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At least 19 records

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DOE OSTI2024

FEW questions, many answers: using machine learning to assess how students connect food–energy–water (FEW) concepts

There is growing support and interest in postsecondary interdisciplinary environmental education which integrate concepts and disciplines in addition to providing varied perspectives. There is a need to assess student learning in these programs as well as rigorous evaluation of educational practices, especially of complex synthesis concepts. This work tests a text classification machine learning model as a tool to assess student systems thinking capabilities using two questions anchored by the Food-Energy-Water (FEW) Nexus phenomena by answering two questions (1) Can machine learning models be used to identify instructor-determined important concepts in student responses? (2) What do college students know about the interconnections between food, energy and water, and how have students assimilated systems thinking into their constructed responses about FEW? Reported here are a broad range of model performances across 26 text classification models associated with two different assessment items, with model accuracy ranging from 0.755 to 0.992. Expert-like responses were infrequent in our dataset compared to responses providing simpler, incomplete explanations of the systems presented in the question. For those students moving from describing individual effects to multiple effects, their reasoning about the mechanism behind the system indicates advanced systems thinking ability. Specifically, students exhibit higher expertise for explaining changing water usage than discussing tradeoffs for such changing usage. This research represents one of the first attempts to assess the links between foundational, discipline-specific concepts and systems thinking ability. These text classification approaches to scoring student FEW Nexus Constructed Responses (CR) indicate how these approaches can be used, in addition to several future research priorities for interdisciplinary, practice-based education research. Development of further complex question items using machine learning would allow evaluation of the relationship between foundational concept understanding and integration of those concepts as well as more nuanced understanding of student comprehension of complex interdisciplinary concepts.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2024

The Italian Summer Students Program at Fermilab and other US Laboratories: 40 years of education in particle physics and technology

Since 1983 the Italian groups collaborating with Fermilab (US) have been running a 2-month summer training program for Master students. While in the first year the program involved only 4 physics students, in the following years it was extended to engineering students. Many students have extended their collaboration with Fermilab with their Master Thesis and PhD. The program has involved almost 600 Italian students from more than 20 Italian universities. Each intern is supervised by a Fermilab Mentor responsible for the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e and SBN and DUNE design and data analysis, development of particle detectors, design of electronic and accelerator components, development of infrastructures and software for tera-data handling, quantum computing and research on superconductive elements and accelerating cavities. In 2015 the University of Pisa included the program within its own educational programs. Summer Students are enrolled at the University of Pisa for the duration of the internship and at the end of the internship they write summary reports on their achievements. After positive evaluation by a University of Pisa Examining Board, interns are acknowledged 6 ECTS credits for their Diploma Supplement. In the years 2020 and 2021 the program was canceled due to the sanitary emergency but in 2022 it was restarted and allowed a cohort of 21 students in 2022, and a cohort of 27 students in 2023 to be trained for nine weeks at Fermilab. We are now organizing the 2024 program.

Barzi, Emanuela↗

DOE OSTI2025

Building Cybersecurity Educational Materials for Students: The Windfarm Capture-The-Flag Exercise

Securing and protecting critical infrastructure in an increasingly digital world is vital but it is all too often an afterthought. It is especially important that students become aware of internet safety and security at an early age. However, the availability of interactive and educational cybersecurity material targeted toward students is minimal in the United States. Here we show an example of interactive cyber security educational material that an educator can use in their classroom to encourage students to think about the interaction between real-world physical objects, cyber security, and information security. By putting together a “capture-the-flag” exercise, students can see in real time how hackers and cybercriminals exploit vulnerabilities and gain access information. The students try to “capture” the “flag” (i.e., information) in the wind farm by looking for oddities in the code or by taking advantage of weaknesses in everyday protocols. Students can also see how cybersecurity interacts with the power grid through the wind farm project scenario and how a hacker could cause serious problems to a critical infrastructure sector. Our goal for the project is getting students interested in cybersecurity and help them develop an awareness of how important having robust security systems is. We also hope that this project demonstrates the importance of introducing these concepts early and inspires others to create similar projects geared toward students.

97 MATHEMATICS AND COMPUTING↗

DOE OSTI2025

The Italian Summer Students Program at Fermilab and other US Laboratories: 40 years of education in particle physics and technology

Since 1983 the Italian groups collaborating with Fermilab (US) have been running a 2-month summer training program for Master students. While in the first year the program involved only 4 physics students, in the following years it was extended to engineering students. Many students have extended their collaboration with Fermilab with their Master Thesis and PhD. The program has involved more than 600 Italian students from more than 20 Italian universities. Each intern is supervised by a Fermilab Mentor responsible for the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e and SBN (MicroBooNE, Icarus, and SBND) and DUNE design and data analysis, development of particle detectors, design of electronic and accelerator components, development of infrastructures and software for tera-data handling, quantum computing and research on superconductive elements and accelerating cavities. In 2015 the University of Pisa included the program within its own educational programs. Summer Students are enrolled at the University of Pisa for the duration of the internship and at the end of the internship they write summary reports on their achievements. After positive evaluation by a University of Pisa Examining Board, interns are acknowledged 6 ECTS credits for their Diploma Supplement. The program was paused in 2020 and 2021 due to the COVID-19 pandemic, but it resumed in 2022. From 2022 to 2024, a total of 60 students participated in the nine-week training at Fermilab. We are currently organizing the 2025 program. This paper provides an overview of the program, which can serve as a model for other interested laboratories.

Barzi, Emanuela [Ohio State U.]↗

DOE OSTI2024

The relationship between stress, anxiety and eating behavior among Chinese students: a cross-sectional study

Background The expansion of higher education and the growing number of college students have led to increased awareness of mental health issues such as stress, anxiety, and eating disorders. In China, the educational system and cultural expectations contribute to the stress experienced by college students. This study aims to clarify the role of anxiety as a mediator in the relationship between stress and eating behaviors among Chinese college students. Methods This study utilized data from the 2021 Psychology and Behavior Investigation of Chinese Residents, which included 1,672 college students under the age of 25. The analysis methods comprised descriptive statistics, t -tests, Pearson correlation analyses, and mediation effect analysis. Results The findings indicate that Chinese college students experience high levels of stress, with long-term stress slightly exceeding short-term stress. Both types of stress were positively correlated with increased anxiety and the adoption of unhealthy eating behaviors. Anxiety was identified as a significant mediator, accounting for 28.3% of the relationship between long-term stress and eating behavior (95% CI = 0.058–0.183). The mediation effect of short-term stress on eating behavior through anxiety was also significant, explaining 61.4% of the total effect (95% CI = 0.185–0.327). Conclusion The study underscores the importance of stress management and mental health services for college students. It recommends a comprehensive approach to reducing external pressures, managing anxiety, and promoting healthy eating behaviors among college students. Suggestions include expanding employment opportunities, providing career guidance, enhancing campus and societal support for holistic development, strengthening mental health services, leveraging artificial intelligence technologies, educating on healthy lifestyles, and implementing targeted health promotion programs.

Chai, Yulin↗

DOE OSTI2024

Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students

School-based mindfulness programs (SBMPs) have gained global popularity. Yet, there is a need for more rigorous procedures to develop and assess them. This study aimed to address these limitations by examining the effectiveness of a Portuguese SBMP, called SER + FELIZ(mente). The final sample included 190 third and fourth-graders: 99 in the SBMP group and 91 in a wait-list group. Effects on attentional control, emotional regulation and wellbeing were examined in the short term (T2) and 6 months later (T3). We also tested the moderating role of age, gender, and baseline scores. Using a multilevel modeling approach, results showed a clear benefit of SBMP on emotional wellbeing at T2 but not T3. Despite SBMP students surpassing wait-list students in attentional control, cognitive reappraisal, and social wellbeing at T2, these effects were due to a levelling off among SBMP students, coupled with a decline among wait-list students from T1 to T2. These effects were moderated by age at T3. While universal improvements were limited, our SBMP seemed to have acted as a shield against school stressors (i.e., likely, test anxiety at T2). This opens a new avenue for research concerning the role of SBMPs in preventing (rather than repairing) mental-health issues in elementary students.

Magalhães, Sofia↗

DOE OSTI2025

Teacher-student training improves the accuracy and efficiency of machine learning interatomic potentials

Machine learning interatomic potentials (MLIPs) are revolutionizing the field of molecular dynamics (MD) simulations. Recent MLIPs have tended towards more complex architectures trained on larger datasets. The resulting increase in computational and memory costs may prohibit the application of these MLIPs to perform large-scale MD simulations. Herein, we present a teacher-student training framework in which the latent knowledge from the teacher (atomic energies) is used to augment the students' training. We show that the light-weight student MLIPs have faster MD speeds at a fraction of the memory footprint compared to the teacher models. Remarkably, the student models can even surpass the accuracy of the teachers, even though both are trained on the same quantum chemistry dataset. Our work highlights a practical method for MLIPs to reduce the resources required for large-scale MD simulations.

36 MATERIALS SCIENCE↗

DOE OSTI2025

Work In Progress: Using Internships as Means for Indirect Assessment of ABET Criteria 3 “1-7” Student Outcomes

The Electrical & Computer Engineering (ECE) Department at Portland State University (PSU) has developed a Power Engineering Internship (PEI) program that provides engineering career development pathways within the electric utility industry. The PEI is supported by several U.S. Department of Energy grants that aim to develop quality career opportunities and develop a future electric utility workforce that represents the nation’s diverse populations. The PSU ECE Department intends to use surveys of internship participants as assessment tools for its ABET accreditation process, in particular, the ABET Criteria 3 Student Outcomes (SOs). SOs relate to the knowledge, skills, and behaviors that students acquire as they progress through an engineering program [1]. They describe what engineering students are expected to know and should be able to do by the time they graduate. Engineering education literature presents multiple methods for using internships as means for assessing SOs. Methods include using self-assessments that derive from internship experiences as well as mapping survey responses from employers and interns to SOs. Such methods gain value as they are assessed over multiple years. However, the majority of this literature discusses assessment tools that were developed for the ABET 2000 Criteria 3 “a through k” SOs. One of our motivations is to provide assessment tools that can be used to assess modern Criteria 3 SOs based on students’ internship experiences.

Bass, Robert [Portland State University]↗

DOE OSTI2025

Work In Progress: Using Internships as Means for Indirect Assessment of ABET Criteria 3 "1-7" Student Outcomes

PSU operates the Power Engineering Internship program with funding from two U.S. Department of Energy grants. The program is operated in partnership with the lead organizations of these grants, an investor-owned utility, Portland General Electric (PGE), and the Confederated Tribes of the Warm Springs (CTWS). One of the programmatic goals of the PEI is to create and sustain a clean energy engineering workforce pipeline on behalf of these lead organizations. Both grants support internships at PGE, which is also a partner on the CTWS grant. The PEI provides engineering students with year-long internships, spanning both the academic year and the summer. The interns work at PGE facilities located throughout the Portland metropolitan area. Interns are employed full-time during summers and part-time during the academic year. Proximity of the worksites to the PSU campus enables the interns to participate in the program while attending school full-time. During the academic year, students average fifteen hours per week, adjusting their work schedule according to their academic workload. The interns are allocated 930 hours per year, 480 in the summer and 450 during the academic year, which they can plan as they see fit. The internships provide meaningful financial support for the students, who can earn up to $21k if they use all of their allocated hours. Such funding is particularly important for the typical student who attends a minority serving institutions,

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2024

Activities at Pacific Northwest National Laboratory to Advance Nuclear Radiation Science among Underrepresented STEM Students

The Partnership for Radiation Studies (PaRS) consortium is a collaboration between two minority-serving institutions and two U.S. national laboratories. The five-year consortium is funded by the U.S. Department of Energy’s (DOE) National Nuclear Security Administration (NNSA), and it aims enhance workforce of underrepresented students in STEM disciplines. PaRS’ long-term goal is to train students for their prospective hiring in DOE laboratories and sites. As one of the two integral national laboratory partners, the Pacific Northwest National Laboratory (PNNL) is playing an integral role in achieving this goal via pertinent lectures, seminars, hands-on trainings, and outreach activities. This paper summarizes PNNL’s key activities and initiatives to train the next generation of underrepresented students in STEM disciplines.

Minority Serving Institutions Partnership Program,↗

DOE OSTI2025

“When I talk about it, my eyes light up!” Impacts of a national laboratory internship on community college student success

Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued "warm" social environments. We propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students.

careers↗

DOE OSTI2025

Global lessons: a comparative analysis of nuclear gamification's impact in American and British students

The global nuclear skills shortage demands urgent educational investment, particularly for students aged 11–18. To help address this, we have introduced RAD Ratings, an interactive card game designed to improve the teaching of nuclear concepts to students, which includes subjects such as half-lives, types of radiation, and radionuclide applications. RAD Ratings has already been successfully piloted in the United Kingdom and in this paper, we present a comparison in selected American schools for the first time. Snapshot survey results show RAD Ratings improve interest in nuclear science and careers, offering insights into gamification’s potential to improve engagement across different geographic locations.

38 RADIATION CHEMISTRY, RADIOCHEMISTRY, AND NUCLEA↗

DOE OSTI2024

QuarkNet Center Summer Internship for High School Students – FY2023

The purpose of this CRADA is to provide the contractual vehicle for Fermilab to receive funds from the College of DuPage in support of high school student research working with the Fermilab/University of Chicago QuarkNet Center, beginning with the effective date of this CRADA and continuing through 2023. Local QuarkNet Centers provide professional development programs to high school teachers and high energy physics research opportunities to high school teachers and students who participate in the local programs. The Office of Education and Public Engagement at Fermi National Accelerator Laboratory (Fermilab) administers a local QuarkNet Center program on behalf of both Fermilab and the University of Chicago.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2024

QuarkNet Center Summer Internship for High School Students – FY2024

The purpose of this CRADA is to provide the contractual vehicle for Fermilab to receive funds from the College of DuPage in support of high school student research working with the Fermilab/University of Chicago QuarkNet Center, beginning with the effective date of this CRADA and continuing through 2024. Local QuarkNet Centers provide professional development programs to high school teachers and high energy physics research opportunities to high school teachers and students who participate in the local programs. The Office of Education and Public Engagement at Fermi National Accelerator Laboratory (Fermilab) administers a local QuarkNet Center program on behalf of both Fermilab and the University of Chicago.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2025

Research Traineeships for Students from Minority Serving Institutions in Nuclear Physics at the University of Texas at Arlington (Final Technical Report)

This project supported research traineeships for students of minority serving institutions in Texas to perform nuclear physics research at the University of Texas at Arlington, an R1 research university in the Dallas Fort Worth metroplex. UTA is the leading US institution on the NEXT neutrinoless double beta decay collaboration, and students were paired with junior and senior mentors and undertook research projects in our Nuclear Physics (NP) research laboratories.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗

DOE OSTI2026

Cyber Halo Innovation Research Program (CHIRP) Student Research Report: Program Analysis

The Cybersecurity and Space Systems Research Program (CHIRP) conducted multi-year, mission-focused research addressing emerging cybersecurity challenges affecting space and ground systems. Students from California State University San Bernardino (CSUSB), University of Texas El Paso (UTEP), and California State University Dominguez Hills (CSUDH) conducted structured research, developed proof-of-concept demonstrations, participated in applied cybersecurity training, and collaborated with Space Systems Command (SSC), academic, and industry partners. This report documents the research questions, methodologies, findings, demonstrations, and student contributions associated with each cohort. It also summarizes the program’s workforce-development outcomes, including applied cybersecurity training, professional certifications, technical credentials, and partnerships with organizations such as CT Cubed, Inc. and ISC2. Collectively, CHIRP strengthened the space-cybersecurity workforce pipeline and produced research and prototype efforts that may inform future cybersecurity assessments, test and evaluation activities, cyber-range development, acquisition planning, operational training, and mission-assurance initiatives.

McKenzie, Penny L.↗

DOE OSTI2025

Fermilab Italian Student Program (Final Report)

I participated to the 2019 Fermilab Italian Student Program under the supervision of Anadi Canepa and Lorenzo Uplegger. I worked with the Fermilab research group that is involved with the R&D of the CMS Outer Tracker. The Compact Muon Solenoid (CMS) is a a general-purpose detector located at the Large Hadron Collider (LHC), the world's most powerful particle accelerator. In the next years LHC will undergo the High-Luminosity LHC upgrade, which will bring its luminosity from 1 × 10 34 cm -2 s -1 to 1.5 × 10 34 cm -2 s -1 . This increase in luminosity will require an upgrade of CMS as well, in order to comply with the augmented rate of particles which will cross the detector. The CMS tracker is a detector, composed of various modules made of silicon pixel trackers and silicon strip trackers, whose aim is to reconstruct the trajectories of the particles produced by the collisions in LHC. The tracker is ideally divided in Inner Tracker and Outer Tracker. The HL-LHC upgrade put important challenges in the designing of the tracker. It will have to withstand the irradiation of a large fluence of particles, without suffering a too severe deterioration of its performance. In addition to this, in order to comply with the increased rate of events that CMS will need to detect, the tracker will be exploited for triggering at the fully hardware Level 1 Trigger, in contrast to the current tracker, whose data are only used for the software High-Level Trigger. This feature is managed by the "stub logic", which will be explained in chapter 2. During the months of August and September at Fermilab I carried out the data analysis of three test beam runs performed in the last two years on the 2S Outer Tracker Minimules. The 2S Minimoule consists of two silicon strip trackers placed one upon the other with the strips kept parallel.

43 PARTICLE ACCELERATORS↗

DOE OSTI2025

Machine Learning for superconducting magnets application (2023 Italian Summer Students program at FNAL Final Report)

This report documents the work I conducted during my internship as part of the Italian Summer Students program at the Fermilab National Accelerator Laboratory (FNAL). Throughout my internship, I was stationed in the Technical Division within the Fermilab laboratory, where I was under the guidance of Emanuela Barzi and co-supervised by Reed Teyber from the Lawrence Berkeley National Laboratory (LBNL). The aim of the project is the study and characterization of quench antenna signals in order gain understanding on the mechanical and electromagnetic phenomena happening inside superconductive magnets. The results presented here identify some potential areas of investigation and potential directions for improving the construction of magnetic superconductors, particularly within the framework of the CCT subscale program at LBNL.

75 CONDENSED MATTER PHYSICS, SUPERCONDUCTIVITY AND↗