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DOE OSTI2024

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)↗
DOE OSTI2024

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↗
DOE OSTI2023

COVID-19 prevention at institutions of higher education, United States, 2020–2021: implementation of nonpharmaceutical interventions

Background, In early 2020, following the start of the coronavirus disease 2019 (COVID-19) pandemic, institutions of higher education (IHEs) across the United States rapidly pivoted to online learning to reduce the risk of on-campus virus transmission. We explored IHEs’ use of this and other nonpharmaceutical interventions (NPIs) during the subsequent pandemic-affected academic year 2020–2021. Methods, From December 2020 to June 2021, we collected publicly available data from official webpages of 847 IHEs, including all public (n = 547) and a stratified random sample of private four-year institutions (n = 300). Abstracted data included NPIs deployed during the academic year such as changes to the calendar, learning environment, housing, common areas, and dining; COVID-19 testing; and facemask protocols. We performed weighted analysis to assess congruence with the October 29, 2020, US Centers for Disease Control and Prevention (CDC) guidance for IHEs. For IHEs offering ≥50% of courses in person, we used weighted multivariable linear regression to explore the association between IHE characteristics and the summated number of implemented NPIs. Results, Overall, 20% of IHEs implemented all CDC-recommended NPIs. The most frequently utilized NPI was learning environment changes (91%), practiced as one or more of the following modalities: distance or hybrid learning opportunities (98%), 6-ft spacing (60%), and reduced class sizes (51%). Additionally, 88% of IHEs specified facemask protocols, 78% physically changed common areas, and 67% offered COVID-19 testing. Among the 33% of IHEs offering ≥50% of courses in person, having < 1000 students was associated with having implemented fewer NPIs than IHEs with ≥ 1000 students. Conclusions, Only 1 in 5 IHEs implemented all CDC recommendations, while a majority implemented a subset, most commonly changes to the classroom, facemask protocols, and COVID-19 testing. IHE enrollment size and location were associated with degree of NPI implementation. Additional research is needed to assess adherence to NPI implementation in IHE settings.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2022

Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy

With a dataset of testing and case counts from over 1,400 institutions of higher education (IHEs) in the United States, we analyze the number of infections and deaths from SARS-CoV-2 in the counties surrounding these IHEs during the Fall 2020 semester (August to December, 2020). We find that counties with IHEs that remained primarily online experienced fewer cases and deaths during the Fall 2020 semester; whereas before and after the semester, these two groups had almost identical COVID-19 incidence. Additionally, we see fewer cases and deaths in counties with IHEs that reported conducting any on-campus testing compared to those that reported none. To perform these two comparisons, we used a matching procedure designed to create well-balanced groups of counties that are aligned as much as possible along age, race, income, population, and urban/rural categories—demographic variables that have been shown to be correlated with COVID-19 outcomes. We conclude with a case study of IHEs in Massachusetts—a state with especially high detail in our dataset—which further highlights the importance of IHE-affiliated testing for the broader community. The results in this work suggest that campus testing can itself be thought of as a mitigation policy and that allocating additional resources to IHEs to support efforts to regularly test students and staff would be beneficial to mitigating the spread of COVID-19 in a pre-vaccine environment.

60 APPLIED LIFE SCIENCES↗
DOE OSTI2022

Higher Education Buildings Recognized for Integrated Controls for HVAC and Lighting Systems - Case Study: California State University Dominguez Hills and University of Minnesota

This case study describes connected lighting system projects on two college campuses; Cal State Dominguez Hills and the University of Minnesota both implemented lighting and controls upgrades at mixed-use buildings, including advanced sensors, HVAC integration, and plug load control. Both projects were recognized by DOE's Integrated Lighting Campaign.

integrated lighting, higher education, college, un↗
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

Alignment among environmental programs in higher education: What Food-Energy-Water Nexus concepts are covered in introductory courses?

Interdisciplinary environmental and sustainability (IES) programs are different from other fields because they focus on a complex integration of humanities, social, and natural sciences concepts centered on the interactions of coupled human and natural systems. The interdisciplinary nature of IES programs does not lend itself to traditional discipline-specific concept inventory frameworks for critically evaluating preconceptions and learning. We discuss the results of the first phase of a research project to develop a next generation concept inventory for evaluating interdisciplinary concepts important for introductory IES courses. Using the Food-Energy-Water (FEW) Nexus (the intersections/interdependencies of food, energy, and water sectors) as our focus, we conducted a content analysis of eight representative college-level introductory environmental course syllabi and course materials (e.g., textbooks, journal articles, print media) to identify common interdisciplinary FEW Nexus concepts taught in introductory IES courses. Results demonstrate that all IES introductory course materials reference the FEW Nexus. Food, energy, and/or water resources as individual elements of the FEW Nexus are frequently described, but connections between these resource systems are included less often. Biology, energy systems, waste and pollution in the natural environment, agriculture, earth sciences and geology, climate change, behavioral social sciences, and economics concepts are most associated with FEW concepts, hinting at commonalities across IES topics that anchor systems thinking. Despite differences in IES programs, there appears to be some alignment between core concepts being taught at the FEW Nexus in introductory courses.

54 ENVIRONMENTAL SCIENCES↗
DOE OSTI2026

Building Nuclear-Specific Cybersecurity Expertise in Higher Education

The rapid digitalization of nuclear power plants (NPPs) and the deployment of advanced and small modular reactors (A/SMRs) have expanded the cybersecurity attack surface within the nuclear sector. This evolution introduces unique challenges beyond those faced in general information technology (IT), operational technology (OT) and industrial control system (ICS) security, due to nuclear power’s regulatory rigor, safety-critical nature, and operational needs. A pressing workforce gap persists; cybersecurity graduates typically lack nuclear-specific context and retraining them for industry readiness requires 12–18 months, creating a significant burden. This paper addresses this gap by defining the domains of knowledge that nuclear cybersecurity specialists must master, spanning cybersecurity, nuclear engineering, OT/ICS security, and regulatory governance. We propose a curricular framework integrating technical, regulatory, and applied learning components to accelerate workforce readiness. Our approach builds on existing findings that current curricula inadequately integrate nuclear engineering and cybersecurity, shifting the discourse from why specialization is needed to what knowledge must be taught. The recommendations have implications for workforce development and long-term resilience of the nuclear energy sector.

99 - GENERAL AND MISCELLANEOUS↗
DOE OSTI2023

COVID-19-Related Experiences and Perspectives of Peruvian College Students: A Descriptive Study

The COVID-19 pandemic drastically affected higher education and higher education students around the world, but few studies of college students’ experiences during the COVID-19 pandemic have been conducted in Latin America. This study describes the COVID-19-related experiences and perspectives of Peruvian college students. We surveyed 3,427 full-time college students (average age: 23 years) attending a multi-campus Peruvian university in fall 2020. Participants were recruited through the digital platform of the learning management system at their university, email, and social media. We asked participants how they were managing risks related to COVID-19; the continuity of social, educational, and work activities; and the psychological and economic impacts of the pandemic on their lives. Since March 2020, 73.0% of participants reported COVID-19-related symptoms, but only 33.9% were tested for COVID-19. During the national quarantine imposed by the Peruvian government (March 15–June 30, 2020), 64.3% of participants remained in their house. Furthermore, while 44.0% of participants were working in February 2020 (95% CI: [41.7%, 46.4%]), only 23.6% (95% CI: [21.7%, 25.7%]) were working immediately after the pandemic began (i.e., at the end of April 2020). Participants were more stressed about the health and educational implications of COVID-19 for Peruvian society and their families than about themselves. The public health, economic, and educational implications of COVID-19 on college students are continuing to unfold. This study informed Peruvian higher education institutions’ continued response to the COVID-19 pandemic, the progressive return to postpandemic activities, as well as other future pandemics and other crises.

Bazo-Alvarez, Juan Carlos↗
DOE OSTI2025

Winds of fortune? Understanding the geographic, sociodemographic, and temporal distribution of benefit mechanisms from land-based wind projects in the United States

Despite decades of research on factors shaping local responses to wind development, there is relatively little known about benefit mechanisms (e.g., agreements, funds, donations) used by developers in the U.S. land-based wind sector. To address this gap, we collected benefit mechanism data across all current utility-scale land-based wind projects installed between 1982 and 2024 (n = 1047), finding that just under one-third of projects had a benefit mechanism attached to them. We find the use of benefit mechanisms has become more common over time, is associated with larger projects, and varies by region. In terms of host community characteristics, the use of benefit mechanisms is associated with characteristics like higher education level, higher percent white, higher percent Republican, higher decision-making capacity, lower unemployment rate, and higher poverty rate. Building on a theoretical framework of purposes, we discuss what these findings could suggest about the motivations driving developers' use of these mechanisms, such as increasing local acceptance of a wind project or supporting distributive fairness. This first-of-its-kind study builds a comprehensive understanding of how benefit mechanisms have been used in the U.S. wind industry throughout its history, which can inform future approaches to benefit-sharing across sectors.

17 WIND ENERGY↗
DOE OSTI2023

Determinants of cognitive and brain resilience to tau pathology: a longitudinal analysis

Mechanisms of resilience against tau pathology in individuals across the Alzheimer’s disease spectrum are insufficiently understood. Longitudinal data are necessary to reveal which factors relate to preserved cognition (i.e. cognitive resilience) and brain structure (i.e. brain resilience) despite abundant tau pathology, and to clarify whether these associations are cross-sectional or longitudinal. We used a longitudinal study design to investigate the role of several demographic, biological and brain structural factors in yielding cognitive and brain resilience to tau pathology as measured with PET. In this multicentre study, we included 366 amyloid-β-positive individuals with mild cognitive impairment or Alzheimer’s disease dementia with baseline 18 F-flortaucipir-PET and longitudinal cognitive assessments. A subset (n = 200) additionally underwent longitudinal structural MRI. We used linear mixed-effects models with global cognition and cortical thickness as dependent variables to investigate determinants of cognitive resilience and brain resilience, respectively. Models assessed whether age, sex, years of education, APOE-ε4 status, intracranial volume (and cortical thickness for cognitive resilience models) modified the association of tau pathology with cognitive decline or cortical thinning. We found that the association between higher baseline tau-PET levels (quantified in a temporal meta-region of interest) and rate of cognitive decline (measured with repeated Mini-Mental State Examination) was adversely modified by older age (Stβ interaction = -0.062, P = 0.032), higher education level (Stβ interaction = -0.072, P = 0.011) and higher intracranial volume (Stβ interaction = -0.07, P = 0.016). Younger age, higher education and greater cortical thickness were associated with better cognitive performance at baseline. Greater cortical thickness was furthermore associated with slower cognitive decline independent of tau burden. Higher education also modified the negative impact of tau-PET on cortical thinning, while older age was associated with higher baseline cortical thickness and slower rate of cortical thinning independent of tau. Our analyses revealed no (cross-sectional or longitudinal) associations for sex and APOE-ε4 status on cognition and cortical thickness. In this longitudinal study of clinically impaired individuals with underlying Alzheimer’s disease neuropathological changes, we identified education as the most robust determinant of both cognitive and brain resilience against tau pathology. The observed interaction with tau burden on cognitive decline suggests that education may be protective against cognitive decline and brain atrophy at lower levels of tau pathology, with a potential depletion of resilience resources with advancing pathology. Finally, we did not find major contributions of sex to brain nor cognitive resilience, suggesting that previous links between sex and resilience might be mainly driven by cross-sectional differences.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2023

2023 SAGE-Camp Report

The 7 th Summer Physics Camp for Young Women was successfully held in person in 2023 from June 5 th to 16 th at the New Mexico School for the Arts in Santa Fe, NM at Hilo Intermediate School in Hawaii. This year’s camp was dedicated to the topic of Energy Security and was made possible thanks to the strong collaboration of Los Alamos, Sandia and Hawaii teams and the logistical and financial support of Los Alamos and Sandia National Laboratories, New Mexico Consortium, SAGE- Moore Foundation, LANL Foundation, ACS, IEE, APS four corners, N3B, Hawaii Museum of Science and Technology, New Mexico School for the Arts (NMSA) and Tech Source. The camp mobilized more than 120 volunteers who made the camp a success. The camp is free of charge to the students and included free lunch and snacks for the busy brains to have plenty of energy, also included all materials needed for the hands-on activities (like drone building, crystal structure, solar panels, wind turbine fabrication, soldering, coding etc) and also a stipend for students who attended for the full two weeks and for two educators and two student mentors in NM. The camp offered 32 high school students from New Mexico and 8 from Hawaii a unique opportunity to explore science topics and meet a broad range of role model professionals across STEM fields including astrophysics, cybersecurity, Energy fields, space science, engineering, biophysics, environmental science, robotics, computer science, nuclear engineering, radiological science, physics and chemistry. With nearly 120 volunteers who came mainly from Los Alamos National Laboratory (66%) and Sandia national laboratories (18%), two funded educators from NM, Dr. Weldon Beauchamp and Dr. Ellee Cook, and two educators from Hilo, Dr. Pascale Creek Pinner and LeAnn Ragasa, the camp was educationally sound and extremely varied. The collaboration with school educators is critical for the goal of this camp to not only impact students' lives but also improve STEM education in NM and Hawaii. The ultimate goal of the camp is to increase higher education aspirations of students, empower them to consider careers in STEM and learn more about the opportunities available to them in our local colleges and DOE National Laboratories. In addition, the camp also hired 2 past students as student mentors, Megan Odom and Elisea Jackson, who currently attend NMSA and were students at the camp in 2022 when it was virtual. The in-person camp which aims at empowering under-represented minorities in STEM in our community received more than 52 applications this year from all over NM and 8 applications from Hawaii. Our selection criteria are based on diversity, equity and inclusion, and students for whom the camp can be a life-changing opportunity are given a chance to attend the camp. During COVID, the camp was held virtually and gave the opportunity to students from remote areas in NM and Hawaii to attend from their homes. This year, fantastic families supported students everyday even when home was in remote areas in NM like Lea county, Sandoval county, Bernalillo or Mora county. The organizers hope next year they can offer a residential option for students from remote areas.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2022

Residential Solar-Adopter Income and Demographic Trends: November 2022 Update [Slides]

The report describes income, demographic, and other socio-economic trends among U.S. residential rooftop solar adopters. The report is based on address-level data for roughly 2.8 million residential rooftop solar systems installed through 2021, representing 86% of all U.S. systems. With its unique size, geographic scope, and level of detail, this report is intended to serve as a foundational reference document for policy-makers, industry stakeholders, and researchers. Key findings include the following: -Median solar adopter income was about $\$110$k/year in 2021, compared to a U.S. median of about $\$63$k/year for all households and $\$79$k/year for all owner-occupied households -The degree of income skew varies significantly across all states, but all states exhibit some positive income skew, with median solar-adopter incomes ranging from 131-168% of the respective county-median income for all households -Notwithstanding the fact that solar adopter incomes skew high, a substantial share of adopters could be considered low-to-moderate income (LMI), with 22% of all 2021 adopters earning less than 80% of area median income, and an additional 21% between 80% and 120% of area median income. -Solar-adopter incomes are declining over time, with median incomes dropping from $\$129$k in 2010 to $\$110$k in 2021, as adoption becomes more proportionately distributed across the population and has started to broaden into low- and middle-income states since 2016. -Solar-adopter incomes are consistently higher for systems paired with battery storage, for host-owned systems, and for systems installed on single-family homes; higher income adopters also consistently install larger systems. -Solar adopters tend to live in Census Tracts not identified as “disadvantaged communities” (using the U.S. Department of Energy’s interim definitions developed March 2022), making up 11% of adopters compared to 18% of U.S. households. -Compared to the broader population, solar adopters tend to: identify as Non-Hispanic White, be primarily English-speaking, have higher education levels, be middle-aged, work in business and finance-related occupations, and live in higher-value homes In conjunction with the report, Berkeley Lab has published an updated accompanying set of online data visualizations that allow users to further explore the underlying data. Berkeley Lab is also offering related analytical support to states, local agencies, and other organizations on issues related to solar adoption among low-to-moderate income households; requests for analytical support may be submitted through this online form.

13 HYDRO ENERGY↗
DOE OSTI2021

Plutonium workers get a new level of education in the actinide mission

The Associate Laboratory Directorate for Weapons Production (ALDWP) and the National Security Education Center (NSEC) have teamed to develop a new Nuclear Enterprise Science and Technology (NEST) Academic Certificate program offered through the University of New Mexico – Los Alamos (UNM-LA). The pilot program, which virtually kicked off on January 19 even amidst snow closures, received accreditation by the State Higher Education Department (HED) in FY20 and is designed for LANL’s existing fissile material handler technician and technologist employee workforce. It will provide essential science, operations, and business education on all aspects of working in modern nuclear materials handling and processing facilities. The first course for the certificate program is called “Nuclear Facility Fundamentals.” A call for nominations went out to the directorate and a cohort of 15 individuals has been established to start the program.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2022

NNSA Minority Serving Institute Partnership Program (MSIPP)— Advanced Synergistic Program for Indigenous Research in Engineering (ASPIRE) (FY22 Q1 Progress Report)

In 2016, the National Nuclear Security Agency (NNSA) initiated the Minority Serving Institution Partnership Plan (MSIPP) targeting Tribal Colleges and Universities (TCUs) to offer programs that will prepare students for technical careers in NNSA’s laboratories and production plants. The MSIPP consortium’s approach is as follows: 1) align investments at the college and university level to develop a curriculum and workforce needed to support NNSA’s nuclear weapon enterprise mission, and 2) to enhance research and education at under-represented colleges and universities. The first TCU consortium that MSIPP launched was known as the Advanced Manufacturing Network Initiative (AMNI) whose purpose was to develop additive manufacturing (AM) learning opportunities. The AMNI consortium consisted of Bay Mills Community College, Cankdeska Cikana Community College, Navajo Tech University, Salish Kootenai Community College, Turtle Mountain Community College, and United Tribes Technical College. In 2016, the American Indian Higher Education Consortium (AIHEC), the AMNI consortium and the Southwestern Indian Polytechnic Institute (SIPI), in collaboration with Sandia National Labs, using a grant by NNSA hosted the first TCU Advanced Manufacturing Technology Summer Institute (TCU AMTSI). The AMNI consortium will officially end Sept. 2022. However, building on the successes of AMNI, in FY22 NNSA’s MSIPP launched three additional consortiums: (1) the Indigenous Mutual Partnership to Advanced Cybersecurity Technology (IMPACT), which focuses on STEM and cybersecurity, (2) the Advanced Synergistic Program for Indigenous Research in Engineering (ASPIRE), which focuses on STEM and the electrical and mechanical engineering skills set needed for renewable and distributed energy systems, and (3) the Partnership for Advanced Manufacturing Education and Research (PAMER), which focuses on developing and maintaining a sustainable pathway for a highly trained, next-generation additive manufacturing workforce and a corresponding community of subject matter experts for NNSA enterprises. The following report summarizes the status update during this quarter for the ASPIRE program.

42 ENGINEERING↗
DOE OSTI2024

Developing Smart Building Technology Modules to Enhance Workforce Preparedness: A Case for AI-Driven Academic and Professional Education

Smart building technologies are resources that improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both academic curricula and building professionals’ continuing education, there is a lack of systematic instruction on methods to integrate multiple energy systems including distributed energy resources (DER), smart building technologies, AI (Artificial Intelligence) tools and key concepts, components, and controls, including “Internet of Things” (IoT) devices. In today’s dynamic workforce, this major gap in smart building technology education prevents stakeholders from being able to attract talent with an understanding and preparation to adopt smart building technologies in building design and operations. A federally funded project included a partnership between Slipstream and Texas A&M University (TAMU) to develop a semester-long smart building curriculum for engineering college students with the ability to adapt the contents for workforce development of professionals in building services. The final product consists of 16 training videos adapted for building professionals and the public. The educational content and training materials cover the benefits of building energy systems, the latest sensor technologies and IoT devices, all with a focus on smart building technologies. The key drivers are 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. Although not explicitly included the technologies nod to the need for AI driven technologies to prepare engineers and industry professionals to be future ready. This paper describes the project approach, provides outlines of the training materials, and identifies lessons learned in creating the content for this course. The authors suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies and AI-based teaching and learning in higher education and building sector.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2024

Understanding electric vehicle ownership using data fusion and spatial modeling

The global shift toward electric vehicles (EVs) for climate sustainability lacks comprehensive insights into the impact of the built environment on EV ownership, especially in varying spatial contexts. This study, focusing on New York State, integrates data fusion techniques across diverse datasets to examine the influence of socioeconomic and built environmental factors on EV ownership. The utilization of spatial regression models reveals consistent coefficient values, highlighting the robustness of the results, with the Spatial Lag model better at capturing spatial autocorrelation. Further, results underscore the significance of charging stations within a 10-mile radius, indicative of a preference for convenient charging options influencing EV ownership decisions. Factors like higher education levels, lower rental populations, and concentrations of older population align with increased EV ownership. Utilizing publicly available data offers a more accessible avenue for understanding EV ownership across regions, complementing traditional survey approaches.

33 ADVANCED PROPULSION SYSTEMS↗
DOE OSTI2023

CORE: A Global Aggregation Service for Open Access Papers

This paper introduces CORE, a widely used scholarly service, which provides access to the world’s largest collection of open access research publications, acquired from a global network of repositories and journals. CORE was created with the goal of enabling text and data mining of scientific literature and thus supporting scientific discovery, but it is now used in a wide range of use cases within higher education, industry, not-for-profit organisations, as well as by the general public. Through the provided services, CORE powers innovative use cases, such as plagiarism detection, in market-leading third-party organisations. CORE has played a pivotal role in the global move towards universal open access by making scientific knowledge more easily and freely discoverable. In this paper, we describe CORE’s continuously growing dataset and the motivation behind its creation, present the challenges associated with systematically gathering research papers from thousands of data providers worldwide at scale, and introduce the novel solutions that were developed to overcome these challenges. The paper then provides an in-depth discussion of the services and tools built on top of the aggregated data and finally examines several use cases that have leveraged the CORE dataset and services.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗