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Associated with the new edition of the bifacial PV book, this talk reviews the transition of bifacial PV from niche innovation to standard practice, including progress in modeling and performance evaluation, and ongoing challenges in reliability, new applications, and fleet repowering.
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.
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.
This project aimed to create an immersive digital twin laboratory that incorporates advanced tracking and visualization capabilities. In collaboration with Fort Lewis College, NREL designed a state-of-the-art physical visualization laboratory, developed a software platform to enable interaction with tracked physical objects in the laboratory, and provided proof-of-concept curricula that included manipulating these tracked objects. The project was initiated to address the growing need for innovative educational tools in engineering education. As renewable energy systems, particularly solar installations, become more complex, there is a pressing need to bridge the gap between theoretical knowledge and practical application. Traditional methods of teaching solar engineering concepts often fall short of providing students with a comprehensive, hands-on understanding. This immersive digital twin laboratory was conceived to fill that gap by creating a safe, non-energized setting where students can interact with augmented solar installation objects, gaining valuable insights into system performance, design, and maintenance. The project utilized extended reality (XR) technologies, including head-mounted displays (HMDs) and a whole-room optical motion tracking system, to connect physical objects with their digital twins in real time. The laboratory was equipped with MagicLeap 2 HMDs, supported by a Vicon Vero 2.2 Optical Tracking System, which provided precise 6-degrees-of-freedom (6-DOF) tracking. We developed a software platform to manage the interaction between the tracked physical objects and their virtual counterparts, enabling real-time data synchronization, object recognition, and virtual overlays. We designed the system to be flexible and extendable, allowing for future integration of additional objects and curriculum. This research advances the field of engineering education by demonstrating the potential of immersive digital twin environments. The laboratory provides a dynamic learning space where students can experiment, collaborate, and learn without the risks associated with live experimentation. The ability to simulate and manipulate solar installation objects under various conditions has broad implications for workforce development, particularly in renewable energy. The project also highlights the economic feasibility of using XR technologies in educational settings, offering a cost-effective solution for institutions looking to enhance their curriculum. By fostering a deeper understanding of solar energy systems, this work contributes to the broader goal of supporting the global energy transition and preparing the next generation of engineers and technicians.
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.
Construction is a key economic engine driving both national and global economies. While manual, onsite construction methods dominate the U.S. construction industry, a major shift towards offsite methods has been underway due to its efficiency, speed, and potential cost savings. The workforce necessary for offsite construction growth does not exist in its current form because of the focus on onsite methodologies and the lack of exposure to offsite building methods at all levels of a student’s learning journey. The growth of the U.S. construction industry and competitiveness in an increasingly global construction market over the coming decades can only be supported by a dramatic increase in the use of offsite methods, which requires ramping up workforce training for certain skillsets. The goal of Construction Methodology Transformation for the Benefit of Workforce Development was to understand the opportunities and barriers in both education and industry and to identify best practices for offering curriculum and training to educators, industry, and students that would support skills needed for careers in offsite construction. Our team proposed combining three offsite construction workforce development needs: content development, exposure and training, and job placement - under a single Platform model that would increase experience and career opportunities for students and help match them with potential industry members. Through our proposed solution we expected to see: developed offsite curriculum being utilized by educators and students; an increase in the identification of construction technology and offsite construction methods; an average increase in knowledge gain of at least 25% after participation in pilots; better equipped candidates who are prepared for jobs in offsite construction; and a beta workforce development platform that helps build more pathways for students looking for careers in offsite construction. The two pilots included almost 250 students and resulted in an average knowledge gain of 37 percent. Our research has identified areas of opportunity, for both education and industry to make collaborative training programs more efficient and successful. The chosen techniques for this program are extremely effective when both the school and factory have solid processes and cultures in place to accept students into training programs. This project serves as an important stepping stone to industrywide collaboration to move workforce development for offsite construction forward across the country. With continued collaboration programs like this can provide much needed early exposure and training in offsite construction and we can begin to fill important positions for the future of construction.
The Energy Technology University Prize (EnergyTech UP) was established in 2022 with the goal of challenging student teams to develop impactful business plans for energy technologies of their choosing. EnergyTech UP is part of the The American Made Challenges program portfolio, funded by the U.S. Department of Energy. EnergyTech UP is specifically funded by the Department of Energy's Office of Technology Transfer (OTT) and is administrated by staff at the National Renewable Energy Laboratory (NREL). Since its inception, the annual prize has attracted applications from approximately 1,948 students across nearly every U.S. state and territory, awarding over $1 million in funds to student teams. In 2024, the prize expanded to include a Faculty Track, which invited faculty members from degree-granting institutions across the U.S. to design entrepreneurship-based curricula or educational activities. This new track aims to foster innovation in energy entrepreneurship education by leveraging the expertise of faculty to create robust, practical, and inclusive learning experiences. This report summarizes the themes, strategies and impacts identified in proposals from EnergyTech UP's inaugural Faculty Track. Our primary data for organizing insights are the Faculty Track applications themselves. This evaluation of 2024 EnergyTech UP Faculty Track applications aims to support future EnergyTech UP Faculty Track applicants as well as others who are interested in promoting, developing, and/or implementing educational activities that focus on energy commercialization and entrepreneurship at their institutions. By presenting insights from 2024 entries to the Faculty Track, we hope to contribute to a growing inventory of open-source curriculum development resources and provide materials to facilitate the growth of similar programs at a variety of collegiate institutions.
The energy sector is undergoing rapid growth and transformation, creating urgent demand for a skilled workforce to support emerging technologies and resilient systems. Hydrogen is an emerging solution for “hard to abate” sectors, including heavy industry and transportation that also provides optionality for the electric system and enables long‑duration energy storage. As hydrogen scales from traditional industrial uses to new applications, success depends on knowledgeable engineers, technicians, planners, and operators safely deploying hydrogen technologies across the full value chain: production, delivery, storage, and end use. The H 2 EDGE initiative, funded by the U.S. Department of Energy’s Hydrogen and Fuel Cell Technologies Office from 2020 to 2025, was launched to prepare people for careers hydrogen and related technologies. Through its interactive approach, H 2 EDGE equipped stakeholders with knowledge and tools to build a reliable and sustainable energy future together. H 2 EDGE built a national network of academic and industry partners to deliver modular training, share open-access curricula, and engage diverse talent pipelines. The program leveraged EPRI’s extensive industry membership and expanded on the train-the-trainer model of the GridEd program to connect educators, employers, and community organizations across all regions of the U.S. New methods were introduced to more systematically map hydrogen competencies and assess curricula using traditional and AI-assisted approaches. Outcomes included delivery of professional short courses, developing university curriculum, sponsoring faculty and student projects, and engaging stakeholders through workshops, site tours, and webinars.
Camera-based wildlife monitoring is often overwhelmed by non-target triggers and slowed by manual review or cloud-dependent inference, which can prevent timely intervention for high stakes human–wildlife conflicts. Our key contribution is a deployable, fully offline edge vision sensor that achieves near-real-time, highly accurate wildlife event classification by combining detector-based empty-image suppression with a lightweight classifier trained with a staged transfer-learning curriculum. Specifically, Stage 1 uses a pretrained You Only Look Once (YOLO)-family detector for permissive animal localization and empty-trigger suppression, and Stage 2 uses a lightweight EfficientNet-based binary classifier to confirm puma on detector crops and gate downstream actions. Our design is robust to low-quality nighttime monochrome imagery (motion blur, low contrast, illumination artifacts, and partial-body captures) and operates using commercially available components in connectivity-limited settings. In field deployments running since May 2025, end-to-end latency from camera trigger to action command is approximately 4 s. Ablation studies using a dataset of labeled wildlife images (pumas, not pumas) show that the two-stage approach substantially reduces false alarms in identifying pumas relative to a full-image classifier while maintaining high recall. On the held-out test set (N = 1434 events), the proposed two-stage cascade achieves precision 0.983, recall 0.975, F1 0.979, accuracy 0.986, and balanced accuracy 0.983, with only 8 false positives and 12 false negatives. The system can be easily adapted for other species, as demonstrated by rapid retraining of the second stage to classify ringtails. Downstream responses (e.g., notifications and optional audio/light outputs) provide flexible actuation capabilities that can be configured to support intervention.
Forensic science and chemistry curricula often lack hands-on experimental designs that effectively simulate the impact of environmental tobacco smoke (ETS) or other common elements found at crime scenes, such as marijuana, on trace forensic evidence. Hair, a critical form of trace evidence, offers unique advantages for assessing long-term exposure to environmental pollutants, including ETS. This study presents a novel, noninvasive forensic laboratory module designed to evaluate ETS exposure on various human hair types (untreated, dyed, and bleached). The experimental procedure involved controlled cigarette smoke exposure, followed by analysis using UV−visible spectroscopy, FTIR spectroscopy, and zeta potential measurements. Thirteen students participated in the three-week lab module (three sessions per week). Pre- and postlab assessments were conducted to evaluate learning outcomes. The prelab assessment focused on baseline knowledge of forensic hair analysis, as well as student expectations and confidence. The postlab assessment evaluated knowledge gained, technical insights, application of techniques, self-reflection, conceptual understanding, and practical skill development. This design helped students comprehend the effects of chemical treatments that significantly influence hair’s capacity to adsorb ETS residues by altering its physical and chemical properties. Integration of this experiment into the forensic chemistry curriculum led to measurable gains in student understanding, technical competency, and appreciation for realworld forensic applications. This method offers a valuable teaching and investigative tool for assessing individual ETS exposure in forensic contexts.
SUMMARY: We introduce DNABERT-S, a tailored genome model that develops species-aware embeddings to naturally cluster and segregate DNA sequences of different species in the embedding space. Differentiating species from genomic sequences (i.e. DNA and RNA) is vital yet challenging, since many real-world species remain uncharacterized, lacking known genomes for reference. Embedding-based methods are therefore used to differentiate species in an unsupervised manner. DNABERT-S builds upon a pre-trained genome foundation model named DNABERT-2. To encourage effective embeddings to error-prone long-read DNA sequences, we introduce Manifold Instance Mixup (MI-Mix), a contrastive objective that mixes the hidden representations of DNA sequences at randomly selected layers and trains the model to recognize and differentiate these mixed proportions at the output layer. We further enhance it with the proposed Curriculum Contrastive Learning (C2LR) strategy. Empirical results on 28 diverse datasets show DNABERT-S's effectiveness, especially in realistic label-scarce scenarios. For example, it identifies twice more species from a mixture of unlabeled genomic sequences, doubles the Adjusted Rand Index (ARI) in species clustering, and outperforms the top baseline's performance in 10-shot species classification with just a 2-shot training. AVAILABILITY AND IMPLEMENTATION: Model, codes, and data are publically available at https://github.com/MAGICS-LAB/DNABERT_S.
Engineering educational curriculum and standards cover many material and manufacturing options. However, engineers and designers are often unfamiliar with certain composite materials or manufacturing techniques. Large language models (LLMs) could potentially bridge the gap. Their capacity to store and retrieve data from large databases provides them with a breadth of knowledge across disciplines. However, their generalized knowledge base can lack targeted, industry-specific knowledge. To this end, we present two LLM-based applications based on the GPT-4 architecture: (1) The Composites Guide: a system that provides expert knowledge on composites material and connects users with research and industry professionals who can provide additional support and (2) The Equipment Assistant: a system that provides guidance for manufacturing tool operation and material characterization. By combining the knowledge of general AI models with industry-specific knowledge, both applications are intended to provide more meaningful information for engineers. In this paper, we discuss the development of the applications and evaluate it through a benchmark and two informal user studies. The benchmark analysis uses the Rouge and Bertscore metrics to evaluate our models’ performance against GPT-4o. The results show that GPT-4o and the proposed models perform similarly or better on the ROUGE and BERTScore metrics. The two user studies supplement this quantitative evaluation by asking experts to provide qualitative and open-ended feedback about our model’s performance on a set of domain-specific questions. The results of both studies highlight a potential for more detailed and specific responses with the Composites Guide and the Equipment Assistant.
These reports, plans, and drawings review the achievements of Home Energy Efficiency Team (HEET) and its partners to plan and design a network of interconnected ground-source heat pump systems, or geothermal network, in an area encompassing multiple environmental justice (EJ) neighborhoods in the City of Framingham, MA. The materials provided in this dataset include, a) stakeholder and design best practices, b) study on optimal method to interconnect geothermal loops, c) guidelines for monitoring and metering, d) operations and maintenance plans, e) permitting guidelines and f) 10-day driller tutorial curriculum. These materials can guide the efficient and ethical design of future geothermal networks nationwide. The capacity of the system is estimated at 217 tons and is designed to provide 100% of heating and cooling needs for the buildings connected to the loop. In this project, 80 boreholes are used as the main thermal resources, the distribution system (or loop) consists of 0.61 miles of an 8-inch single-pipe at ambient temperature, with the capacity to connect 44 buildings, including 13 apartment buildings from the Framingham Housing Authority, one transitional home, one school building and 29 single family homes. While Framingham already has a geothermal network loop that is currently in the commissioning stage, our proposed project is unique because it is the first utility-led expansion loop (2nd loop) project that will connect to an adjacent existing geothermal loop (1st loop) in a pre-existing neighborhood. Both the 1st and 2nd loops are being installed, owned and operated by Eversource Energy, the utility Deployment Partner.
Slipstream leads a team developing a semester-long smart building curriculum for college students and adapting the contents into 16 training videos for building professionals and the public. The topics cover smart building technologies related content including industry trends and benefits, building systems, sensors and IoT devices, advanced building monitoring and controls, smart building control platform, methods, and applications.
The built environment in the United States consumes 40% of the energy generated and emits roughly the same percentage of total carbon footprint. Distributed energy resources (DER), small or modular energy generation and storage technologies, present the nation with an opportunity to substantially improve those metrics while securing the nation’s energy independence. As opportunities increase for implementing such technologies, they also continue to evolve and often outpace the nation’s traditional building practices. In an effort to effectively and proactively incorporate distributed energy resources into the nation’s energy supply, Southface Energy Institute convened with national and regional partners to create the Distributed Energy Resources Education Center (DEREC). Using national model codes and their regionally amended versions as a collective starting point, the DEREC team collaborated with industry experts and identified impediments to effective implementation of DERs, developing discipline-specific curriculum to eliminate those impediments. The center, developed in collaboration with Interstate Renewable Energy Committee (IREC) and National Buildings Institute (NBI), leverages existing DER education content as well as new and dynamic training materials and online courses that collectively engage the many roles necessary for DER implementations, including designers, code officials, builders and skilled trades, and building owners who specify, inspect, build, operate, and maintain buildings with DERs.
During the one-year project, we identified research areas that align with Fossil Energy and Carbon Management (FECM) mission goals and assessed our university's current research capability and resources. In addition, we determined the resources needed to support FECM-related research and development (R&D) at our minority-serving institution, University of Texas Rio Grande Valley (UTRGV) in to increase our competitiveness for future funding opportunities in this area. We also gathered information on the current academic courses, programs and curriculum at UTRGV that aligns with FECM goals and described additional needs pertaining to student training.
Energy I-Corps is a U.S. Department of Energy (DOE) sponsored entrepreneurial training program for laboratory researchers aimed at accelerating the commercialization of lab-developed technologies. The program, developed and managed by DOE's Office of Technology Commercialization (OTC) in partnership with the National Laboratory of the Rockies (NLR), uses a customized curriculum built on the Lean Launch Methodology and delivers a rigorous 10- to 12-week training program to selected laboratory-based teams. The Energy I-Corps team at NLR worked with the DOE's OTC and Office of Cybersecurity, Energy Security, and Emergency Response (CESER) to develop and implement commercialization programming for awardees of the CESER Cybersecurity for Distributed Energy Resources Research, Development, and Demonstration Research Call, funded under Provision 40125(b) of the Infrastructure Investment and Jobs Act (IIJA). 40125(b) Projects were overseen by a technical monitor at the National Energy Technology Laboratory (NETL). The CESER Energy I-Corps Program is considered an Energy I-Corps "lite" or "mini" program, with a lighter lift to accommodate scheduling and funding per participant. This final report describes the CESER I-Corps program and provides recommendations on behalf of OTC to CESER to consider if CESER were to run an I-Corps program in future.
Geothermal heating and cooling (GHC) systems offer one of the most efficient approaches to provide space conditioning and water heating in buildings. Due to the relatively stable temperature of the ground year-round, these systems can provide an efficient solution to decarbonize heating systems. Yet this technology has faced limited market adoption due to its high first cost. This project seeks to address this barrier by designing a community GHC system at a public housing development in New York, taking advantage of load diversity (in terms of the timing and amount of heating / cooling used per person) that a larger community offers to reduce the size and thus first cost of a GHC system. Project success would result in societal benefit from reduced energy and fossil fuel use, reduced local emissions, and improved comfort, which would positively impact the health and well-being this community. This report presents the findings from Phase 1 project supported by the Department of Energy’s Geothermal Technologies Office and includes the technical design of a GHC at a public housing development in New York. To support the success of a potential deployment of a GHC system, the team conducted community engagement and prepared an assessment of the local workforce needs. The project team, led by EPRI, considered a subset of NYCHA housing developments that were previously identified by NYCHA as suitable for GHC retrofits. This report presents the site selection criteria the team developed and the overall score assigned to each of the eight developments considered. One site was selected for focus of the technical design: Stapleton Houses in Staten Island, a mid-size development with roughly 700 apartments across 6 buildings. The site has an existing hot water hydronic loop served by natural gas boilers for space heating and water heating. The technical design partner assessed baseline energy consumption at the site and established thermal models of the apartment buildings to assist in the design. The team considered several GHC system configurations and selected a hybrid geothermal design fed from water-source heat pumps with auxiliary gas boilers in a central plant. This design best leveraged the existing site configuration and minimized costs due to additional electrical infrastructure upgrades. The report also details the feedback received from community engagement efforts and the findings from the workforce needs assessment and workforce transition plan. Members of the site maintenance staff and the resident advisory council were interviewed for their input and feedback about both the site’s existing heating/cooling infrastructure and how a construction project would impact resident life. This feedback was taken into consideration when completing the geothermal system design. Research was conducted into existing workforce development opportunities available to NYCHA residents. A workforce development plan was established using information from NYCHA’s resident economic empowerment and sustainability group, along with training material and curriculum from the International Ground Source Heat Pump Association (IGSHPA).