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At least 19 records
All sourcesNASA NTRSDOE OSTI
DOE OSTI2025

Undergraduate Women in STEM Internship Program

In collaboration with the Universities Research Association, Inc. (URA), establishment of the Undergraduate Women in STEM Internship pilot program assists Fermi Research Alliance, LLC (FRA) with honoring its commitment to increasing gender, racial and ethnic workforce diversity. This focused initiative is intended to invite, support and yield a qualified pipeline of alumnae underrepresented in FRA’s science and technology management and technical staff positions. Interns in this program spend 10-12 weeks at Fermilab working under the direct leadership, guidance and supervision of scientists, engineers, computing professionals, technicians and staff across all directorates performing hands-on research. In addition, the intern cohort meets with mentors and advisors to grow their professional networks, to take part in engaging and inclusive intellectual discussions, to directly benefit from workplace resources, and to participate in professional development and social engagement opportunities. The design of each research project and the supervision, mentorship and evaluation is conducted by a scientific, engineering, computing professional at Fermilab.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2025

Embracing Uncertainty and Perseverance. A Brief Perspective on Conducting On-Site NDT Research

Dr. Judi E. See, a Systems Analyst and Human Factors Engineer at Sandia National Laboratories, reflects on her experience conducting NDT research in a male-dominated environment. She emphasizes the importance of persistence, flexibility, and persuasive skills in overcoming challenges, ranging from gaining access to test sites and equipment to building trust with inspectors. She shares her personal experience of navigating professional situations where gender disparities were evident, highlighting the need for women to adapt and overcome obstacles in traditionally male-dominated settings. See's journey demonstrates that perseverance and ingenuity can lead to significant contributions, process improvements, and recognition in the NDT field.

42 ENGINEERING↗
NASA NTRSDate not supplied

My Journey to NASA and role as a (Molecular) Biologist…

My journey to NASA started in undergrad, where I performed microbiology research and became hooked in the STEM fields. From there I earned a Ph.D. in Biochemistry and Molecular Biology from Mayo Graduate school where I performed Pancreatic Cancer research and then went on to perform postdoctoral research in Developmental Biology at the University of Miami. Trained as a biologist, I landed my first job at NASA as a mission scientist on the Rodent Research project. As a mission scientist, I led science activities associated with development, flight, and post-flight analysis of rodent research missions on the ISS in consultation with project engineers, operational specialists, mission PI(s), and mission Implementation Partner(s). I also assessed the feasibility of scientific experiments as a technical and scientific expert in rodent research on the ISS. Eager to learn more about the molecular changes that occur as a result of spaceflight exposure, I transitioned to the NASA GeneLab project where I eventually became the data processing lead. NASA’s GeneLab helps scientists understand how the fundamental building blocks of life – DNA, RNA, proteins, and metabolites – change from exposure to the space environment including microgravity and cosmic radiation exposure. GeneLab does so by providing fully coordinated epigenomics, genomics, transcriptomics, proteomics, and metabolomics data (collectively known as omics data) alongside essential metadata describing each spaceflight and space-relevant experiment. To maximize the intelligibility of these data, particularly for users with limited bioinformatics knowledge, GeneLab has started processing and analyzing these datasets to generate differential gene expression data and identify biological and physiological pathways that are dysregulated as a result of spaceflight. The user interface was designed to be accessible to a broad variety of users, including high school and college students who can use it to learn about omics data analysis and space biology. During the CA Space Grant Women in STEM Panel event, I will provide an overview of my journey to NASA including my work at NASA on both the Rodent Research and GeneLab projects. I will conclude by providing resources for opportunities to work with GeneLab and NASA at large followed by links to programs designed specifically to engage women in STEM fields.

Amanda M Saravia-Butler↗
DOE OSTI2024

Preparing Underrepresented Minorities for STEM Careers in Energy

The purpose of the grant was to increase the participation of underrepresented minorities and women in STEM disciplines that are critical for the energy industry. The grant was implemented by the Fort Valley State University’s (FVSU) Cooperative Developmental Energy Program (CDEP). FVSU-CDEP enrolled two cohorts of six academically talented freshmen students into its accelerated five-year 3+2 dual degree STEM program. In the 3+2 dual degree format, students enroll at FVSU for three years and earn bachelor’s degrees in biology, chemistry, or mathematics and transfer to a partnering university for two years to earn second bachelor’s degrees in engineering, geology/geophysics, or health physics. FVSU-CDEP partnering universities consist of Georgia Tech, Grand Valley State University, Penn State University, University of Alabama, University of Arkansas, University of Nevada-Las Vegas, and the University of Texas-Austin. Cohort I enrolled at FVSU fall semester of 2017 and cohort II enrolled fall semester of 2020. All six of the students in cohort I earned bachelor’s STEM degrees at FVSU and transferred to a partnering university. Five of the six who transferred to a partnering university earned the second bachelor’s degree. One student transferred from a partnering university to a non-partner university to continue pursuit of the second degree. All students in cohort I had internships, attended professional meetings, and made presentations. Cohort II enrolled the fall-semester of 2020 in the midst of COVID epidemic. Cohort II was only funded for one year, 2020/2021. The DOE Office of Economic Impact and Diversity informed the PI that there would not be any funding for the fifth and final year (2021/2022) of the project. All six of the students in cohort II earned bachelor’s STEM degrees from FVSU and transferred to one of CDEP’s partnering universities. One of the students in cohort II graduate with an MS degree spring of 2023. Currently, four are pursuing graduate degrees at partnering universities and one withdrew from a partnering school because health reasons. Students in cohort II opportunities to participate in internship were negatively impact by the COVID epidemic (2020-2022). Of the 12 scholarship participants, 8 were females. Fifty percent of the males pursued second degrees in Engineering while only twenty-five percent of the females chose Engineering as their second degree.

42 ENGINEERING↗
DOE OSTI2021

Equity for women and underrepresented minorities in STEM: Graduate experiences and career plans in chemistry

Significance On June 10, 2020, as part of the Black Lives Matter movement, scientists in the United States and throughout the world paused to consider how systematic racism affects the scientific enterprise. As a result, many academic departments are now assessing policies and practices that may contribute to this situation. This paper provides evidence of the nature of inequities related to race–ethnicity and gender in graduate school experiences and career plans of PhD students in one science, technology, engineering, and math (STEM) discipline, chemistry. The results can help promote understanding of the problems and guide efforts toward equity within STEM and, potentially, other academic areas. In turn, these changes can strengthen the scientific enterprise and the well-being of society.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2021

Science Personality and STEM Ambassador

Dr. Amy Elliott has had unique opportunities to serve as a STEM role model through her various media production projects. Her debut on screen was as a competitor on an engineering reality show competition called “The Big Brain Theory,” aired by The Discovery Channel. Following this competition, Dr. Elliott served as an on-camera host for RoboNation’s water-based, annual collegiate competitions and for The Science Channel’s viral video show, “Outrageous Acts of Science.” Dr. Elliott also serves as volunteer pit-crew for Green Envy Racing, a woman-lead race team that seeks to set and speed records with electric motorcycles. Because of Dr. Elliott’s public exposure, she was selected as an IF/THEN Ambassador by the American Associate for the Advancement of Science (AAAS), a program that seeks to highlight women as STEM role models. Dr. Elliott’s work in 3D printing is frequently a source of inspiration for her.

Elliott, Amy↗
NASA NTRSDate not supplied

My Journey to NASA and Role as a (Molecular) Biologist…

My journey to NASA started in undergrad, where I performed microbiology research and became hooked in the STEM fields. From there I earned a Ph.D. in Biochemistry and Molecular Biology from Mayo Graduate school where I performed Pancreatic Cancer research and then went on to perform postdoctoral research in Developmental Biology at the University of Miami. Trained as a biologist, I landed my first job at NASA as a mission scientist on the Rodent Research project. As a mission scientist, I led science activities associated with development, flight, and post-flight analysis of rodent research missions on the ISS in consultation with project engineers, operational specialists, mission PI(s), and mission Implementation Partner(s). I also assessed the feasibility of scientific experiments as a technical and scientific expert in rodent research on the ISS. Eager to learn more about the molecular changes that occur as a result of spaceflight exposure, I transitioned to the NASA GeneLab project where I eventually became the data processing lead. NASA’s GeneLab helps scientists understand how the fundamental building blocks of life – DNA, RNA, proteins, and metabolites – change from exposure to the space environment including microgravity and cosmic radiation exposure. GeneLab does so by providing fully coordinated epigenomics, genomics, transcriptomics, proteomics, and metabolomics data (collectively known as omics data) alongside essential metadata describing each spaceflight and space-relevant experiment. To maximize the intelligibility of these data, particularly for users with limited bioinformatics knowledge, GeneLab has started processing and analyzing these datasets to generate differential gene expression data and identify biological and physiological pathways that are dysregulated as a result of spaceflight. The user interface was designed to be accessible to a broad variety of users, including high school and college students who can use it to learn about omics data analysis and space biology. During the NASA Ames ECN at Lincoln HS Virtual Panel event, I will provide an overview of my journey to NASA including my work at NASA on both the Rodent Research and GeneLab projects. I will conclude by providing resources for opportunities to work with GeneLab and NASA at large followed by links to programs designed specifically to engage women in STEM fields.

Amanda M Saravia-Butler↗
DOE OSTI2024

Thinking Beyond the Default User: The Impact of Gender, Stereotypes, and Modality on Interpretation of User Needs

Throughout the mechanical design process, designers, the majority of whom are men, often fail to consider the needs of women, resulting in consequences ranging from inconvenience to increased risk of serious injury or death. Although these biases are well studied in other fields of research, the mechanical design field lacks formal investigation into this phenomenon. In this study, engineering students (n = 301) took a survey in which they read a Persona describing a student makerspace user and a Walkthrough describing the user’s interaction with the makerspace while completing a project. During the Walkthrough, the user encountered various obstacles or Pain Points. Participants were asked to recall and evaluate the Pain Points that the user encountered and then evaluated their perceptions of the makerspace and user. Furthermore, the independent variables under investigation were the gender of the user Persona (woman, gender-neutral, or man), the Walkthrough room case (crafting or woodworking makerspace), and the modality of the Persona and Walkthrough (text- or audio-based). Results showed that participants from the Text-based modality were better able to recall Pain Points compared to participants from the Audio-based modality. Pain Points were assessed as more severe when they impacted women users, potentially stemming from protective paternalism. In addition to finding that the gender of a user impacted the way a task environment was perceived, results confirmed the presence of androcentrism, or “default man” assumptions, in the way designers view end users of unknown gender. Promisingly, providing user Persona information in an audio modality significantly reduced this bias compared to text-based modalities, indicating that providing richer detail in user personas has the capability to reduce gender bias in designers.

cognitive-based design↗
NASA NTRSDate not supplied

We Are All Potential Role Models: How We Can Support Scientist Engagement with Youth and the General Public

We all have the opportunity to be positive STEM role models. Yet scientists rarely identify themselves as a possible role model. In the training, “Empowering Effective STEM Role Models,” scientists practice research based strategies for engaging youth, particularly girls. This type of training is complementary to science communication, but is focused on equipping scientists with the skills needed to successfully encourage youth to pursue STEM careers. This training has been provided to over 150 STEM professionals at NASA and 14 federal agencies participated in a Train-the-Trainer version, organized by the White House Council for Women and Girls in STEM Working Group. Participants in this training reported that learning and practicing how to connect with and inspire children in STEM made them more confident stepping into further engagement opportunities. Confident, inspiring scientists are a highlight of a successful engagement event, but other factors make a positive experience possible.It’s important that all partners are thoughtful and intentional in preparing for public engagement events. The logistics are crucial, especially now while many engagements have moved to virtual platforms. Additional technology considerations make preparation essential. Two examples of virtual engagement highlight the support provided that led to successful engagements. The GLOBE Mission Earth project engages scientists in virtual classroom visits. To ensure both teacher and scientist expectations are met, a coordinator facilitates up front preparation by providing slide templates for the scientist to customize and providing video and other resources to the teacher and students to prompt student questions. Another example leverages the power of social media, particularly NASA Facebook. The NASA Earth Science Education Collaborative organizes citizen science challenges and engages the public on social. For one event, scientists were asked to share their connection to the investigation, but without access to NASA’s video production studio, the plans shifted. Scientists prepared audio files instead of videos and collaborated with communications leads to help craft their message. This weekly series has been flexible, adjusting to scientist's comfort levels, and has resulted in fresh and creative engagement.

Jessica Elaine Taylor↗
DOE OSTI2024

Board 160: Empowerment in STEM Day: Introducing High School Girls to Careers at National Laboratories (Work in Progress)

In the US, women are still vastly underrepresented in STEM (science, technology, engineering, and mathematics) careers, and various studies have shown that girls' interest in STEM careers wane as high school progresses. With this challenge in mind, Empowerment in STEM Day was organized by Lawrence Berkeley National Laboratory (LBNL), hosting 47 high school students from 6 public high schools in the area. This one-day event was designed and executed through a collaboration between the Women's Support and Empowerment Council (WSEC) and the K-12 STEM Education and Outreach Program at LBNL. The main goal of this program was to provide high school girls, who have little access to STEM career role-models in their immediate surroundings with insights into how a career in STEM looks like. Invitations to participate in the program were sent out to six local high schools in the Bay area asking educators to identify female students that were interested in STEM. Each high school participant was provided with an opportunity to experience a national laboratory environment, learn more about summer workshops and paid summer research internship opportunities at LBNL for high school students, and engage directly with LBNL's employees through job shadow, career mapping and speed networking sessions. In this paper, we will present an overview of the event organization, challenges faced during planning and execution of the event, discuss the lessons learned from the first Empowerment in STEM Day and suggest strategies for incorporating such events at other national laboratories and academic institutions as part of a vital effort into recruiting and retaining more high school girls in STEM-based careers. Additionally, since this was the first in-person event hosted by LBNL's K-12 Program after the pandemic, we will also share the strategies implemented at the event so as to engage both remote and on-site employees as volunteers.

Bose, Baishakhi↗
DOE OSTI2020

Women in Environmental Science

Despite the prominent role that women have traditionally played in environmental activism and initiatives to promote environmental justice, women’s representation in most environmental science fields remains low. The first environmental laws in the U.S., established in the 60’s and 70’s, were propelled by movements evolved out of male dominated scientific professions, mainly engineering. To this day, environmental fields are still perceived as not open to women. Yet the field being so broad, it offers many opportunities for women scientists to contribute to the advancement of science and technology needed to address the most pressing environmental issues. To this end, the Society for Industrial Microbiology and Biotechonology organized a session at its 2019 General Meeting entitled Women in Environmental Science that showcased the work of women leading efforts in environmental fields. The session was convened by Dr. Gemma Reguera (Michigan State University) and Dr. Arpita Bose (Washington University in St. Louis) and included 4 additional speakers whose work spans basic and applied environmental research yet impacts discovery-driven science, technology development, science policy and communication, in addition to environmental advocacy and stewardship. The talks highlighted the career path of women-led teams whose research and professional activities are contributing to the development of “biobased solutions to DOE mission challenges in energy and environment”.

54 ENVIRONMENTAL SCIENCES↗
DOE OSTI2024

A Solar Fuels Nexus: Molecules and Materials for Light-Driven Catalysis

The American Chemical Society (ACS) selects two groups of graduate students each year to plan and host a one-day symposium at each national meeting (both fall and spring).This year our Graduate Student Symposium Planning Committee (GSSPC), composed of seven students from four universities, proposal entitled “A Solar Fuels Nexus: Molecules and Materials for Light-Driven Catalysis” was selected for the “Crossroads in Chemistry” ACS Meeting that will take place March 23-26, 2023 in Indianapolis, IN. All members of our GSSPC are affiliated with the DOE Fuels from Sunlight Energy Innovation Hub, with two from the Liquid Sunlight Alliance (LiSA) and five from the Center for Hybrid Approaches in Solar Energy to Liquid Fuels (CHASE). Here we request funds to support this symposium. This symposium will highlight research progress and perspectives in the solar fuels generation field and seeks to advance the four priority research objectives (PROs) established by the Department of Energy’s Office of Basic Energy Sciences (DOE-BES) Roundtable Report that are also central to many research goals within LiSA and CHASE. The symposium will consist of research presentations from 10 invited senior researcher speakers on topics such as molecular catalyst design, computational modeling of electron transfer systems, microenvironmental effects on CO2 reduction and H2O oxidation catalysis, and intelligent design of semiconductor interfaces with ample time for discussions. These research topics fit very well with the Solar Photochemistry supported research areas of “light-driven electron and energy transfer in condensed phase and interfacial molecular systems,” “electrocatalysis and photocatalysis of solar fuels reactions,” and “semiconductor photoelectrochemistry.” More broadly, this symposium seeks to advance the DOE-BES’s mission to: “support fundamental research to understand, predict, and ultimately control matter and energy at the level of electrons, atoms, and molecules” by providing a diverse atmosphere where such research will be disseminated, discussed, and debated. There will be a strong focus on Diversity, Equity, and Inclusivity (DEI) in our symposium. Of our 10 speakers, 7 will be from underrepresented demographics in STEM, including 5 who identify as women. Furthermore, we have representatives from academia accompanied by one national lab scientist and one officer from the Office of Fossil Energy and Carbon Management at the DOE. All speakers will be holding a short DEI moment ahead of their talks. In order to support the career development of attending early career scientists, we will also be hosting a luncheon specifically for graduate students and postdocs to provide them opportunities to network with the distinguished speakers and other attendees. DOE funds for this symposium will be used to support the attendance and participation of 15 graduate students from US institutions by defraying travel and registration costs. These funds will promote engagement and conversation between early career scientists in the solar fuels field, while disseminating solar fuels research funded by and relevant to the DOE.

30 DIRECT ENERGY CONVERSION↗
DOE OSTI2021

Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception

Ongoing efforts to improve diversity in science, technology, engineering, and mathematics (STEM) primarily manifest as attempts to recruit more women and individuals from historically marginalized groups. Yet, these efforts fail to repair the specific, systemic issues within academic communities that hinder diverse individuals from persisting and thriving in STEM. Here, we present the results of a quantitative, multiyear effort to make the academic climate of an R1 STEM department more inclusive. We use a student-led, department-specific, faculty-supported initiative to assess and improve the climate of the Department of Chemistry at the University of California, Berkeley, as a case study. Our results provide quantitative evidence that community discussions grounded in our own data, alongside cooperative community efforts to address the issues present in those data, are effective methods for driving positive change. Longitudinal assessment of our academic climate from 2018 to 2020 via annual department-wide surveys indicates that these interventions have succeeded in shifting the perception of our academic climate. This study confirms the positive outcomes of having a practical, sustainable, and data-driven framework for affecting change within a graduate community.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2023

An Overview of Global Gender Initiatives for Women in the Nuclear and Radiological Fields

Currently, women make up less than a quarter of nuclear and radiological industry professionals; women are consistently underrepresented in leadership positions in the sector and are a minority in WMD1 and STEM classes. Recognizing this problem in our industry, a growing number of region-specific groups (the Black Sea Women in Nuclear Network2 and WiN Global subgroup Women in Nuclear Southeast Asia3 ), government created initiatives, and various fellowship and grant programs (the IAEA’s Marie Sklodowska-Curie Fellowship Programme4 and CFRD Global’s grant program5 ) work to increase female participation and success in this historically male-dominated profession. While these valuable initiatives exist, there is no single, consolidated collection of resources for women in nuclear and radiological fields. This paper will attempt to fill that gap. It will: provide an overview of gender-based initiatives and opportunities, investigate these organizations’ mission and purpose, highlight the lack of gender statistics at all working levels as a barrier for measuring gender parity improvement (site, state, country and international), and propose that these organizations leverage their networks and expertise to enhance gendered data collection in the field.

Arapoff, Julia↗
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↗
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↗