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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 OSTI2022

Impact of Timing in the Design Process on Students’ Application of Design for Additive Manufacturing Heuristics

The goal of this work is to study the way student designers use design for additive manufacturing (DfAM) rules or heuristics. It can be challenging for novice designers to create successful designs for additive manufacturing (AM), due to its recent surge in popularity and lack of formal education or training. A study was carried out to investigate the way novices apply DfAM heuristics when they receive them at different points in the design process. A design problem was presented to students, and three different groups of student participants were given a lecture on DfAM heuristics at three different points in the design process: before the initial design, between the initial design and redesign, and after the redesign. The novelty and quality of each of the resulting designs were evaluated. Results indicate that although the DfAM heuristics lecture had no impact on the overall quality of the designs generated, participants who were given the heuristics lecture after the initial design session produced designs that were better-suited for 3D printing in the second phase of the design activity. However, receiving this additional information appears to prevent students from creatively iterating upon their initial designs, as participants who received heuristic information between the design sessions experienced a decrease in novelty between the two sessions. Additionally, receiving the heuristics lecture increased all students’ perceptions of their ability to perform DfAM-related tasks. Furthermore, these results validate the practicality of design heuristics in lecture form as AM training tools while also emphasizing the importance of iteration in the design process.

computer-aided design↗
DOE OSTI2016

SU-F-E-15: Initial Experience Implementing a Case Method Teaching Approach to Radiation Oncology Physics Residents, Graduate Students and Doctorate of Medical Physics Students

Purpose: Case Method Teaching approach is a teaching tool used commonly in business school to challenge students with real-world situations—i.e. cases. The students are placed in the role of the decision maker and have to provide a solution based on the multitude of information provided. Specifically, students must develop an ability to quickly make sense of a complex problem, provide a solution incorporating all of the objectives (at time conflicting) and constraints, and communicate that solution in a succinct, professional and effective manner. The validity of the solution is highly dependent on the auxiliary information provided in the case and the basic didactic knowledge of the student. A Case Method Teaching approach was developed and implemented into an on-going course focused on AAPM Task Group reports at UTHSCSA. Methods: A current course at UTHSCSA reviews and discusses 15 AAPM Task Group reports per semester. The course is structured into three topic modules: Imaging QA, Stereotactic Radiotherapy, and Special Patient Measurements—i.e. pacemakers, fetal dose. After a topic module is complete, the students are divided into groups (2–3 people) and are asked to review a case study related to the module topic. Students then provide a solution presented in an executive summary and class presentation. Results: Case studies were created to address each module topic. Through team work and whole-class discussion, a collaborative learning environment was established. Students additionally learned concepts such vendor relations, financial negotiations, capital project management, and competitive strategy. Conclusion: Case Method Teaching approach is an effective teaching tool to further enhance the learning experience of radiation oncology physics students by presenting them with though-provoking dilemmas that require students to distinguish pertinent from peripheral information, formulate strategies and recommendations for action, and confront obstacles to implementation.

60 APPLIED LIFE SCIENCES↗
NASA NTRS1995

Small passive student experiments on G324 261 individual quests for student knowledge

The Charleston County School District CAN DO Project payload on STS-57 had a primary goal of photographing the Earth with the GeoCam camera system. In addition, the payload carried 261 passive student experiments representing the efforts of several thousand students throughout the district and in four other states. These experiments represented the individual concepts of teams ranging in age from pre-school to high school. Consequently, a tremendous variety of samples from collard green seeds to microscopic 'water bears' were flown. Each prospective team was provided a simple kit equipped with five vials. Each student team submitted five coded samples, one for space flight and four control samples. The control samples were exposed to radiation, cold and centrifugation respectively while one negative control sample was passively stored. The students received the samples back still coded so that they were unaware of which samples were flown. They then investigated their samples according to their individual research protocols. The results were presented in poster and platform form at a student research symposium. Space Trees grown from tree seeds flown in the payload have been planted at all district schools, and at many guest schools. These seeds represented another way in which to involve additional classes and students. Both the passive experiments and the space trees were housed in what otherwise would have been wasted space within the payload. They extended the GAS programs worthwhile ballast concept to another level. The opportunity to fly an experiment in space is too previous not to be extended to the greatest number of students possible.

Nicholson, James H.↗
DOE OSTI2016

Relationship between student selection criteria and learner success for medical dosimetry students

Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force medical dosimetry educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average (GPA), science grade point average (SGPA), prior experience as a radiation therapist, and previous academic degrees) and the successful completion of a medical dosimetry program, as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student's previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample, representative of more medical dosimetry student populations, and additional studies concerning the relationship of previous work as a radiation therapist and the effect on success as a medical dosimetry student. Based on the quantitative correlation analysis, medical dosimetry leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant's undergraduate cumulative GPA and increase the weight assigned to previous degrees.

61 RADIATION PROTECTION AND DOSIMETRY↗
NASA NTRS1994

NASA/DOD Aerospace Knowledge Diffusion Research Project. Report 26: The technical communication practices of aerospace engineering students: Results of the phase 3 AIAA National Student Survey

This report describes similarities and differences between undergraduate and graduate engineering students in the context of two general aspects of the educational experience. First, we explore the extent to which students differ regarding the factors that lead to the choice of becoming an engineer, current satisfaction with that choice, and career-related goals and objectives. Second, we look at the technical communication practices, habits, and training of aerospace engineering students. The reported data were obtained from a survey of student members of the American Institute of Aeronautics and Astronautics (AIAA). The survey was undertaken as a phase 3 activity of the NASA/DoD Aerospace Knowledge Diffusion Research Project. Data are reported for the following categories: student demographics; skill importance, skill training, and skill helpfulness; collaborative writing; computer and information technology use and importance; use of electronic networks; use and importance of libraries and library services; use and importance of information sources and products; use of foreign language technical reports; and foreign language (reading and speaking) skills.

Pinelli, Thomas E.↗
NASA NTRS1995

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 50: From student to entry-level professional: Examining the role of language and written communications in the reacculturation of aerospace engineering students

When students graduate and enter the world of work, they must make the transition from an academic to a professional knowledge community. Kenneth Bruffee's model of the social construction of knowledge suggests that language and written communication play a critical role in the reacculturation process that enables successful movement from one knowledge community to another. We present the results of a national (mail) survey that examined the technical communications abilities, skills, and competencies of 1,673 aerospace engineering students, who represent an academic knowledge community. These results are examined within the context of the technical communications behaviors and practices reported by 2,355 aerospace engineers and scientists employed in government and industry, who represent a professional knowledge community that the students expect to join. Bruffee's claim of the importance of language and written communication in the successful transition from an academic to a professional knowledge community is supported by the responses from the two communities we surveyed. Implications are offered for facilitating the reacculturation process of students to entry-level engineering professionals.

Pinelli, Thomas E.↗
DOE OSTI2021

Policies and Practices to Improve the Chemistry Graduate Student Experience: Implications of the ACS Survey of Graduate Students

STEM graduate education is vitally important in producing the talent needed to fuel our economy and provide solutions for the challenges we face in emerging diseases and climate change. Yet recent research indicates that women and students who identify as members of minority groups traditionally underrepresented in STEM face extraordinary challenges in their graduate careers. This commentary describes ways in which chemistry graduate education could become more supportive and inclusive through changes by graduate students, faculty, departments, funding agencies, and professional organizations. As a result the scientific workforce could utilize the full range of available talent and become more productive.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
NASA NTRS1995

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 54: The technical communications practices of engineering technology students: Results of the NASA/DOD Aerospace Knowledge Diffusion Research Project phase 3 student surveys

Engineering technology programs are characterized by their focus on application and practice, and by their approximately 50/50 mix of theory and laboratory experience. Engineering technology graduates are employed across the technological spectrum and are often found in areas that deal with application, implementation, and production. Yet we know very little about the communications practices and information-use skills of engineering technology students. In this paper, we report selected results of an exploratory study of engineering technology students enrolled in three U.S. institutions of higher education. Data are presented for the following topics: career goals and aspirations; the importance of, receipt of, and helpfulness of communications and information-use skills instruction; collaborative writing; use of libraries; and the use of electronic (computer) networks.

Pinelli, Thomas E.↗
NASA NTRS1993

Experiments in corrosion for younger students by and for older students

The objectives are to illustrate the electrochemical nature of corrosion and to observe the location of anodes and cathodes (arising from differences in composition and cold work) of metals immersed in electrolyte solutions. The magnitudes of voltages and current densities on corroding couples is obtained.

Masi, James V.↗
DOE OSTI2022

Contrasting student and staff perceptions of preclinical‐to‐clinical transition at a Chilean dental school

Abstract Introduction Dental education is a challenging and demanding field of study as students are expected to acquire various competencies to fulfil their professional requirements after graduation. The objective of this study was to investigate and compare dental students' and clinical staff instructors' perceptions of the preclinical‐to‐clinical transition training at a Dental School in Santiago, Chile. Material and Methods Two questionnaires containing 11 quantitative and one qualitative item were developed to assess our year three, four and five ( n = 244) dental undergraduate students' challenges when they begin treating patients, and clinical staff ( n = 78) perceptions of the preparedness to treat patients of the same students. Both questionnaires were voluntarily and anonymously implemented eight weeks after the beginning of the 2019 academic year. Responses were analysed using a Chi‐squared test for each quantitative question, while qualitative comments were studied to form themes and dimensions. RESULTS A total of 234 (96%) students and 60 (77%) instructors completed their respective questionnaire. There were considerable variations between students in the different years of the programme, as well as between students and staff members. Students and instructors felt the former had enough knowledge to treat patients though it was difficult for them to apply it in clinical practice. Again, both believed they could communicate with patients, but third year students asked for more training on this. Regarding practical skills, fourth‐ and fifth‐year students felt prepared but not third year students, who preferred to work in pairs with senior students, a preference that was shared by the instructors. All student groups asked clinical staff to provide more frequent, constructive and consistent feedback and felt that the difference between simulation and clinical environments and the amount of clinical work to fulfil clinical requirements made them feel stressed. Another mentioned stressor was students' low self‐confidence when working with patients. Among the requested improvements, students requested better training on how the dental clinic works to save time. Conclusions Preclinical‐to‐clinical transition training presents several challenges. Some of the problems highlighted by both students and clinical staff members persisted with the transition after three, four and even five years of training, which needs to be addressed.

Tricio, Jorge↗
DOE OSTI2018

Urinary phthalate metabolites and environmental phenols in university students in South China

Highlights: • University students in South China might be exposed to higher levels of phthalates than parabens or bisphenol analogues. • Concentrations of target EEDs were relatively low in university students, with higher levels in female than male students. • The usage of PCPs is an important source other than diet to affect the profiles of phthalates and parabens in students. In China, university students have unique lifestyles compared with the rest of the youth population, as they are almost entirely isolated in campuses. The number of university students is large, and since students represent the future of human reproduction, exposure to environmental endocrine disruptors (EEDs) may have a large impact on society. In this study, levels of several EEDs, including phthalate metabolites, parabens, bisphenol A (BPA) and its analogues, triclosan (TCS), and benzophenone-3, were determined in 169 urine samples collected from university students in Guangzhou, South China. In addition, to further understand the potential sources of EEDs in their daily lives, a survey of students’ lifestyles was conducted. Based on the urinary concentrations of EEDs and the survey results, daily exposure doses of target EEDs and their potential sources were investigated. Our results indicated that nine phthalate metabolites, three parabens, and BPA were ubiquitous (detection frequency > 60%) in the urine of university students. The concentrations of total phthalates (median: 99.4 µg L{sup −1}) were orders of magnitude higher than those of total parabens (7.30 µg L{sup −1}) and of other environmental phenols (0.40 µg L{sup −1}). Significantly higher concentrations of phthalates, parabens, and TCS were found in female versus male students, partly due to the higher usage of personal care products (PCPs) by female students (p < 0.05). The estimated daily intakes (EDIs) of phthalates, parabens, BPA, and TCS were 0.46–1.35, 3.29–10.3, 0.007, and 0.67 µg/kg-bw/day, respectively. The EDIs of phthalates and BPA were much lower than those suggested by the European Food Safety guidelines (10, 50, and 50 µg/kg-bw/day for dibutyl phthalate, diethylhexyl phthalate, and BPA, respectively). Our results indicated that university students were widely exposed to EEDs, but at relatively low doses. PCP usage was the main reason for differences in levels of phthalates (especially diethyl phthalate) and parabens between male and female students in South Chinese universities.

54 ENVIRONMENTAL SCIENCES↗
NASA NTRS2015

NASA Space Science Day Events-Engaging Students in Science

The NASA Space Science Day Event follows the same format of planning and execution at all host universities and colleges. These institutions realized the importance of such an event and sought funding to continue hosting NSSD events. In 2014, NASA Johnson Space Center ARES team has supported the following universities and colleges that have hosted a NSSD event; the University of Texas at Brownsville, San Jacinto College, Georgia Tech University and Huston-Tillotson University. Other universities and colleges are continuing to conduct their own NSSD events. NASA Space Science Day Events are supported through continued funding through NASA Discovery Program. Community Night begins with a NASA speaker and Astromaterials display. The entire community surrounding the host university or college is invited to the Community Night. This year at the Huston-Tillotson (HTU) NSSD, we had Dr. Laurie Carrillo, a NASA Engineer, speak to the public and students. She answered questions, shared her experiences and career path. The speaker sets a tone of adventure and discovery for the NSSD event. After the speaker, the public is able to view Lunar and Meteorite samples and ask questions from the ARES team. The students and teachers from nearby schools attended the NSSD Event the following day. Students are able to see the university or college campus and the university or college mentors are available for questions. Students rotate through hour long Science Technology Engineering and Mathematics (STEM) sessions and a display area. These activities are from the Discovery Program activities that tie in directly with k- 12 instruction. The sessions highlight the STEM in exploration and discovery. The Lunar and Meteorite display is again available for students to view and ask questions. In the display area, there are also other interactive displays. Angela Green, from San Jacinto College, brought the Starlab for students to watch a planetarium exhibit for the NSSD at Huston-Tillotson University. Many HTU mentors were leading activities in the display room such as build a comet, volcano layering and robotics manipulation. Students were exposed to a variety STEM career possibilities and information. The students could relate the displays and sessions to what they were learning in school. The HTU mentors made the connection clear for the students. The students ended the event with a mission design presentation. They were able to take what they had learned during the day and were able to create a mission. Students presented their Mission Design and gained confidence in STEM. Conclusion: NASA Space Science Day Events provides an out of school experiential learning environment for students to enhance their STEM curriculum and let students see a college campus. The experiences students gain from attending NSSD gives them the confidence to see themselves on a college campus, possibly majoring in a STEM degree, and understand the importance of completing school.

Foxworth, S.↗