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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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DOE OSTI2026

Alabama Carbon Storage: Data Sharing and Engagement (Final Report)

This report is the final technical report on Alabama Carbon Storage: Data Sharing Engagement (ACS:DSE) project activities. The goals of the ACS:DSE project are to compile geologic, geophysical, infrastructure, and other relevant CCUS datasets for the study area and develop a geologic model of the study area; develop an online platform to serve data to stakeholders; engage with the public, students, and industry to educate them about CCUS and the data platform; and ensure energy and environmental justice is central to all aspects of the project. Datasets compiled and expanded include formation depths and elevations, digital geophysical well logs, reservoir properties, geologic structures, and geologic models. The geologic data were used to create a three-dimensional geologic model, structure grids, structure contour maps, and fault trace maps. In addition to downloadable datasets, links to CCUS relevant regulatory agencies (e.g., OGB, U.S. Environmental Protection Agency) and sources for infrastructure and educational information were included on the website Educational materials on CCUS for use by K-12 teachers were produced as part of the ACS:DSE project.

01 COAL, LIGNITE, AND PEAT↗
DOE OSTI2024

Development of learning objectives to support undergraduate virology curriculum guidelines

It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course. These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2024

Dynamic and Responsive Distributed Energy Resource Education Solutions for Building, Fire, and Safety Department Officials (Final Technical Report)

From April 2021 through March 2024, the Interstate Renewable Energy Council (IREC) led a collaborative project to develop a free online clearinghouse of educational resources about solar photovoltaics (PV), energy storage systems (ESS), electric vehicle supply equipment (EVSE), and grid-interactive efficient building (GEB) technologies. Two websites—the Clean Energy Clearinghouse and CleanEnergyTraining.org—housed over 70 educational resources. Over the course of the three-year project, 154,272 unique visitors accessed the learning materials. Learner feedback was overwhelmingly positive. Even through the end of the project, there was sustained demand for education and communication. A primary innovation of the project was to drive multiple complementary audiences to the same place. Building owners, designers, installation contractors and developers, authorities having jurisdiction (AHJs), and fire service personnel all benefit from a shared understanding of clean energy technologies, including safety and code-related requirements. When considering the impact on the target audience, the project team worked with partners and advisors to inform resource creation and delivery in such a way as to address key motivational factors of the target audience and compel each user to seek additional information on the topic and return to the Clean Energy Clearinghouse website as their central location for more information. Resources were intentionally developed to be concise—five to 15 minutes—and accessible, meaning not overly technical. Providing basic information demystified the technologies and invited the professional to explore additional learning opportunities. Awardee and partner collaboration was key to project success. IREC facilitated collaboration among the other Topic 2 awardees, Southface and New Buildings Institute (NBI). The three awardees shared relevant information gained through discovery and validation questionnaires that informed product development and reduced duplication of effort by coordinating the development of complementary, and not competing, educational resources. Inspired by this collaboration, IREC brought on additional partners even in the final year of the project. Five regional energy efficiency organizations were part of the project, which expanded the connection between efficiency and distributed energy resources. We also included resources on the Clearinghouse that were developed through other federally funded projects, such as the Buildings Energy Efficiency Frontiers & Innovation Technologies (BENEFIT) program. The website was developed with the learner in mind, and not solely the funding source. Feedback from stakeholders throughout the project, and especially in its final year, indicated the need for continued education and facilitated communication among stakeholders to further the safe and widespread adoption of clean energy.

14 SOLAR ENERGY↗
DOE OSTI2025

SmartFlower Renewable Energy Program (Final Technical Report)

The SmartFlower Renewable Energy Programming project brings renewable energy education to K-12 youth in the region. The motivation of the project was to pair an educational curriculum with Girl Scouts of the Colonial Coast’s newly acquired SmartFlower. A SmartFlower is a solar energy device shaped like a flower in which each petal is a solar panel. The ‘stem’ of the SmartFlower rotates throughout the day, so the petal panels follow the sun’s path and maximize sunlight absorption. The goal of the project was to create an educational curriculum for K-12 youth that centered the SmartFlower and other renewable energy related topics. The Girl Scouts of Colonial Coast team created two educational curriculums; each designed for a specific age group (K-5 and 6 th -12 th grade). Both curriculums walk participants through hands-on activities about the sun, renewable energy, and sustainability. The project adds to educational opportunities in the region and for Girl Scouts. As renewable energy becomes more prevalent and essential, youth must be informed on its’ mechanics and application. The project provides an age-appropriate educational tool that welcomes youth to visit the SmartFlower, understand its larger purpose, and consider the importance of renewable energy. The project was achieved on a modest budget of $16,672 and its sustainability beyond the project period has low to no cost for participants. The curriculum is free and accessible on our website and can be used as an evergreen educational tool. The SmartFlower Renewable Energy Programming project benefits the public as it provides a free, easily accessible education tool to children, families, caregivers, and local educators that is scientifically based and relevant to our energy landscape.

14 SOLAR ENERGY↗
DOE OSTI2023

A Collaboration Website for Muon Catalyzed Fusion and Muon Beam Production

This research initiative establishes a dynamic online platform geared towards supporting the burgeoning Muon Catalyzed Fusion collaboration, focusing on the concurrent development of particle accelerators and transport beamlines for muon beams. The central feature of this endeavor is the creation of a multifaceted website comprising both public facing and private sections to cater to diverse user needs. The public segment is meticulously designed to serve as an educational hub, featuring information pages targeted at the general public alongside private pages exclusively accessible to collaboration members. These pages will host an array of multimedia elements, ranging from images and text animations to video lectures, covering an extensive spectrum of topics integral to the science of Muon Catalyzed Fusion. Encompassing areas such as Acceleration, Applications, Instrumentation, Beamline Design, and beam dynamics design codes, the educational content aims to make complex scientific concepts more accessible to a broader audience. Ensuring seamless accessibility across various devices and operating systems, the website incorporates integration with collaborative tools such as Google Docs for document collaboration, GitHub for code repository management, and WordPress for blogging with interactive commenting features. The bifurcation between public and private sections is a strategic approach to maintaining transparency while safeguarding proprietary research and works in progress. The public pages are strategically crafted to disseminate information, showcasing the latest endeavors and achievements within the NK Labs collaboration, including lectures, published papers, and regular blog posts open to public comments. On the other hand, the private section provides collaboration members with a secure space to share unpublished or nonpublic research, fostering collaborative efforts through integrated Google Docs and Python Plotty for shared graphing work. In essence, this ambitious project endeavors to bridge the gap between complex scientific knowledge and public understanding, enhance collaboration among researchers, and serve as a dynamic and inclusive platform for sharing and advancing the state-of-the-art in Muon Catalyzed Fusion and Accelerators.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗
DOE OSTI2025

Educational Consortium for Energy-related Data Science & Computation in Building Engineering Programs

The project spearheaded by Pennsylvania State University aims to address the growing need for integrating energy-focused computation and data science into building engineering education. As the demand for energy-efficient building designs and operations increases, the educational sector must adapt to equip future engineers with the necessary skills. This initiative responds to this need by developing a consortium that unites multiple institutions to enhance curriculum development, dataset curation, and resource sharing, thereby ensuring students are well-prepared for the evolving energy sector. The primary goal of the project is to establish a consortium that will develop and disseminate educational materials and training programs focused on energy-related data science and computation. Key accomplishments include the creation of a beta website for resource sharing, the development of training programs and standalone modules, and the curation of datasets accessible to the public. This effort will culminate in a curriculum that incorporates advanced modeling technologies and data science skills into building engineering programs.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

Low-Income Energy Affordability Data - LEAD Tool - 2022 Update

The Low-Income Energy Affordability Data (LEAD) Tool was created by the Better Building's Clean Energy for Low Income Communities Accelerator (CELICA) to help state and local partners understand housing and energy characteristics for the low- and moderate-income (LMI) communities they serve. The LEAD Tool provides estimated LMI household energy data based on income, energy expenditures, fuel type, housing type, and geography, which stakeholders can use to make data-driven decisions when planning for their energy goals. From the LEAD Tool website, users can also create and download customized heat-maps and charts for various geographies, housing, energy characteristics, and population demographics and educational attainment. Datasets are available for 50 states plus Puerto Rico and Washington D.C., along with their cities, counties, and census tracts, as well as tribal areas. The file below, "01. Description of Files," provides a list of all files included in this dataset. A description of the abbreviations and units used in the LEAD Tool data can be found in the file below titled "02. Data Dictionary 2022". A list of geographic regions used in the LEAD Tool can be found in files 04-11. The Low-Income Energy Affordability Data comes primarily from the 2022 U.S. Census American Community Survey 5-Year Public Use Microdata Samples and is calibrated to 2022 U.S. Energy Information Administration electric utility (Survey Form-861) and natural gas utility (Survey Form-176) data. The methodology for the LEAD Tool can viewed below (3. Methodology Document). For more information, and to access the interactive LEAD Tool platform, please visit the "10. LEAD Tool Platform" resource link below. For more information on the Better Building's Clean Energy for Low Income Communities Accelerator (CELICA), please visit the "11. CELICA Website" resource below.

AMI↗
DOE OSTI2025

Development and Validation of Smart Building Technology Modules for Academic and Professional Education (Final Technical Report)

Smart building technologies can improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both college curricula and building professionals’ continuing education, there is a lack of systematic instruction on smart building technologies. Slipstream, partnering with Texas A&M University (TAMU), the Society of Building Science Educators (SBSE), and the National Institute of Building Sciences (NIBS), developed a semester-long smart building curriculum for college students and 16 training videos for building professionals and the general public. The education and training cover the drivers and benefits of smart building technologies, key building energy systems, the latest sensor technologies and IoT devices, and focus 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). The smart building curriculum for college students was taught at TAMU in the Spring semester of 2024 as part of the validation process. Student feedback was collected and summarized in a validation report by TAMU. The curriculum material was also reviewed by SBSE faculty who are interested in teaching smart building technology-related courses. Suggestions on revisions and better adoption of the materials by other faculty across the architectural, engineering, and construction (AEC) domains were compiled in a distinct validation report by SBSE. The SBSE validation report was used to create structured subsets of the curriculum material for adoption at different levels in different sub-disciplines. These subsets are categorized and offered on the SBSE website (https://www.sbse.org/courses/Smart-Building-Technologies). The 16 training videos for building professionals and the general public were previewed by 17 industry experts, and feedback and suggested changes were incorporated into the final version of these videos. The videos are organized into a smart building technology training course and published on the Whole Building Design Guide website (https://www.wbdg.org/ce/doe/bto/sbtt), which is hosted by the National Institute of Building Sciences (NIBS). Project team members created marketing materials to promote the awareness of these free, publicly available education and training resources. Outreach and marketing activities included creating short promotional videos, building project webpages, making project announcements on social media, conducting an email campaign, and directly reaching out to faculties and building professionals. This report describes the project approach, provides outlines of the training materials, along with links to resources, and identifies lessons learned in creating the content. We also suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies in the real world.

99 GENERAL AND MISCELLANEOUS↗
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 OSTI2022

PDB‐101: Molecular Explorations through Biology and Medicine

PDB‐101 is an online portal for teachers, students, and the general public to promote exploration of the structural biology of proteins and nucleic acids ( pdb101.rcsb.org ). Learning about the diverse shapes and functions of these biological macromolecules helps to understand all aspects of biomedicine and agriculture, from protein synthesis to health and disease to biological energy. Why PDB‐101? Researchers around the world are studying these molecules at the atomic level. These 3D structures are freely available at the Protein Data Bank (PDB), the central storehouse of biomolecular structures. This website builds introductory materials to help beginners get started in the basics of biomolecular structure and function (“101”, as in an entry level course) as well as resources for extended learning. Since 2011, PDB‐101 has been developed by the RCSB PDB , a global resource for the advancement of research and education in biology and medicine. Along with our Worldwide PDB collaborators, RCSB PDB curates, annotates, and makes publicly available the PDB data deposited by scientists around the globe. The RCSB PDB then provides a window to these data through a rich online resource with powerful searching, reporting, and visualization tools for researchers. This information is then streamlined for students and teachers at PDB‐101. Features include the ongoing Molecule of the Month series, educational materials such as paper models, posters, molecular animations, educational curricula and more. The section “Guide to Understanding PDB Data” is a primer for detailed PDB‐specific information: PDB Data, Visualizing Structures, Reading Coordinate Files, scientific methods for structure determination, and more. PDB‐101 also runs annual Video Challenges for high school students. Participants create short videos that tell molecular stories that connect structural biology and medicine. Previous topics have included HIV/AIDS, diabetes, and antimicrobial resistance. The 2022 challenge will focus on Molecular Mechanisms of Cancer. PDB‐101 activities are evaluated using user surveys, feedback from in‐person activities, and website analytics. In 2020, PDB‐101 hosted >850,000 users and >2.6 million page views.

Zardecki, Christine↗
DOE OSTI2023

A Collaboration Website for Muon Catalyzed Fusion and Muon Beam Production

This project sets up a website to support the nascent Muon Catalyzed Fusion collaboration including development of particle accelerators and transport beamlines for muon beams. The website is envisioned as having the general public information pages and private pages for collaboration members. Multimedia elements like images, text animations, and video lectures, covering a broad spectrum of topics will populate the educational site, covering muon facilities, to comprehensive explorations and seminal documents that define the science of Muon Catalyzed Fusion, Acceleration, Applications, Instrumentation, Beamline Design, and beam dynamics design codes. Ensuring compatibility across devices and operating systems, it also features integration with Google Docs for collaboration, a code repository (GitHub), a blog platform with comments (WordPress), the potential for ChatGPT integration and interactive graph plotting with Python Plotty to enhance data visualization. This project will maintain public and protected private pages, due to the proprietary nature of the work or research in progress. The public sections will be built to foster dissemination of information and highlight recent work within the NK Labs collaboration, including lectures, published papers, and regular blog posts with open commenting. The private section will support unpublished or nonpublic research, by facilitating collaborative efforts through integrated Google Docs and Python Plotty for shared graphing work. Ultimately, this project strives to make complex scientific knowledge more accessible to the public, foster enhanced collaboration, and serve as a platform for sharing cutting-edge research in Muon Catalyzed Fusion and Accelerators.

43 PARTICLE ACCELERATORS↗
DOE OSTI2022

Community Planning for Solar: Conducting Focus Groups for Solar Planning

This guide is designed to assist community officials, volunteers, and regional planning agency staff in conducting preliminary community meetings to learn about attitudes towards solar energy in your community. The guide will provide the key steps, timelines, facilitators' guide, and tips for hosting successful focus groups. Focus groups are meetings with a small group that represent a diversity of perspectives in your community. These differ from an open meeting in that focus groups include very specific questions that are prepared in advance, and all participants are given time to respond and understand various perspectives about solar energy. The guide concludes with a suggested template for reporting the results of your focus group or community meeting to your community more broadly. Holding community focus groups is part of assessing community preferences, as part of the Community Planning for Solar toolkit (ag.umass.edu/solarplanning). This guide is designed to help municipalities in Massachusetts and other states proactively plan for solar development in their communities. For more information, visit the UMass Clean Energy Extension (CEE) website (ag.umass.edu/clean-energy).

14 SOLAR ENERGY↗
DOE OSTI2022

Current Status of the DOE/NNSA Nuclear Criticality Safety Program Hands-on Criticality Safety Training Courses [Slides]

The NCSP training and education program has been conducted since 2011 and has trained over 591 students. 388 students have been trained in the 2-week hands-on course for practitioners and 203 students have been trained in the 1-week manager courses. The course is continuously improved using lessons-learned from the prior year, and new course content is added as necessary. Special courses are developed and offered periodically at the discretion of the NCSP manager. The updated manager course for CSOs was successfully piloted at NCERC in June 2020 and was successfully piloted at Sandia in April 2022. Students interested in taking the courses should visit the DOE NCSP website for additional information about all course offerings and for information about course registration.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2021

COVID-19-associated school closures and related efforts to sustain education and subsidized meal programs, United States, February 18-June 30, 2020

Pre-emptive school closures are frontline community mitigation measures recommended by the US Centers for Disease Control and Prevention (CDC) for implementation during severe pandemics. This study describes the spatiotemporal patterns of publicly announced school closures implemented in response to the coronavirus disease 2019 (COVID-19) pandemic and assesses how public K-12 districts adjusted their methods of education delivery and provision of subsidized meals. During February 18–June 30, 2020, we used daily systematic media searches to identify publicly announced COVID-19–related school closures lasting ≥1 day in the United States (US). We also collected statewide school closure policies from state government websites. Data on distance learning and subsidized meal programs were collected from a stratified sample of 600 school districts. The first COVID-19–associated school closure occurred on February 27, 2020 in Washington state. By March 30, 2020, all but one US public school districts were closed, representing the first-ever nearly synchronous nationwide closure of public K-12 schools in the US. Approximately 100,000 public schools were closed for ≥8 weeks because of COVID-19, affecting >50 million K-12 students. Of 600 districts sampled, the vast majority offered distance learning (91.0%) and continued provision of subsidized meal programs (78.8%) during the closures. Despite the sudden and prolonged nature of COVID-19–associated school closures, schools demonstrated flexibility by implementing distance learning and alternate methods to continue subsidized meal programs.

60 APPLIED LIFE SCIENCES↗
DOE OSTI2022

Hand Calculations for Nuclear Criticality Safety – Primer Revision [Slides]

This presentation discusses progress on the revision of the Hand Calculations for Nuclear Criticality Safety Primer. The new Primer should be approved for unlimited release by the end of the summer 2022. ORNL and LLNL are working to incorporate the website complement onto the NCSP website.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2022

Triton Initiative: FY22 Communications, Outreach, and Engagement End-of-Year Report

The Department of Energy (DOE) Water Power Technologies Office (WPTO) Triton Initiative supports the advancement of the marine energy (ME) industry through environmental monitoring research and technology development. This report presents the results and analysis of the Triton Initiative’s communications, outreach, and engagement (TCOE) efforts in fiscal year 2022. The primary TCOE goals were to: (1) educate and raise awareness of ME and the role of Triton's environmental monitoring research in supporting the industry; (2) build trust with audiences through transparent communications and outreach; and (3) evaluate and refine TCOE tactics based on feedback and metrics. To support these goals, the TCOE team used multiple platforms and approaches. Notable achievements include: (1) 12 newsletter issues sent to 185 subscribers with an average open rate of 56.4%. (2) 10 Triton Stories, resulting in 2,871 collective views contributing to 46% of all Triton website views. (3) 78 Triton-specific social media posts, which generated a total of 81,896 impressions, 1,037 post-clicks, and 7,814 video views. (4) 6,320 Triton website views with increased search engine optimization ranking in several categories. (5) 3 Triton researchers interviewed as guests on two different podcasts, Water Women and Big Deep: An Ocean Podcast. (6) A Triton special issue of the Journal of Marine Science and Engineering (JMSE) featuring 10 peer reviewed publications. All articles ranked in the top 25%, and two in the top 5%, for digital attention of all research outputs scored by Altmetric. (7) A seven-part webinar series called Triton Talks to share and discuss research and results from the research published in the JMSE special issue. Triton leveraged unique opportunities, particularly the JMSE special issue, to disseminate research results to end users, educate stakeholders, and gain valuable feedback. These concerted communication efforts increased exposure across platforms ultimately resulting in greater reach and access across audiences. Based on audience analyses of webinar attendees and newsletter subscribers, the TCOE team was able to successfully engage with general audiences, research partners, and ME stakeholders, including subject matter experts from government agencies, research organizations, and the regulatory community. The TCOE task established channels to gather input and create opportunities for two-way communication with people engaged with Triton’s outreach efforts. The feedback received will enable the TCOE team to support its goals for ongoing evaluation of outreach and engagement tools while continuing to build trust in the ME community and educate diverse audiences about the impactful research conducted by the Triton Initiative. This report is a Triton Initiative Fiscal Year 2022 Quarter 4 Milestone Deliverable due to the DOE WPTO Sponsor on 9/30/2022. An updated version to include data through 9/30/2022 will be delivered in October 2022.

16 TIDAL AND WAVE POWER↗
DOE OSTI2024

Inaugural Symposium of the Institute for Sustainable Energy and Environment, Virginia Commonwealth University

The Inaugural Symposium of the Institute for Sustainable Energy and Environment (ISEE) was held in Virginia Commonwealth University, Richmond, Virginia during April 26 – 28, 2023. The symposium addressed issues and challenges in energy and environment and highlighted the use of clean renewable energy to mitigate the adverse effects of fossil fuels and the greenhouse gases it produces. These issues are complex as the involve educating the public that the climate change is real, it is caused by the use of fossil fuels, it requires scientists and engineers to understand the fundamental science in the production and storage of renewable energy, it requires industries to manufacture and distribute the equipment necessary for commercial application of these technologies, it requires policy makers to put together policies and guidelines to make the transition from fossil fuels to renewable energies efficient, and it requires social scientists and educators to address environmental justice issues and create a workforce to sustain the transition. The symposium considered all the above issues with a diverse list of speakers from the federal and state government, industrial partners, and experts from science and technology to social sciences and public policy. Speakers from the White House Office of Science and Technology Policy, Department of Energy, universities, and non-governmental agencies discussed the challenges and solutions in Plenary as well as Panel sessions. The talks were recorded with permission from the speakers and the panelists and were put in the ISEE website. The participants included students, postdoctoral fellows, and professors from Virginia Commonwealth University and local area Historically Black College and Universities (HBCU) such as Virginia State University and Norfolk State University. The $5000 fund awarded by the Department of Energy were used to support the participation of students, postdoctoral fellows, and faculty from the HBCU institutions. The technical program the list of participants is provided later in the document.

08 HYDROGEN↗
DOE OSTI2020

SUSTAINING NUCLEAR SECURITY REGIMES THROUGH CONTINUOUS LEARNING EXPERIENCES

As Member States plan, implement, and ultimately sustain their nuclear security regimes, human resource development supporting these regimes are paramount. Human resource development broadly includes programs addressing education, training, and knowledge management. The International Atomic Energy Agency’s Implementing Guide, Sustaining a Nuclear Security Regime, highlights the importance of national-level support for assigning resources that help ensure States are able to develop and retain sufficient human resources in the short, medium, and long term. Determining the resources needed to support education, training, and knowledge management is not an easy task, and knowledge management is a practice often overlooked when States plan for and allocate human resources for a nuclear security regime. The paper highlights the importance of implementing knowledge management practices as part of sustaining a nuclear security regime. Given the availability of secure web-based knowledge management tools, a nuclear security human resource development program should not depend solely on direct human interactions. To that end, the paper will offer an approach for planning and implementing a knowledge management system by using the U.S. Department of Energy/National Nuclear Security Administration’s Nuclear Smuggling Detection and Deterrence Knowledge Management Website as a case study. This example offers useful lessons learned for States considering or actively developing their own nuclear security knowledge management efforts and human resource development.

Tremonte, Matthew M.↗