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At least 37 records · Page 2
All sourcesNASA NTRSDOE OSTI
DOE OSTI2024

Situated Visualization of Photovoltaic Module Performance for Workforce Development

The rapid growth of the solar energy industry requires advanced educational tools to train the next generation of engineers and technicians. We present a novel system for situated visualization of photovoltaic (PV) module performance, leveraging a combination of PV simulation, sun-sky position, and head-mounted augmented reality (AR). Our system is guided by four principles of development: simplicity, adaptability, collaboration, and maintainability, realized in six components. Users interactively manipulate a physical module's orientation and shading referents with immediate feedback on the module's performance.

augmented reality↗
DOE OSTI2024

Assessment of ROI for Workforce Development Efforts National & Homeland Security

The IDEAL Professional Engagement project at Idaho National Laboratory (INL) aims to enhance the laboratory's workforce diversity and inclusivity efforts, focusing on the U.S. National and Homeland Security mission areas. This project involves researching and evaluating opportunities for INL to engage in various professional events, particularly cyber conferences, to support recruitment and professional development. The project involved several key tasks: compiling comprehensive information on national laboratories and their mission statements, developing a deep understanding of INL’s role and efforts in national and homeland security, and identifying and engaging key stakeholders. Interviews were conducted with a set of targeted questions, and the findings were analyzed to identify common themes, insights, and actionable recommendations. Additionally, relevant upcoming cyber conferences were identified, various sponsorship levels and their associated benefits were evaluated, and the recruitment potential of these conferences was assessed. A detailed cost analysis was performed, including registration fees and travel expenses, and a cost-benefit analysis was conducted to evaluate the financial viability and potential return on investment (ROI) of conference participation and sponsorship. Based on the research and analysis, actionable recommendations for conference participation and sponsorship were formulated, ensuring alignment with INL’s mission and diversity goals. Preliminary results include a comprehensive list of relevant cyber conferences, a detailed cost analysis, and a set of actionable recommendations for future conference participation and sponsorship. The analysis highlights the financial requirements and geographical distribution of these conferences, providing valuable insights for INL's engagement strategies. This project underscores the importance of strategic engagement in professional events to attract and develop a diverse and skilled workforce, ultimately supporting INL’s mission areas in U.S. National and Homeland Security.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS2002

Implementing a Workforce Development Pipeline

Through science, technology, mathematics, and engineering, our nation continues to lead the world in the development and utilization of new technologies. Whether related to our health, to the environment, or to our production of material goods, science, mathematics, engineering, and technology are integral and essential parts of daily life for virtually everyone in the United States and around the globe. However, the understanding of science, mathematics, engineering, and technology by most Americans is inadequate for full participation in this increasingly technological world. This reflects the level of education in these areas most Americans have received. To have a competent workforce for the future, we must assist education in developing students for future jobs.

Billy Hix↗
NASA NTRS2010

Unique Education and Workforce Development for NASA Engineers

NASA engineers are some of the world's best-educated graduates, responsible for technically complex, highly significant scientific programs. Even though these professionals are highly proficient in traditional analytical competencies, there is a unique opportunity to offer continuing education that further enhances their overall scientific minds. With a goal of maintaining the Agency's passionate, "best in class" engineering workforce, the NASA Academy of Program/Project & Engineering Leadership (APPEL) provides educational resources encouraging foundational learning, professional development, and knowledge sharing. NASA APPEL is currently partnering with the scientific community's most respected subject matter experts to expand its engineering curriculum beyond the analytics and specialized subsystems in the areas of: understanding NASA's overall vision and its fundamental basis, and the Agency initiatives supporting them; sharing NASA's vast reservoir of engineering experience, wisdom, and lessons learned; and innovatively designing hardware for manufacturability, assembly, and servicing. It takes collaboration and innovation to educate an organization that possesses such a rich and important history~and a future that is of great global interest. NASA APPEL strives to intellectually nurture the Agency's technical professionals, build its capacity for future performance, and exemplify its core values~alJ to better enable NASA to meet its strategic vision~and beyond.

Forsgren, Roger C.↗
NASA NTRS2010

Forum on Workforce Development

APPEL Mission: To support NASA's mission by promoting individual, team, and organizational excellence in program/project management and engineering through the application of learning strategies, methods, models, and tools. Goals: a) Provide a common frame of reference for NASA s technical workforce. b) Provide and enhance critical job skills. c) Support engineering, program and project teams. d) Promote organizational learning across the agency. e) Supplement formal educational programs.

Hoffman, Edward↗
DOE OSTI2026

Designing and Utilizing Material Acceleration Platforms: Need for Workforce Development

In the quest to accelerate scientific discovery, the materials science field is rapidly moving toward the implementation of robotics and artificial intelligence driven workflows. Our recent summer school “Future Labs: Robotic Synthesis Coupled with Machine Learning for Energy Materials” provided learning opportunities for students, researchers, and educators in the materials science community. We describe this experience and provide our perspective on which new directions could be pursued to enable the future workforce to acquire cross-disciplinary skills.

Educational policy↗
DOE OSTI2024

Nontraditional Sensors for Aqueous Separation Research & Workforce Development

Idaho National Laboratory’s (INL) nuclear fuel cycle capabilities enable the deployment of technologies that sustain the current reactor fleet, support demonstration and deployment of new advanced reactors, and facilitate management and disposition of existing and future radiological waste materials. INL focuses on deploying nuclear energy systems with confidence by decreasing proliferation risk through research that demonstrates process transparency and supports safeguards and security by design. An example of these capabilities is the Beartooth test bed, set to begin operations toward the end of fiscal year 2026. Beartooth will include a cascade of centrifugal contactors, glove box lines, and solidification and dissolution equipment to aid in the progression of novel separation techniques and to provide hands-on experience to cultivate and maintain a robust workforce of experts. To support Beartooth’s enhanced instrumentation and monitoring equipment needs, several nontraditional sensors are being considered for future deployment. The non-traditional sensors include accelerometers, acoustic microphones, and infrared cameras. These nontraditional sensors have the potential to not only help monitor the process but also enhance nuclear safeguards.

98 - NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL↗
NASA NTRS2023

AI Ethics Appendix: A Novel Approach to AI Ethics Workforce Development

The "AI Ethics Appendix" is a game-based design fiction for the deliberation of uncertain artificial intelligence (AI) ethical scenarios. The game is intended to be used as a tool for AI practitioners and industry professionals to grow responsible and ethical AI knowledge as they integrate this technology into their development. As AI/ML ethical considerations and governmental compliance develop, it is important to encourage teams to encourage teams to incorporate diverse thinking early in the development cycle and consider how different stakeholders may be affected by the technology. This game accomplishes these goals through storytelling and meaningful game interaction based on methods from game design as well as speculative and design fiction in the field of Human-Centered Design. The game mechanics were informed by the NASA Framework for the Ethical Use of Artificial Intelligence, Executive Order 13960, examples of AI use cases, and colleagues' work experiences with AI/ML.

trustworthy↗
NASA NTRS2008

Development of a NASA Integrated Technical Workforce Career Development Model Entitled Requisite Occupation Competencies and Knowledge -- the ROCK

This paper shares the findings of NASA's Integrated Learning and Development Program (ILDP) in its effort to reinvigorate the HANDS-ON practice of space systems engineering and project/program management through focused coursework, training opportunities, on-the job learning and special assignments. Prior to March 2005, NASA responsibility for technical workforce development (the program/project manager, systems engineering, discipline engineering, discipline engineering and associated communities) was executed by two parallel organizations. In March 2005 these organizations merged. The resulting program-ILDP-was chartered to implement an integrated competency-based development model capable of enhancing NASA's technical workforce performance as they face the complex challenges of Earth science, space science, aeronautics and human spaceflight missions. Results developed in collaboration with NASA Field Centers are reported on. This work led to definition of the agency's first integrated technical workforce development model known as the Requisite Occupation Competence and Knowledge (the ROCK). Critical processes and products are presented including: 'validation' techniques to guide model development, the Design-A-CUrriculuM (DACUM) process, and creation of the agency's first systems engineering body-of-knowledge. Findings were validated via nine focus groups from industry and government, validated with over 17 space-related organizations, at an estimated cost exceeding $300,000 (US). Masters-level programs and training programs have evolved to address the needs of these practitioner communities based upon these results. The ROCK reintroduced rigor and depth to the practitioner's development in these critical disciplines enabling their ability to take mission concepts from imagination to reality.

Menrad, Robert J.↗
DOE OSTI2024

Western States Building Energy & Controls Apprenticeship (BECA) Program

How does this project help to understand the challenges of workforce development in the commercial building energy management industry? The purpose of this project was to create a replicable, scalable, and portable apprenticeship program for building energy management and controls. This paper will demonstrate how local processes can be more adaptable and inclusive than federal processes in achieving workforce development goals. Our work provides insights into the technical effectiveness of the program, enabling others to achieve greater success in their workforce development initiatives. The project required more time and financial resources than initially anticipated and spent a year in a no-cost extension working to accomplish the Statement of Project Objectives. The original goal was to create an Industry Related Apprenticeship Program (IRAP). The development of this apprenticeship presented challenges due to the lack of existing programs for reference and the absence of relevant industry classification codes by the Department of Labor (DOL). Notably, the role of a commercial building energy analyst is not recognized by the DOL. The SIC (industry codes) do not have a good description of this job. There are many that may fall into related categories, but none are the actual duties of an energy analyst. Discussions with the DOL indicated that substantial groundwork was necessary before a national apprenticeship program could be implemented, causing delays in the program’s commencement. As a result, students experienced longer wait times before starting their apprenticeship component. The apprenticeship program officially launched on September 14, 2021. The success of the State of Oregon’s apprenticeship program, the first of its kind in the state, underscored the flexibility and effectiveness of local initiatives compared to federal efforts. The COVID-19 pandemic also significantly impacted the project’s success. Beginning in March 2020, the pandemic led to widespread closures of schools and colleges by fall 2020. By September 2021, when the apprenticeship option became available, enrollment in colleges and universities nationwide had decreased, affecting student participation in the program. Moreover, as employers transitioned their employees to remote work, there was limited interaction with external personnel, influencing the willingness of training agents (employers) to integrate additional workers into their teams. This paper addresses several challenges encountered during the project, with the hope that future workforce development efforts will benefit from these experiences. We Final Technical Report 4 | Page encourage others to engage with state and federal agencies to enhance and update pathways for workforce development and apprenticeship programs.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2024

Inventory of Clean Energy Education and Workforce Programs in Connecticut's I-91 Corridor

This document reports on the findings of an inventory of the educational and workforce development resources in a four-county area on the I-91 corridor in Connecticut. The overarching goal of this exercise is to help the local workforce leaders in Bridgeport, Connecticut to optimize their training programs to support the county's clean energy transition. The inventory generally finds that Fairfield County, where Bridgeport is located, lacks adequate education and training programs compared to other surrounding counties with similar populations. More than half of Fairfield County's programs occur through high school or career technical education programs, suggesting that there are minimal opportunities for workers who are not currently high school students. Much of the existing focus within Fairfield County is on general construction or plumbing and electrical skills. There is room to expand by offering more programs focusing on energy efficiency and renewable energy skills. The document outlines some potential next steps and questions for consideration for the local workforce leaders in Bridgeport. Bridgeport is a city located within Fairfield County in southwestern Connecticut. It is the largest city in Connecticut with an estimated population of 150,000. Through the Department of Energy-funded Communities LEAP program, NREL conducted an analysis of existing education and workforce development (EWD) programs located in Fairfield County that align with (or could support) the worker pipeline for occupations related to building energy efficiency (EE), renewable energy (RE), and clean energy manufacturing. The analysis also looked at EWD offerings in other counties in Connecticut as a point of comparison.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2025

The Workforce Readiness Index: A Local and Regional Assessment Tool for Energy Sector Preparedness

Building up a workforce that is properly trained and adequately sized is essential to ensuring that the deployment of energy generation sources in the United States meets future energy demand. Workforce development to support supply chain or large infrastructure investments typically occurs at a local level. However, there is a critical gap in understanding where and to what extent regional workforces are equipped to meet the needs of an energy industry. The Workforce Readiness Index ("the index") was developed to assess and compare energy sector workforce readiness across the United States at the county level to provide granular information to various stakeholders such as industry members, state decision makers, and training program developers. Workforce readiness is defined as the ability to recruit from the general labor market, transition workers with comparable skill sets, and train a workforce using scalable or existing training programs near a specific location. Therefore, the index evaluates readiness levels based on the likelihood that a county possesses the workforce development infrastructure needed to support the occupations required by an energy-related industry or sector. Furthermore, the index offers a standardized yet flexible approach that captures regional variations and highlights local strengths and challenges.

17 WIND ENERGY↗
NASA NTRS2003

Advanced Learning Technologies and Learning Networks and Their Impact on Future Aerospace Workforce

This document contains the proceedings of the training workshop on Advanced Learning Technologies and Learning Networks and their impact on Future Aerospace Workforce. The workshop was held at the Peninsula Workforce Development Center, Hampton, Virginia, April 2 3, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry, and universities. The objectives of the workshop were to: 1) provide broad overviews of the diverse activities related to advanced learning technologies and learning environments, and 2) identify future directions for research that have high potential for aerospace workforce development. Eighteen half-hour overviewtype presentations were made at the workshop.

Noor, Ahmed K.↗