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DOE OSTI2025

Winds of fortune? Understanding the geographic, sociodemographic, and temporal distribution of benefit mechanisms from land-based wind projects in the United States

Despite decades of research on factors shaping local responses to wind development, there is relatively little known about benefit mechanisms (e.g., agreements, funds, donations) used by developers in the U.S. land-based wind sector. To address this gap, we collected benefit mechanism data across all current utility-scale land-based wind projects installed between 1982 and 2024 (n = 1047), finding that just under one-third of projects had a benefit mechanism attached to them. We find the use of benefit mechanisms has become more common over time, is associated with larger projects, and varies by region. In terms of host community characteristics, the use of benefit mechanisms is associated with characteristics like higher education level, higher percent white, higher percent Republican, higher decision-making capacity, lower unemployment rate, and higher poverty rate. Building on a theoretical framework of purposes, we discuss what these findings could suggest about the motivations driving developers' use of these mechanisms, such as increasing local acceptance of a wind project or supporting distributive fairness. This first-of-its-kind study builds a comprehensive understanding of how benefit mechanisms have been used in the U.S. wind industry throughout its history, which can inform future approaches to benefit-sharing across sectors.

17 WIND ENERGY↗

DOE OSTI2023

Determinants of cognitive and brain resilience to tau pathology: a longitudinal analysis

Mechanisms of resilience against tau pathology in individuals across the Alzheimer’s disease spectrum are insufficiently understood. Longitudinal data are necessary to reveal which factors relate to preserved cognition (i.e. cognitive resilience) and brain structure (i.e. brain resilience) despite abundant tau pathology, and to clarify whether these associations are cross-sectional or longitudinal. We used a longitudinal study design to investigate the role of several demographic, biological and brain structural factors in yielding cognitive and brain resilience to tau pathology as measured with PET. In this multicentre study, we included 366 amyloid-β-positive individuals with mild cognitive impairment or Alzheimer’s disease dementia with baseline 18 F-flortaucipir-PET and longitudinal cognitive assessments. A subset (n = 200) additionally underwent longitudinal structural MRI. We used linear mixed-effects models with global cognition and cortical thickness as dependent variables to investigate determinants of cognitive resilience and brain resilience, respectively. Models assessed whether age, sex, years of education, APOE-ε4 status, intracranial volume (and cortical thickness for cognitive resilience models) modified the association of tau pathology with cognitive decline or cortical thinning. We found that the association between higher baseline tau-PET levels (quantified in a temporal meta-region of interest) and rate of cognitive decline (measured with repeated Mini-Mental State Examination) was adversely modified by older age (Stβ interaction = -0.062, P = 0.032), higher education level (Stβ interaction = -0.072, P = 0.011) and higher intracranial volume (Stβ interaction = -0.07, P = 0.016). Younger age, higher education and greater cortical thickness were associated with better cognitive performance at baseline. Greater cortical thickness was furthermore associated with slower cognitive decline independent of tau burden. Higher education also modified the negative impact of tau-PET on cortical thinning, while older age was associated with higher baseline cortical thickness and slower rate of cortical thinning independent of tau. Our analyses revealed no (cross-sectional or longitudinal) associations for sex and APOE-ε4 status on cognition and cortical thickness. In this longitudinal study of clinically impaired individuals with underlying Alzheimer’s disease neuropathological changes, we identified education as the most robust determinant of both cognitive and brain resilience against tau pathology. The observed interaction with tau burden on cognitive decline suggests that education may be protective against cognitive decline and brain atrophy at lower levels of tau pathology, with a potential depletion of resilience resources with advancing pathology. Finally, we did not find major contributions of sex to brain nor cognitive resilience, suggesting that previous links between sex and resilience might be mainly driven by cross-sectional differences.

59 BASIC BIOLOGICAL SCIENCES↗

NASA NTRS1998

Improving Student Achievement in Math and Science

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order thinking via the incorporation of Global Learning Observations To Benefit the Environment (GLOBE), Mission to Planet Earth and the use of Geographic Imaging Systems into the K-12th grade curriculum.

Sullivan, Nancy G.↗

NASA NTRS1999

NASA Educational Product Development and Post-Secondary Program Assessment Planning

Producing "value-added students" involves proactively addressing how successfully students develop their skills, knowledge, and personal, social, and ethical growth due to their association with a program. NASA programs for higher education can certainly be responsive in aiding the academic community strive for quality in terms of "valueadded" students. By identifying essential characteristics of exemplary assessment practices, the standards developed by accrediting agencies serve as guides for developing quality practices and policies. Such a process is an effective tool for communicating the expectations of the educational components of a program to all concerned with the program and its expected results. When standards are connected to student performance, they provide a very compelling argument for refocusing the definition of quality in higher education. By linking standards and performance, student learning and development becomes the starting point for examining program quality. If the multiple stakeholders - faculty, peers, the professional community, addressed assessment issues, then accreditation can be a link among various constituencies, the parties can better understand the needs of each other and develop the necessary trust needed for understanding and support.

Salmons, Phyllis A.↗

NASA NTRS1999

The Navajo Learning Network and the NASA Life Sciences/AFOSR Infrastructure Development Project

The NSF-funded Navajo Learning Network project, with help from NASA Life Sciences and AFOSR, enabled Dine College to take a giant leap forward technologically - in a way that could never had been possible had these projects been managed separately. The combination of these and other efforts created a network of over 500 computers located at ten sites across the Navajo reservation. Additionally, the college was able to install a modern telephone system which shares network data, and purchase a new higher education management system. The NASA Life Sciences funds further allowed the college library system to go online and become available to the entire campus community. NSF, NASA and AFOSR are committed to improving minority access to higher education opportunities and promoting faculty development and undergraduate research through infrastructure support and development. This project has begun to address critical inequalities in access to science, mathematics, engineering and technology for Navajo students and educators. As a result, Navajo K-12 education has been bolstered and Dine College will therefore better prepare students to transfer successfully to four-year institutions. Due to the integration of the NSF and NASA/AFOSR components of the project, a unified project report is appropriate.

Source record↗

NASA NTRS2006

Eastern European Science Needs Sweeping Changes

Sir - Two years ago your Editorial "Eastern Promise" (vol. 426, p.369, 2003) and the News Feature "Dreaming on Danube" (vol. 427, p.94-95,2004) as well as several subsequent correspondence letters (vol. 427, pp. 196 and 677, vol. 428, p.17) touched on the situation and potential growth in scientific research in the former Soviet block countries. I would like to revisit this topic. Right now the facts are sobering: while the average GNP per capita in those countries is a few times lower than the average for the rest of Europe, their average university ranking is another order of magnitude poorer (in the latest ARWU, of the first 123 European universities only 4, and that in the second half of the list only, are from the former Soviet block). That situation calls for drastic measures. Pumping extra money into the system would change little. The only real hope is in a new generation of young dynamic scientists setting the pace for academic life. That requires selection and promotion of the best of the best. Unfortunately much of the old guard, who is not up to scientific challenges of today and who attained their positions and influence under the old regime (often due to other than professional qualifications) resist any real changes. I believe that a major change for better could be achieved by implementation into law two key requirements: transparency and competitiveness. That means a transparency of every scientist achievements (particularly in terms of publications), and wide open and fair competition for academic positions. Those two conditions should be complemented by implementation of the position of academic ombudsman (to encourage/facilitate open discussions), special grant opportunities for young scientists, and transparency of the process of awarding research grants. I, as well as a number of my colleagues concerned with the future of science and higher education in Poland, discussing many important academic issues at the Independent Academic Forum (an Association with a non-commercial website, http://www.naukaedukacia. tubaza.pl/, with tens of thousands of visits last year), strongly believe that the above postulated changes in the academic environment would lead to a major improvement in the quality and standing of scientific research and higher education in Poland and other post-communist countries (which suffer similar problems). It is symptomatic that the voice of at least hundreds of the most active and usually younger scientists heard at our NFA forum is totally ignored by the old establishment and their decision making representatives who "know better". Major political and legislative decisions are called for. We are doing our best to press for such changes.

Palosz, Witold↗

NASA NTRS2003

Aerospace Workforce Development: The Nebraska Proposal; and Native View Connections: A Multi-Consortium Workforce Development Proposal

The NASA Nebraska Space Grant Consortium (NSGC) continues to recognize the necessity of increasing the quantity and quality of highly skilled graduates and faculty involved with NASA. Through NASA Workforce Development funds awarded in 2002, NSGC spearheaded customer- focused workforce training and higher education, industry and community partnerships that are significantly impacting the state s workforce in the science, technology, engineering, and mathematics (STEM) competencies. NSGC proposes to build upon these accomplishments to meet the steadily increasing demand for STEM skills and to safeguard minority representation in these disciplines. A wide range of workforce development activities target NASA s need to establish stronger connections among higher education, industry, and community organizations. Participation in the National Student Satellite Program (NSSP), Community Internship Program, and Nebraska Science and Technology Recruitment Fair will extend the pipeline of employees benefiting NASA as well as Nebraska. The diversity component of this proposal catapults from the exceptional reputation NSGC has built by delivering geospatial science experiences to Nebraska s Native Americans. For 6 years, NSGC has fostered and sustained partnerships with the 2 tribal colleges and 4 reservation school districts in Nebraska to foster aeronautics education and outreach. This program, the Nebraska Native American Outreach Program (NNAOP), has grown to incorporate more than educational institutions and is now a partnership among tribal community leaders, academia, tribal schools, and industry. The content focus has broadened from aeronautics in the school systems to aerospace technology and earth science applications in tribal community decision-making and workforce training on the reservations. To date, participants include faculty and staff at 4 Nebraska tribal schools, 2 tribal colleges, approximately 1,000 Native American youth, and over 1,200 community members. This Native American Initiative of the NSGC addresses Nebraska workforce development and serves as a model to others. Following a structured evaluation process, NSGC proposes to sustain delivery of the training funded by NASA in 2002 to tribal entities through partnerships linking academic programs and industry leaders.

Bowen, Brent D.↗

NASA NTRS2005

A Summary of NASA Summer Faculty Fellowship Work in the E.O. Office and in the Educator Resources Center

The Office of Equal Opportunity supports a number of summer programs which are designed to: 1.) Increase the number of elementary and secondary students and teachers who are involved in NASA-related education opportunities; and 2.) Support higher education research capability and opportunities that attract and prepare increasing numbers of students and faculty for NASA-related careers. A part of my work in the E.O. office involved the evaluation of several of the programs in order to determine their level of success and to make recommendations for the improvement of those programs where necessary. As a part of the involvement with one of the programs, the PSTI, I had the great opportunity to interact with the students in a number of their sessions which involved problem-based learning in science, mathematics and technology. A summary of the evaluation of those programs is included in this report. The second part of my work involved assisting the coordinator of the Educator Resource Center at the Space and Rocket Center. I participated in space science workshops for in-service and pre-service teachers. There educational resources were made available to the participants including many hands-on activities that hey could take back to their classes. I participated in the three hour workshops that were offered on Tuesdays and Thursdays of each week, although there were workshops on other days. On Mondays, Wednesdays, and Fridays, I worked in the E.O. office. As a result of my work in the ERC, I developed a Directed Reading PowerPoint Lesson Plan Guide involving remote sensing entitled, Echo the Bat. This was based on a NASA published children's book entitled Echo The Bat, written by Ginger Butcher. I have included a description of the lesson in this report. A summary of the evaluations of several of the summer programs supported by the Equal Opportunity office are included in this report.

Thompson, H. Wendell, Sr.↗

NASA NTRS1998

Research Reports: 1997 NASA/ASEE Summer Faculty Fellowship Program

For the 33rd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period June 2, 1997 through August 8, 1997. Operated under the auspices of the American Society for Engineering Education, the MSFC program was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the program, which are in the 34th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1997. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Karr, G. R.↗

NASA NTRS2010

NASA Education Activities on the International Space Station: A National Laboratory for Inspiring, Engaging, Educating and Employing the Next Generation

The International Space Station (ISS) National Lab Education Project has been created as a part of the ISS National Lab effort mandated by the U.S. Congress The project seeks to expand ISS education of activities so that they reach a larger number of students with clear educational metrics of accomplishments. This paper provides an overview of several recent ISS educational payloads and activities. The expected outcomes of the project, consistent with those of the NASA Office of Education, are also described. NASA performs numerous education activities as part of its ISS program. These cover the gamut from formal to informal educational opportunities in grades Kindergarten to grade 12, Higher Education (undergraduate and graduate University) and informal educational venues (museums, science centers, exhibits). Projects within the portfolio consist of experiments performed onboard the ISS using onboard resources which require no upmass, payloads flown to ISS or integrated into ISS cargo vehicles, and ground based activities that follow or complement onboard activities. Examples include ground based control group experiments, flight or experiment following lesson plans, ground based activities involving direct interaction with ISS or ground based activities considering ISS resources in their solution set. These projects range from totally NASA funded to projects which partner with external entities. These external agencies can be: other federal, state or local government agencies, commercial entities, universities, professional organizations or non-profit organizations. This paper will describe the recent ISS education activities and discuss the approach, outcomes and metrics associated with the projects.

Severance, Mark T.↗

NASA NTRS2015

Use of Generalized Fluid System Simulation Program (GFSSP) for Teaching and Performing Senior Design Projects at the Educational Institutions

This paper describes the experience of the authors in using the Generalized Fluid System Simulation Program (GFSSP) in teaching Design of Thermal Systems class at University of Alabama in Huntsville. GFSSP is a finite volume based thermo-fluid system network analysis code, developed at NASA/Marshall Space Flight Center, and is extensively used in NASA, Department of Defense, and aerospace industries for propulsion system design, analysis, and performance evaluation. The educational version of GFSSP is freely available to all US higher education institutions. The main purpose of the paper is to illustrate the utilization of this user-friendly code for the thermal systems design and fluid engineering courses and to encourage the instructors to utilize the code for the class assignments as well as senior design projects. The need for a generalized computer program for thermofluid analysis in a flow network has been felt for a long time in aerospace industries. Designers of thermofluid systems often need to know pressures, temperatures, flow rates, concentrations, and heat transfer rates at different parts of a flow circuit for steady state or transient conditions. Such applications occur in propulsion systems for tank pressurization, internal flow analysis of rocket engine turbopumps, chilldown of cryogenic tanks and transfer lines, and many other applications of gas-liquid systems involving fluid transients and conjugate heat and mass transfer. Computer resource requirements to perform time-dependent, three-dimensional Navier-Stokes computational fluid dynamic (CFD) analysis of such systems are prohibitive and therefore are not practical. Available commercial codes are generally suitable for steady state, single-phase incompressible flow. Because of the proprietary nature of such codes, it is not possible to extend their capability to satisfy the above-mentioned needs. Therefore, the Generalized Fluid System Simulation Program (GFSSP1) has been developed at NASA Marshall Space Flight Center (MSFC) as a general fluid flow system solver capable of handling phase changes, compressibility, mixture thermodynamics and transient operations. It also includes the capability to model external body forces such as gravity and centrifugal effects in a complex flow network. The objectives of GFSSP development are: a) to develop a robust and efficient numerical algorithm to solve a system of equations describing a flow network containing phase changes, mixing, and rotation; and b) to implement the algorithm in a structured, easy-to-use computer program. The analysis of thermofluid dynamics in a complex network requires resolution of the system into fluid nodes and branches, and solid nodes and conductors as shown in Figure 1. Figure 1 shows a schematic and GFSSP flow circuit of a counter-flow heat exchanger. Hot nitrogen gas is flowing through a pipe, colder nitrogen is flowing counter to the hot stream in the annulus pipe and heat transfer occurs through metal tubes. The problem considered is to calculate flowrates and temperature distributions in both streams. GFSSP has a unique data structure, as shown in Figure 2, that allows constructing all possible arrangements of a flow network with no limit on the number of elements. The elements of a flow network are boundary nodes where pressure and temperature are specified, internal nodes where pressure and temperature are calculated, and branches where flowrates are calculated. For conjugate heat transfer problems, there are three additional elements: solid node, ambient node, and conductor. The solid and fluid nodes are connected with solid-fluid conductors. GFSSP solves the conservation equations of mass and energy, and equation of state in internal nodes to calculate pressure, temperature and resident mass. The momentum conservation equation is solved in branches to calculate flowrate. It also solves for energy conservation equations to calculate temperatures of solid nodes. The equations are coupled and nonlinear; therefore, they are solved by an iterative numerical scheme. GFSSP employs a unique numerical scheme known as simultaneous adjustment with successive substitution (SASS), which is a combination of Newton-Raphson and successive substitution methods. The mass and momentum conservation equations and the equation of state are solved by the Newton-Raphson method while the conservation of energy and species are solved by the successive substitution method. GFSSP is linked with two thermodynamic property programs, GASP2 and WASP3 and GASPAK4, that provide thermodynamic and thermophysical properties of selected fluids. Both programs cover a range of pressure and temperature that allows fluid properties to be evaluated for liquid, liquid-vapor (saturation), and vapor region. GASP and WASP provide properties of 12 fluids. GASPAK includes a library of 36 fluids. GFSSP has three major parts. The first part is the graphical user interface (GUI), visual thermofluid analyzer of systems and components (VTASC). VTASC allows users to create a flow circuit by a 'point and click' paradigm. It creates the GFSSP input file after the completion of the model building process. GFSSP's GUI provides the users a platform to build and run their models. It also allows post-processing of results. The network flow circuit is first built using three basic elements: boundary node, internal node, and branch.

Majumdar, A. K.↗

NASA NTRS2015

Use of Generalized Fluid System Simulation Program (GFSSP) for Teaching and Performing Senior Design Projects at the Educational Institutions

Majumdar, A. K.↗

DOE OSTI2023

2023 SAGE-Camp Report

The 7 th Summer Physics Camp for Young Women was successfully held in person in 2023 from June 5 th to 16 th at the New Mexico School for the Arts in Santa Fe, NM at Hilo Intermediate School in Hawaii. This year’s camp was dedicated to the topic of Energy Security and was made possible thanks to the strong collaboration of Los Alamos, Sandia and Hawaii teams and the logistical and financial support of Los Alamos and Sandia National Laboratories, New Mexico Consortium, SAGE- Moore Foundation, LANL Foundation, ACS, IEE, APS four corners, N3B, Hawaii Museum of Science and Technology, New Mexico School for the Arts (NMSA) and Tech Source. The camp mobilized more than 120 volunteers who made the camp a success. The camp is free of charge to the students and included free lunch and snacks for the busy brains to have plenty of energy, also included all materials needed for the hands-on activities (like drone building, crystal structure, solar panels, wind turbine fabrication, soldering, coding etc) and also a stipend for students who attended for the full two weeks and for two educators and two student mentors in NM. The camp offered 32 high school students from New Mexico and 8 from Hawaii a unique opportunity to explore science topics and meet a broad range of role model professionals across STEM fields including astrophysics, cybersecurity, Energy fields, space science, engineering, biophysics, environmental science, robotics, computer science, nuclear engineering, radiological science, physics and chemistry. With nearly 120 volunteers who came mainly from Los Alamos National Laboratory (66%) and Sandia national laboratories (18%), two funded educators from NM, Dr. Weldon Beauchamp and Dr. Ellee Cook, and two educators from Hilo, Dr. Pascale Creek Pinner and LeAnn Ragasa, the camp was educationally sound and extremely varied. The collaboration with school educators is critical for the goal of this camp to not only impact students' lives but also improve STEM education in NM and Hawaii. The ultimate goal of the camp is to increase higher education aspirations of students, empower them to consider careers in STEM and learn more about the opportunities available to them in our local colleges and DOE National Laboratories. In addition, the camp also hired 2 past students as student mentors, Megan Odom and Elisea Jackson, who currently attend NMSA and were students at the camp in 2022 when it was virtual. The in-person camp which aims at empowering under-represented minorities in STEM in our community received more than 52 applications this year from all over NM and 8 applications from Hawaii. Our selection criteria are based on diversity, equity and inclusion, and students for whom the camp can be a life-changing opportunity are given a chance to attend the camp. During COVID, the camp was held virtually and gave the opportunity to students from remote areas in NM and Hawaii to attend from their homes. This year, fantastic families supported students everyday even when home was in remote areas in NM like Lea county, Sandoval county, Bernalillo or Mora county. The organizers hope next year they can offer a residential option for students from remote areas.

99 GENERAL AND MISCELLANEOUS↗

NASA NTRS1977

Identification of an educational production function for diverse technologies

Production function analysis used to estimate the cost effectiveness of three alternative technologies in higher education: traditional instruction, instructional television, and computer-assisted instruction is presented. Criteria and selection of a functional form are outlined and a general discussion of variable selection and measurement is presented.

Mcclung, R. L.↗

NASA NTRS1996

Research Reports: 1995 NASA/ASEE Summer Faculty Fellowship Program

For the 31st consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period 15 May 1995 - 4 Aug. 1995. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the programs, which are in the 32nd year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1995. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Karr, G. R.↗

NASA NTRS1996

Research Reports: 1996 NASA/ASEE Summer Faculty Fellowship Program

For the 32nd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama and MSFC during the period May 28, 1996 through August 2, 1996. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the programs, which are in the 33rd year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1996. The University of Alabama presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Freeman, M.↗

NASA NTRS2010

Professor Created On-line Biology Laboratory Course

This paper will share the creation, implementation, and modification of an online college level general biology laboratory course offered for non-science majors as a part of a General Education Curriculum. The ability of professors to develop quality online laboratories will address a growing need in Higher Education as more institutions combine course sections and look for suitable alternative course delivery formats due to declining departmental budgets requiring reductions in staffing, equipment, and supplies. Also, there is an equal or greater need for more professors to develop the ability to create online laboratory experiences because many of the currently available online laboratory course packages from publishers do not always adequately parallel on-campus laboratory courses, or are not as aligned with the companion lecture sections. From a variety of scientific simulation and animation web sites, professors can easily identify material that closely fit the specific needs of their courses, instructional environment, and students that they serve. All too often, on-campus laboratory courses in the sciences provide what are termed confirmation experiences that do NOT allow students to experience science as would be carried out by scientists. Creatively developed online laboratory experiences can often provide the type of authentic investigative experiences that are not possible on-campus due to the time constraints of a typical two-hour, once-per-week-meeting laboratory course. In addition, online laboratory courses can address issues related to the need for students to more easily complete missing laboratory assignments, and to have opportunities to extend introductory exercises into more advanced undertakings where a greater sense of scientific discovery can be experienced. Professors are strongly encourages to begin creating online laboratory exercises for their courses, and to consider issues regarding assessment, copyrights, and Intellectual Property concerns.

Bowman, Arthur W.↗

DOE OSTI2022

Residential Solar-Adopter Income and Demographic Trends: November 2022 Update [Slides]

The report describes income, demographic, and other socio-economic trends among U.S. residential rooftop solar adopters. The report is based on address-level data for roughly 2.8 million residential rooftop solar systems installed through 2021, representing 86% of all U.S. systems. With its unique size, geographic scope, and level of detail, this report is intended to serve as a foundational reference document for policy-makers, industry stakeholders, and researchers. Key findings include the following: -Median solar adopter income was about $\$110$k/year in 2021, compared to a U.S. median of about $\$63$k/year for all households and $\$79$k/year for all owner-occupied households -The degree of income skew varies significantly across all states, but all states exhibit some positive income skew, with median solar-adopter incomes ranging from 131-168% of the respective county-median income for all households -Notwithstanding the fact that solar adopter incomes skew high, a substantial share of adopters could be considered low-to-moderate income (LMI), with 22% of all 2021 adopters earning less than 80% of area median income, and an additional 21% between 80% and 120% of area median income. -Solar-adopter incomes are declining over time, with median incomes dropping from $\$129$k in 2010 to $\$110$k in 2021, as adoption becomes more proportionately distributed across the population and has started to broaden into low- and middle-income states since 2016. -Solar-adopter incomes are consistently higher for systems paired with battery storage, for host-owned systems, and for systems installed on single-family homes; higher income adopters also consistently install larger systems. -Solar adopters tend to live in Census Tracts not identified as “disadvantaged communities” (using the U.S. Department of Energy’s interim definitions developed March 2022), making up 11% of adopters compared to 18% of U.S. households. -Compared to the broader population, solar adopters tend to: identify as Non-Hispanic White, be primarily English-speaking, have higher education levels, be middle-aged, work in business and finance-related occupations, and live in higher-value homes In conjunction with the report, Berkeley Lab has published an updated accompanying set of online data visualizations that allow users to further explore the underlying data. Berkeley Lab is also offering related analytical support to states, local agencies, and other organizations on issues related to solar adoption among low-to-moderate income households; requests for analytical support may be submitted through this online form.

13 HYDRO ENERGY↗