accessible from the PDB long before the NMEs were approved. Additional analyses revealed these PDB structures were cited by more than 200,000 PubMed‐indexed publications reporting pre‐competitive research on the would‐be drug targets. PDB structures and citing publications contributed substantially to understanding of the target biology, and led to biopharmaceutical company investment in successful drug discovery/development programs. Overall, access to PDB data contribute to patent applications, drug discovery and development, publication of scientific studies, innovations that can lead to new product development and company formation, and STEM education. Support or Funding Information RCSB PDB is funded by a grant (DBI‐1338415) from the National Science Foundation , the National Institutes of Health , and the US Department of Energy . This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .

Zardecki, Christine↗
DOE OSTI2022

Solar Decathlon Celebrates 20 Years of Building Impact

The U.S. Department of Energy Solar Decathlon® is a collegiate competition that has inspired students worldwide to enter the clean energy workforce since its inception. Celebrating its 20th anniversary in 2022, the Solar Decathlon has challenged more than 25,000 students to create efficient, affordable buildings powered by renewables, while promoting student innovation, STEM education, and workforce development opportunities in the buildings industry. Compelling graphics, videos, and visuals are being developed to launch a 20th anniversary campaign in January 2022. These graphics include an interactive 20th anniversary infographic, a "Solar Decathlon - By the Numbers" video, and a graphic highlighting the diverse group of more than 25,000 past participants. In presenting these graphics at the ACEEE summer 2022 panel, attendees will be exposed to the latest communications techniques to apply to their own work. The Solar Decathlon invests in compelling visuals to recruit and inspire an imaginative and diverse group of participants each year - something that organizations of all sizes in the energy efficiency sector also need to do as they recruit for new talent. The Virtual Village of the 2020 Build Challenge homes (with more than 11,000 unique views) and the map of past competition houses highlight the competition's emphasis on multimedia that connects with competitors and the general public. Using more than 4,400 publicly available photos, including engaging virtual event snapshots with Department of Energy leaders, the Solar Decathlon captures the innovate ideas of the Build Challenge and Design Challenge teams in a way that everyone can understand.

collegiate competition↗
DOE OSTI2017

Federal Labs and Research Centers Benefiting California: 2017 Impact Report for State Leaders.

Sandia National Laboratories is the largest of the Department of Energy national laboratories with more than 13,000 staff spread across its two main campuses in New Mexico and California. For more than 60 years, the Sandia National Laboratories campus in Livermore, California has delivered cutting-edge science and technology solutions to resolve the nation’s most challenging and complex problems. As a multidisciplinary laboratory, Sandia draws from virtually every science and engineering discipline to address challenges in energy, homeland security, cybersecurity, climate, and biosecurity. Today, collaboration is vital to ensuring that the Lab stays at the forefront of science and technology innovation. Partnerships with industry, state, and local governments, and California universities help drive innovation and economic growth in the region. Sandia contributed to California’s regional and statewide economy with more than $145 million in contracts to California companies, $92 million of which goes to California small businesses. In addition, Sandia engages the community directly by running robust STEM education programs for local schools and administering community giving programs. Meanwhile, investments like the Livermore Valley Open Campus (LVOC), an innovation hub supported by LLNL and Sandia, help catalyze the local economy.

99 GENERAL AND MISCELLANEOUS↗