Search NASA⌕ Search

SEARCH · Search NASA

Results for “pedagogy”

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
All sourcesNASA NTRSDOE OSTI
DOE OSTI2025

A Systems Thinking Approach to Nuclear Pedagogy and Workforce Development

Nuclear technology's controversial status has been shaped by its early use in military applications, fear driven by high-profile accidents, and unresolved waste management challenges. There have, on the other hand, been periodic claims that a “nuclear renaissance” is imminent, driven by different dynamics at different times, most recently related to growing energy demands and increasing concern over carbon emissions. In this article, we respond to urgent calls for more nuclear engineers, resulting from the latest rallying cry around nuclear energy, by reframing the problem using a systems thinking approach that illuminates new pathways for nuclear workforce development via interdisciplinary pedagogies. By building nuclear education into a wide variety of disciplines, we argue, the nuclear workforce could become more resilient to ebbs and flows in energy markets and public opinion. Widening nuclear education beyond nuclear engineers could also reduce the isolation and compartmentalization that has limited the possibilities of nuclear technology. We show how growing and diversifying the overall nuclear workforce could create a wide variety of career opportunities outside STEM and enable greater specialization within STEM, since nuclear engineers and other specialists could be freed up to focus on technological and infrastructural innovations. We argue that interventions into nuclear education should establish new connections and applications of the nuclear sciences in diverse areas of expertise to develop a broad range of professionals who can contribute to a more stable nuclear workforce, bringing what we call “critical and creative nuclear energy literacies” to long-standing and systemic challenges around nuclear energy.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗
NASA NTRS2014

Data-Intensive Science meets Inquiry-Driven Pedagogy: Interactive Big Data Exploration, Threshold Concepts, and Liminality

Threshold concepts in any discipline are the core concepts an individual must understand in order to master a discipline. By their very nature, these concepts are troublesome, irreversible, integrative, bounded, discursive, and reconstitutive. Although grasping threshold concepts can be extremely challenging for each learner as s/he moves through stages of cognitive development relative to a given discipline, the learner's grasp of these concepts determines the extent to which s/he is prepared to work competently and creatively within the field itself. The movement of individuals from a state of ignorance of these core concepts to one of mastery occurs not along a linear path but in iterative cycles of knowledge creation and adjustment in liminal spaces - conceptual spaces through which learners move from the vaguest awareness of concepts to mastery, accompanied by understanding of their relevance, connectivity, and usefulness relative to questions and constructs in a given discipline. For example, challenges in the teaching and learning of atmospheric science can be traced to threshold concepts in fluid dynamics. In particular, Dynamic Meteorology is one of the most challenging courses for graduate students and undergraduates majoring in Atmospheric Science. Dynamic Meteorology introduces threshold concepts - those that prove troublesome for the majority of students but that are essential, associated with fundamental relationships between forces and motion in the atmosphere and requiring the application of basic classical statics, dynamics, and thermodynamic principles to the three dimensionally varying atmospheric structure. With the explosive growth of data available in atmospheric science, driven largely by satellite Earth observations and high-resolution numerical simulations, paradigms such as that of dataintensive science have emerged. These paradigm shifts are based on the growing realization that current infrastructure, tools and processes will not allow us to analyze and fully utilize the complex and voluminous data that is being gathered. In this emerging paradigm, the scientific discovery process is driven by knowledge extracted from large volumes of data. In this presentation, we contend that this paradigm naturally lends to inquiry-driven pedagogy where knowledge is discovered through inductive engagement with large volumes of data rather than reached through traditional, deductive, hypothesis-driven analyses. In particular, data-intensive techniques married with an inductive methodology allow for exploration on a scale that is not possible in the traditional classroom with its typical problem sets and static, limited data samples. In addition, we identify existing gaps and possible solutions for addressing the infrastructure and tools as well as a pedagogical framework through which to implement this inductive approach.

Ramachandran, Rahul↗
NASA NTRS1999

Technology Development, Implementation and Assessment: K-16 Pre-Service, In-Service and Distance Learning Initiatives

The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.

Williams, William B., Jr.↗
DOE OSTI2020

Process intensification education contributes to sustainable development goals. Part 1

In 2015 all the United Nations (UN) member states adopted 17 sustainable development goals (UN-SDG) as part of the 2030 Agenda, which is a 15-year plan to meet ambitious targets to eradicate poverty, protect the environment, and improve the quality of life around the world. Although the global community has progressed, the pace of implementation must accelerate to reach the UN-SDG time-line. For this to happen, professionals, institutions, companies, governments and the general public must become cognizant of the challenges that our world faces and the potential technological solutions at hand, including those provided by chemical engineering. Process intensification (PI) is a recent engineering approach with demonstrated potential to significantly improve process efficiency and safety while reducing cost. It offers opportunities for attaining the UN-SDG goals in a cost-effective and timely manner. However, the pedagogical tools to educate undergraduate, graduate students, and professionals active in the field of PI lack clarity and focus. This paper sets out the state-of-the-art, main discussion points and guidelines for enhanced PI teaching, deliberated by experts in PI with either an academic or industrial background, as well as representatives from government and specialists in pedagogy gathered at the Lorentz Center (Leiden, The Netherlands) in June 2019 with the aim of uniting the efforts on education in PI and produce guidelines. In this Part 1, we discuss the societal and industrial needs for an educational strategy in the framework of PI. The terminology and background information on PI, as it relates to educational implementation in industry and academia, are provided as a preamble to Part 2, which presents practical examples that will help educating on Process Intensification.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2023

Exploring young adult texts within the Historically Responsive Literacy Framework with preservice teachers

Abstract While culturally responsive texts have become more common in teacher education, too often, preservice teachers (PTs) are not asked to examine how to use these books pedagogically. To address this issue, in a young adult (YA) literature course, the Framework for Culturally and Historically Responsive Literacy (HRL) (Muhammad, 2000) Cultivating genius: An equity framework for culturally and historically responsive literac y, 2020; Scholastic) was used in conjunction with representative and inclusive YA trade books. Data analysis was conducted on PT's course work, including HRL unit plans, to determine whether PTs were able to implement Muhammad's (2020) framework using YA texts. The findings of this study show that PTs' understanding of the HRL tenets was at varying levels. While there were unit plans with learning goals that matched Muhammad's purpose and definition for each tenet and YA connections for every tenet, PTs showed a better understanding of the tenets of identity and intellect than skills and Criticality. Implications of these findings including exposing PTs to learning frameworks “written by people of color and designed for children of color” (Muhammad, 2020, p. 11) to create instruction that meets their future students' needs and does not just skim the surface of culturally responsive pedagogies.

Pule, Heather↗
DOE OSTI2026

Sandbox for Outer Loop Analysis (SOLA)

SAND2026-18834O Sandbox for Outer Loop Analysis (SOLA) is an object-oriented Matlab library that prototypes outer loop analysis algorithms. It serves as a platform for rapid idea exploration, algorithm testing, and enhancing pedagogy. Sandia National Laboratories is a multimission laboratory managed and operated by National Technology & Engineering Solutions of Sandia, LLC, a wholly owned subsidiary of Honeywell International Inc., for the U.S. Department of Energy's National Nuclear Security Administration under contract DE-NA0003525.

van Bloemen Waanders, Bart [Sandia National Lab. (↗
DOE OSTI2022

Completing the Circuit: Workforce Development for Advanced Building Construction and Grid-Interactive Efficient Buildings

This paper will present key findings from a future-oriented qualitative study investigating likely futures for the next 5-10 years in the architecture, engineering, construction, and operations industry. This research offers an original contribution to the buildings industry by articulating an actionable framework to more effectively build connections between built environment fields. Whereas the ideal of interdisciplinary, research driven practice underlies the approach to pedagogy at many schools of architecture, innovation in the profession, such as the integrated design process, has been limited. This project applies Legitimation Code Theory (LCT) to the analysis of data gathered from interviews and a review of industry reports.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2025

Report of the 2025 Workshop on Next-Generation Ecosystems for Scientific Computing: Harnessing Community, Software, and AI for Cross-Disciplinary Team Science

This report summarizes insights from the 2025 Workshop on Next-Generation Ecosystems for Scientific Computing: Harnessing Community, Software, and AI for Cross-Disciplinary Team Science, which convened more than 40 experts from national laboratories, academia, industry, and community organizations to chart a path toward more powerful, sustainable, and collaborative scientific software ecosystems. To address urgent challenges at the intersection of high-performance computing (HPC), AI, and scientific software, participants envisioned agile, robust ecosystems built through socio-technical co-design—the intentional integration of social and technical components as interdependent parts of a unified strategy. This approach combines advances in AI, HPC, and software with new models for cross-disciplinary collaboration, training, and workforce development. Key recommendations include building modular, trustworthy AI-enabled scientific software systems; enabling scientific teams to integrate AI systems into their workflows while preserving human creativity, trust, and scientific rigor; and creating innovative training pipelines that keep pace with rapid technological change. Pilot projects were identified as near-term catalysts, with initial priorities focused on hybrid AI/HPC infrastructure, cross-disciplinary collaboration and pedagogy, responsible AI guidelines, and prototyping of public-private partnerships. This report presents a vision of next-generation ecosystems for scientific computing where AI, software, hardware, and human expertise are interwoven to drive discovery, expand access, strengthen the workforce, and accelerate scientific progress.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2026

Report of the 2026 Workshop on Next-Generation Ecosystems for Scientific Computing: Harnessing Community, Software, and AI for Cross-Disciplinary Team Science

Scientific computing is undergoing rapid transformation as advances in artificial intelligence, heterogeneous computing, automation, and data-intensive research reshape not only computational tools but also the institutions, workforce models, and collaborative practices that support scientific discovery. This report synthesizes insights from the 2026 Workshop on Next-Generation Ecosystems for Scientific Computing, the second in a three-year series focused on strengthening scientific computing ecosystems through socio-technical co-design. Workshop discussions identified four interdependent strategic themes: software ecosystems for AI-enabled scientific discovery; trust, validation, and traceability; human-AI teaming and paradigm shifts; and workforce, pedagogy, and governance. The report translates these themes into eight priorities for community action spanning shared research infrastructure, trust and traceability, user experience, human-AI teaming, workforce development, cross-sector coordination, stewardship and sustainability, and evaluation of scientific value. Together, these priorities outline directions for building scientific computing ecosystems that remain trustworthy, sustainable, innovative, and resilient as AI assumes a growing role in scientific work.

AI↗
DOE OSTI2024

Intro to HPC Bootcamp: Engaging New Communities Through Energy Justice Projects

The U.S. Department of Energy (DOE) is a long-standing leader in research and development of high-performance computing (HPC) in the pursuit of science. However, we face daunting challenges in fostering a robust and diverse HPC workforce. Basic HPC is not typically taught at early stages of students' academic careers, and the capacity and knowledge of HPC at many institutions are limited. Even so, such topics are prerequisites for advanced training programs, internships, graduate school, and ultimately for careers in HPC. To help address this challenge, as part of the DOE Exascale Computing Project's Broadening Participation Initiative, we recently launched the Introduction to HPC Training and Workforce Pipeline Program to provide accessible introductory material on HPC, scalable AI, and analytics. We describe the Intro to HPC Bootcamp, an immersive program designed to engage students from underrepresented groups as they learn foundational HPC skills. Here, the program takes a novel approach to HPC training by turning the traditional curriculum upside down. Instead of focusing on technology and its applications, the bootcamp focuses on energy justice to motivate the training of HPC skills through project-based pedagogy and real-life science stories. Additionally, the bootcamp prepares students for internships and future careers at DOE labs. The first bootcamp, hosted by the advanced computing facilities at Argonne, Lawrence Berkeley, and Oak Ridge National Labs and organized by Sustainable Horizons Institute, took place in August 2023.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2022

Immersive Industrialized Construction Environments for Energy Efficiency Construction Workforce

The National Renewable Energy Laboratory is actively developing and testing Immersive Industrialized Construction Environments (IICE) for construction automation and worker-machine interaction to investigate possible solutions and increase workforce productivity. At full scope and matured functionality, IICE allows us to accelerate the development of and better explore industrialized construction approaches such as prefabrication. IICE also enables wider adoption of energy-efficient products and Industry 4.0 construction automation through worker-machine interaction pilots. Industry 4.0 and industrialized construction approaches can encourage workforce specialization in energy efficiency construction, address the lack of multi-skilled workers, and increase workforce productivity with construction automation. However, recent attempts to integrate these concepts with the industry have only been moderately successful. To address this, focusing the pedagogy on using a digital twin, its digital models, and virtual reality could make the experience of continuing education on construction automation more affordable, accessible, scalable, immersive, and safer, and could greatly improve the efficiency and robustness of the building and construction industry. IICE accurately represents the realities of construction uncertainties without having to create full scale physical prototypes of machines. In this paper, we address the following research question: How can a digital twin and its models in virtual reality enhance the learning experience and productivity of energy efficiency construction workers to gain the skills in operating Industry 4.0 components such as construction automation and handling energy-efficient products in industrialized construction factories and on-site? We introduce original research on developing IICE and present preliminary findings from time and motion pilot studies.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
NASA NTRS1994

Human-centered design of human-computer-human dialogs in aerospace systems

The second six months of this grant saw further development of GT-CATS, the Georgia Tech Crew Activity Tracking System, and progress on research exploring tutoring concepts for tutors for mode management. The latter included data analysis and a preliminary paper summarizing the development and evaluation of the VNAV Tutor. A follow-on to the VNAV Tutor is planned. Research in this direction will examine the use of OFMspert and GT-CATS to create an 'intelligent' tutor for mode management, a more extensive domain of application than only vertical navigation, and alternative pedagogy, such as substituting focused 'cases' of reported mode management situations rather than lessons defined by full LOFT scenarios.

Mitchell, Christine M.↗
NASA NTRS1997

The World Wide Web as a Medium of Instruction: What Works and What Doesn't

A conference was held on March 18-20, 1997 to investigate the lessons learned by the Aeronautics Cooperative Agreement Projects with regard to the most effective strategies for developing instruction for the World Wide Web. The conference was a collaboration among the NASA Aeronautics and Space Transportation Technology Centers (Ames, Dryden, Langley, and Lewis), NASA Headquarters, the University of Idaho and The Pennsylvania State University. The conference consisted of presentations by the Aeronautics Cooperative Agreement Teams, the University of Idaho, and working sessions in which the participants addressed teacher training and support, technology, evaluation and pedagogy. The conference was also undertaken as part of the Dryden Learning Technologies Project which is a collaboration between the Dryden Education Office and The Pennsylvania State University. The DFRC Learning Technology Project goals relevant to the conference are as follows: conducting an analysis of current teacher needs, classroom infrastructure and exemplary instructional World Wide Web sites, and developing models for Web-enhanced learning environments that optimize teaching practices and student learning.

McCarthy, Marianne↗
NASA NTRS1999

1997 NASA/MSFC Summer Teacher Enrichment Program

This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.

Source record↗
NASA NTRS1997

The MUSES Satellite Team and Multidisciplinary System Engineering

In a unique partnership between three minority-serving institutions and NASA's Jet Propulsion Laboratory, a new course sequence, including a multidisciplinary capstone design experience, is to be developed and implemented at each of the schools with the ambitious goal of designing, constructing and launching a low-orbit Earth-resources satellite. The three universities involved are North Carolina A&T State University (NCA&T), University of Texas, El Paso (UTEP), and California State University, Los Angeles (CSULA). The schools form a consortium collectively known as MUSES - Minority Universities System Engineering and Satellite. Four aspects of this project make it unique: (1) Including all engineering disciplines in the capstone design course, (2) designing, building and launching an Earth-resources satellite, (3) sustaining the partnership between the three schools to achieve this goal, and (4) implementing systems engineering pedagogy at each of the three schools. This paper will describe the partnership and its goals, the first design of the satellite, the courses developed at NCA&T, and the implementation plan for the course sequence.

Chen, John C.↗