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All sourcesNASA NTRSDOE OSTI
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 OSTI2025

Vehicle-Cycle Inventory for Type C School Buses & Intra-City Transit Buses

This report documents the new inventory incorporated into the Research and Development version of Greenhouse gases, Regulated Emissions, and Energy use in Technologies (R&D GREET) 2025 model for the vehicle cycle of Type C school buses and intracity transit buses. The transportation sector contributes significantly to the United States’ energy consumption and resultant emissions (EPA, 2025a). However, public transit plays an important role in mitigating these impacts because it consumes a relatively low amount of energy per passenger (Congressional Budget Office, 2022). Public transit is widely used in the United States; more than 500,000 school buses (EPA, 2025b) and ~75,000 service buses (American Public Transportation Association, 2025) operate in the nation. These are primarily internal combustion engine vehicles (ICEVs) powered by diesel. Original equipment manufacturers (OEMs) are making efforts to electrify U.S. bus fleets by using batteries as a propulsion system to replace internal combustion engines. Electrification can reduce tailpipe emissions, such as particulate matter (with a diameter ≤10 µm [PM 10 ] and with a diameter ≤2.5 µm [PM 2.5 ]) and nitrogen oxides (Jonas et al., 2025; Martinez and Samaras, 2024; EPA, 2025b; Wayne et al., 2009). Hence, any energy and emission impact analysis of public transit must consider both conventional ICEVs and upcoming electric vehicle (EV) options for the school and transit buses that dominate this landscape. To understand the detailed environmental impact profiles of ICEV and EV school and transit buses, it is necessary to conduct a thorough analysis covering both vehicle manufacturing and vehicle use stages. The current literature lacks a detailed vehicle-cycle inventory for school and transit buses, which makes this kind of comparison difficult. To overcome this gap, we developed a comprehensive vehicle-cycle model for school and transit buses in Argonne’s R&D GREET 2025 model. The model is flexible in handling user inputs for key assumptions, such as component weights and material compositions, upstream energy sources for material processing, and vehicle operating parameters, to understand their impacts on energy use and emissions for both school and transit buses. This report is organized as follows: Section 2 provides details on the modeling approach and vehicle specifications (weights and composition of different vehicle components, and vehicle operating parameters) for both school and transit buses. Section 3 provides details on vehicle assembly, disposal, and recycling (ADR) approaches for the two buses. Section 4 includes details about their incorporation into the R&D GREET model.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2025

Electrifying education: Exploring the electrification potential of U.S. School bus fleets

We analyze the operations of 270 diesel school buses across the United States to assess their electrification potential and evaluate the impact of various charging strategies on electricity demand. We find that school buses typically follow a two-route schedule on weekdays, featuring extended dwell times between morning and evening trips. Weekday trip distances average 25 miles, while weekend trips average 42 miles. Charging simulations indicate over 90% of the U.S. school bus fleet could be electrified using current technologies (300-mile range at 1.21 kWh/mile with 19.2-kW depot charging) without modifying existing operating patterns. Depot charging is a key enabler of school bus electrification, however, the strategic placement of charging stations at other locations (e.g., schools) can further increase electrification potential. Additionally, we find electric school bus charging to be highly flexible, with charge management capable of reducing peak charging loads at depots by up to 77%.

24 POWER TRANSMISSION AND DISTRIBUTION↗
DOE OSTI2025

The relationship between below average cognitive ability at age 5 years and the child’s experience of school at age 9

Background At age 5, while only embarking on their educational journey, substantial differences in children’s cognitive ability will already exist. The aim of this study was to examine the causal association between below average cognitive ability at age 5 years and child-reported experience of school and self-concept, and teacher-reported class engagement and emotional-behavioural function at age 9 years. Methods This longitudinal cohort study used data from 7,392 children in the Growing Up in Ireland Infant Cohort, who had completed the Picture Similarities and Naming Vocabulary subtests of the British Abilities Scales at age 5. Principal components analysis was used to produce a composite general cognitive ability score for each child. Children with a general cognitive ability score more than 1 standard deviation (SD) below the mean at age 5 were categorised as ‘Below Average Cognitive Ability’ (BACA), and those scoring above this as ‘Typical Cognitive Development’ (TCD). The outcomes of interest, measured at age 9, were child-reported experience of school, child’s self-concept, teacher-reported class engagement, and teacher-reported emotional behavioural function. Binary and multinomial logistic regression models were used to examine the association between BACA and these outcomes. Results Compared to those with TCD, those with BACA had significantly higher odds of never liking school [Adjusted odds ratio (AOR) 1.82, 95% CI 1.37–2.43, p < 0.001], of being picked on (AOR 1.27, 95% CI 1.09–1.48) and of picking on others (AOR 1.53, 95% CI 1.27–1.84). They had significantly higher odds of experiencing low self-concept (AOR 1.20, 95% CI 1.02–1.42) and emotional-behavioural difficulties (AOR 1.34, 95% CI 1.10–1.63, p = 0.003). Compared to those with TCD, children with BACA had significantly higher odds of hardly ever or never being interested, motivated and excited to learn (AOR 2.29, 95% CI 1.70–3.10). Conclusion Children with BACA at school-entry had significantly higher odds of reporting a negative school experience and low self-concept at age 9. They had significantly higher odds of having teacher-reported poor class engagement and problematic emotional-behavioural function at age 9. The findings of this study suggest BACA has a causal role in these adverse outcomes. Early childhood policy and intervention design should be cognisant of the important role of cognitive ability in school and childhood outcomes.

Bowe, Andrea K.↗
DOE OSTI2026

Winnett Public School District Energy Improvements

The Winnett Public School District Energy Improvement Project was funded through the U.S. Department of Energy's Renew America's Schools Program, which supports rural and underserved school districts in upgrading aging facilities and improving energy performance. The completed improvements directly advance the program's objectives by replacing the District's outdated coal-fired heating system with a modern, high-efficiency propane boiler system, while also enhancing ventilation systems and building envelope performance throughout the school. These upgrades provide a more reliable heating system and improved indoor air quality, creating a healthier and more comfortable environment for students and staff. In addition, replacing the aging boiler system has reduced long-term maintenance demands for one of Montana's most rural school districts, allowing the District to redirect limited financial resources toward other critical needs.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

Convergence QL: NSF/DOE Quantum Science Summer School: QS3 Final Report

Convergence QL: NSF/DOE Quantum Science Summer School (QS3) was a 2-week summer program held in 2017, 2018, 2019, and 2022. The program was aimed at graduate students and postdoctoral researchers working on a wide range of topics related to quantum science and quantum engineering. Expert leaders in this field served as lectures for the school. The school program included lectures, active learning, project activities, poster presentations, and industry panel discussions. The school covered four topics: Fundamentals and Applications of Quantum Computing (2017), Fundamentals and Applications of Quantum Materials (2018), Fundamentals and Applications of Quantum Devices (2019), and Modern Synthesis of Quantum Materials (2022). In terms of intellectual merit, the school brought together students from different areas of research related to quantum science to educate them on a broad range of related topics, providing a unique crucible for the development of educational content and learning opportunities in a cross-disciplinary fashion in the context of quantum science and quantum engineering. In terms of broader impacts, this may serve to create a workforce which would accelerate research in quantum science, quantum engineering, and the development of new quantum technologies beneficial to society. Additionally, this may add to the training of a cadre of scientists and engineers to serve as future leaders in this research field.

42 ENGINEERING↗
DOE OSTI2024

The Radiation Detection for Nuclear Security Summer School: Fiscal Year 2024 Report

The Pacific Northwest National Laboratory (PNNL) hosts the Radiation Detection for Nuclear Security (RDNS) Summer School. This unique course provides students with an overview of nuclear security missions, the technical foundation of applied radiation detection technology, and interactive demonstrations and exercises to connect theory to practice in an evolving research and development area. Fiscal year 2024, an off-year year for the school, included reviewing course content, and sharing about the school in a student engagement session at the Institute of Nuclear Materials Management Annual Meeting. Planning is underway for the 10 th RDNS summer school is planned for the summer of 2025.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
DOE OSTI2021

Energy-saving potential evaluation for primary schools with occupant-centric controls

Recent studies demonstrated that there is significant energy-saving potential for primary schools, which heating, ventilation, and air-conditioning (HVAC) systems with occupant-centric control (OCC) is an excellent candidate to save energy. However, such an energy impact has yet to be evaluated for different climate zones as well as different energy code versions, but is critical for technology transfer and deployment. Therefore, this paper conducts comprehensive evaluation on the energy-saving potentials for the primary schools with two advanced OCC strategies: presence-based and counting-based. In this work, ninety-six building energy models with stochastic behavior of occupants are developed and simulated, which consist of two building energy code versions, 16 climate zones, and baseline case (without OCC) and two advanced cases (with OCC). To evaluate the energy saving potentials for OCC, primary schools in the U.S. are used as an example. The results show that there is significant energy-saving potential for primary schools by considering OCC strategies, especially the counting-based case. The energy-saving potential is up to 10.2% for presence-based OCC and 12.41% for counting-based OCC. Furthermore, both climate and code version have a significant impact on energy savings from OCC strategies. The energy-saving potentials vary from 1.79% to 12.41% for different climates and code versions. This evaluation can also contribute to quantify the nationwide energy saving potential for other countries.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

Cost effectiveness of preemptive school closures to mitigate pandemic influenza outbreaks of differing severity in the United States

Background: Nonpharmaceutical interventions (NPIs) may be considered as part of national pandemic preparedness as a first line defense against influenza pandemics. Preemptive school closures (PSCs) are an NPI reserved for severe pandemics and are highly effective in slowing influenza spread but have unintended consequences. Methods: We used results of simulated PSC impacts for a 1957-like pandemic (i.e., an influenza pandemic with a high case fatality rate) to estimate population health impacts and quantify PSC costs at the national level using three geographical scales, four closure durations, and three dismissal decision criteria (i.e., the number of cases detected to trigger closures). At the Chicago regional level, we also used results from simulated 1957-like, 1968-like, and 2009-like pandemics. Our net estimated economic impacts resulted from educational productivity costs plus loss of income associated with providing childcare during closures after netting out productivity gains from averted influenza illness based on the number of cases and deaths for each mitigation strategy. Results: For the 1957-like, national-level model, estimated net PSC costs and averted cases ranged from $\$7.5$ billion (2016 USD) averting 14.5 million cases for two-week, community-level closures to $\$97$ billion averting 47 million cases for 12-week, county-level closures. We found that 2-week school-by-school PSCs had the lowest cost per discounted life-year gained compared to county-wide or school district–wide closures for both the national and Chicago regional-level analyses of all pandemics. The feasibility of spatiotemporally precise triggering is questionable for most locales. Theoretically, this would be an attractive early option to allow more time to assess transmissibility and severity of a novel influenza virus. However, we also found that county-wide PSCs of longer durations (8 to 12 weeks) could avert the most cases (31–47 million) and deaths (105,000–156,000); however, the net cost would be considerably greater ($\$88$-$\$103$ billion net of averted illness costs) for the national-level, 1957-like analysis. Conclusions: We found that the net costs per death averted ($\$180,000$-$\$4.2$ million) for the national-level, 1957-like scenarios were generally less than the range of values recommended for regulatory impact analyses ($\$4.6$ to 15.0 million). This suggests that the economic benefits of national-level PSC strategies could exceed the costs of these interventions during future pandemics with highly transmissible strains with high case fatality rates. In contrast, the PSC outcomes for regional models of the 1968-like and 2009-like pandemics were less likely to be cost effective; more targeted and shorter duration closures would be recommended for these pandemics.

60 APPLIED LIFE SCIENCES↗
DOE OSTI2021

Fiscal Year 2020 Report for the Radiation Detection for Nuclear Security Summer School

The Pacific Northwest National Laboratory (PNNL) planned to hold its 6th Radiation Detection for Nuclear Security Summer School 15-26 June 2020. The COVID-19 pandemic prevented an in-person school from happening, and PNNL staff did not have adequate time to prepare a virtual format school. So fiscal year 2020 was taken as an off year with the intention of hosting an in-person or online summer school in 2021. As with typical off years, some course materials and activities were refined to better achieve the key objectives of 1) exposing students to the range of nuclear security applications for which radiation detection is necessary, 2) articulating the relevance of student research into the broader context, and 3) growing student interest in careers in nuclear security.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2025

Ethical considerations in infectious disease modelling for public health policy: the case of school closures

Mathematical models of infectious diseases are frequently used as a tool to support public health policy and decisions around the implementation of interventions such as school closures. However, most publications on policy-relevant modelling lack an ethical framework and do not explicitly consider the ethical implications of the work. This creates a risk that the unintended consequences of interventions are overlooked or that models are used to justify decisions that are inconsistent with public health ethics. In this article, we focus on the case study of school closures as a commonly modelled intervention against pandemic influenza, COVID-19 and other infectious disease threats. We briefly review some of the key concepts in public health ethics and describe approaches to modelling the effects of school closures. We then identify a series of ethical considerations involved in modelling school closures. These include accounting for population heterogeneity and inequalities; including a diversity of viewpoints and expertise in model design; considering the distribution of benefits and harms; and model transparency and contextualization. Furthermore, we conclude with some recommendations to ensure that policy-relevant modelling is consistent with some key ethics values.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2021

2020 ETI Annual Summer School: Data Science and Engineering

The Consortium for Enabling Technologies & Innovation (ETI) was established in 2019 to address emerging technologies within the context of nuclear nonproliferation. ETI creates a research and education environment to support cross-cutting technologies across three core disciplines: 1) computer and engineering science research specifically in a form of machine learning and high performance computing (HPC), 2) advanced manufacturing, and 3) nuclear detection technologies. For outreach and development, ETI hosted the first of three summer schools from August 24-28, 2020 with the theme of “Data Science and Engineering”. The school was hosted in an on-line format and had over 200 participants. The recorded content is available on-line as a resource for students. The summer school had four modules: 1) Fundamentals of data Applications, 2) Computational Machine Learning, 3) Bayesian Modeling and Inference, and 4) Data Science for Safeguards. Modules contained both lectures as well as student exercises. Poll Everywhere was utilized in some modules as an on-line method to engage large groups of students. Upcoming ETI Summer Schools include Novel Instrumentation in 2021 and Advanced Manufacturing in 2022.

Biegalski, Steven R.↗
DOE OSTI2024

Modeled Retrofit Package Performance for Schools

This report details modeled energy performance and savings from retrofit packages in prototypical school buildings in climate zones throughout the U.S. The information herein serves as a reference for elementary and secondary schools interested in implementing retrofit packages in their facilities for energy savings as well as health and safety benefits. School models developed for simulating package performance differentiated between rural and urban environments. Simulations were run for 10 distinct climate zones covering a range of climate conditions throughout the U.S. Results include savings estimates for electricity, natural gas, CO 2 emissions, and annual utility costs for nine different retrofit packages that combine energy conservation measures, including HVAC controls and equipment upgrades, lighting efficiency upgrades, and electrification technologies such as heat pumps for space conditioning and domestic hot water. Nine additional retrofit packages were also developed for elementary schools and modeled in two climate zones. Appendix B describes the additional retrofit packages and presents savings estimates.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2020

Summary Report for the 2019 Radiation Detection for Nuclear Security Summer School

The Pacific Northwest National Laboratory (PNNL) hosted students from across the United States at the 6th Radiation Detection for Nuclear Security Summer School 17-28 June 2019. The summer school provided students with a unique understanding of nuclear security challenges faced in the field and exposed them to the technical foundations, analyses, and insight that will be required by future leaders in technology development and implementation. The course heavily emphasized laboratory and field demonstrations including measurements of special nuclear material. Student evaluations and feedback from student advisors indicates that the summer school achieved its objectives of 1) exposing students to the range of nuclear security applications for which radiation detection is necessary, 2) articulating the relevance of student research into the broader context, and 3) growing student interest in careers in nuclear security.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2026

Cold Weather Impacts on Electric School Bus Performance in Aurora, Colorado

This brief highlight details the key takeaways from a project that utilized NLR's Fleet Research, Energy Data, and Insights (FleetREDI) data analysis pipeline related to electric school bus (ESB) operation. ESBs using battery energy as their primary heating source have a higher energy consumption rate in cold weather, which fleet managers can account for when planning ESB purchases and making dispatching and charging decisions. Researchers found that electric school buses operate 2-5 times more efficiently than conventional buses, on average. Cold weather can double electric school bus energy demands, but strategies such as thermal pre-conditioning significantly reduce this effect. Understanding these impacts can help fleets plan charging, dispatching, and purchase decisions.

33 ADVANCED PROPULSION SYSTEMS↗
DOE OSTI2021

Enlightened Education: Solar Engineering Design to Energize School Facilities

Here, this paper explores the potential for universities, colleges, and K-12 schools to implement solar electric infrastructure projects on their campuses that not only provide financial savings but also provide learning environments and instructional opportunities for students. A recent case study at Madison College is presented for a 1.85 MW photovoltaic system that is the largest solar rooftop installation in the State of Wisconsin. The system was designed with several unique features to facilitate public access, provide students with hands-on interaction, and compare and contrast several different types of solar equipment. Special engineering design considerations should be made when installing solar on schools, and recommended practices from the Madison College experience are detailed. Madison College completed a Solar Roadmap in order to prioritize and sequence investment in solar across the multiple buildings and campus locations operated by the college. The featured installation was the first project within that plan. A ten-step guide on how to create a solar roadmap is shared, so that other schools can learn from Madison College’s experience and replicate the process for their own institutions.

14 SOLAR ENERGY↗
DOE OSTI2026

A Practical Guide to E-waste Education and Events in Schools

The Practical Guide to E-waste Education and Events in Schools is a comprehensive resource that equips educators and outreach professionals to deliver impactful lessons on electronic waste (e-waste), critical materials, and battery recycling, while launching effective school-based e-waste recycling programs. It offers step-by-step guidance for starting and managing outreach efforts, including tips on student engagement, selecting recycling partners, planning collection logistics, creating promotional materials, and overcoming common challenges. The guide also supports curriculum development and scaling initiatives across schools to foster lasting recycling habits.

school outreach↗
DOE OSTI2021

Low Carbon Technology Strategies: Primary School

This document includes steps that building owners and operators can implement to achieve smart, healthy, and low-carbon primary schools within their existing building portfolios. Primary schools often use packaged rooftop units for heating, cooling, and ventilation.

analytics↗