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DOE OSTI2024

The Italian Summer Students Program at Fermilab and other US Laboratories: 40 years of education in particle physics and technology

Since 1983 the Italian groups collaborating with Fermilab (US) have been running a 2-month summer training program for Master students. While in the first year the program involved only 4 physics students, in the following years it was extended to engineering students. Many students have extended their collaboration with Fermilab with their Master Thesis and PhD. The program has involved almost 600 Italian students from more than 20 Italian universities. Each intern is supervised by a Fermilab Mentor responsible for the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e and SBN and DUNE design and data analysis, development of particle detectors, design of electronic and accelerator components, development of infrastructures and software for tera-data handling, quantum computing and research on superconductive elements and accelerating cavities. In 2015 the University of Pisa included the program within its own educational programs. Summer Students are enrolled at the University of Pisa for the duration of the internship and at the end of the internship they write summary reports on their achievements. After positive evaluation by a University of Pisa Examining Board, interns are acknowledged 6 ECTS credits for their Diploma Supplement. In the years 2020 and 2021 the program was canceled due to the sanitary emergency but in 2022 it was restarted and allowed a cohort of 21 students in 2022, and a cohort of 27 students in 2023 to be trained for nine weeks at Fermilab. We are now organizing the 2024 program.

Barzi, Emanuela↗

DOE OSTI2022

A Subcritical Assembly for Training and Education Use at the Oak Ridge National Laboratory [Abstract]

A near-final design has been completed for a new subcritical assembly at Oak Ridge National Laboratory (ORNL). This subcritical assembly will support the Nuclear Criticality Safety Program (NCSP) training and education program to augment current subcritical assembly capabilities at Sandia National Laboratories (SNL) and at the National Criticality Experiments Research Center (NCERC). Other collaborations have been proposed with the Sunrise Consortium and others. This proposed subcritical assembly uses legacy AGN-201M research reactor fuel plates that are available from the Y-12 National Security Complex. This subcritical assembly contains approximately 620 grams of 235 U as UO 2 particulates distributed homogeneously in radiation-stabilized polyethylene. The fuel plates will have a graphite neutron reflector to obtain a core multiplication, M, from 10 to 50, corresponding to a k eff of 0.9 to 0.95, respectively. The subcritical assembly will be able to support at least four experiments for the training courses: (1) the addition of fissile material to increase neutron multiplication (mass), (2) a core separation experiment (interaction), (3) the effect of adding moderators to the core (moderation), and (4) the effect of adding neutron absorbers to the core (poison/absorption). The proposed ORNL subcritical assembly will provide additional student bandwidth to support NCSP training courses and to provide for some backup capacity if nuclear facility operations are disrupted at SNL or NCERC due to some unforeseen issue. The subcritical assembly will be designed to be an inherently safe subcritical assembly—subcritical under all normal and abnormal conditions—and it will provide the capability to conduct hands-on training to support NCSP and general nuclear criticality safety (NCS) staff training and qualification goals.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

DOE OSTI2022

A Subcritical Assembly for Training and Education Use at the Oak Ridge National Laboratory

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

DOE OSTI2026

Expanding Access to Charging at Home (EACH) Technical Report

This report summarizes the implementation, outcomes, and key learnings of Expanding Access to Charging at Homes (EACH), a nationwide multifamily housing charging initiative focused on accelerating deployment of electric vehicle charging infrastructure at multifamily housing properties. The program combined education, outreach, and technical assistance to support property owners, managers, residents, and industry stakeholders in overcoming barriers to EV charging adoption. The report highlights program strategies, stakeholder engagement, resources developed, and recommendations to help scale charging access at multifamily housing nationwide.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗

DOE OSTI2026

Industry-driven Training and Curriculum Development Process

The development of a sustainable, skilled fusion workforce requires coordinated strategy between all sectors of fusion industry. This paper outlines a framework to align training programs with evolving technical and professional demands of fusion, including enhancing existing curricula, the establishment of new programs at educational institutions, and the identification of workforce gaps informed through industry engagement. Effective curriculum development requires input from both educators and employers to ensure that academic content reflects real-world challenges and can prepare students for successful transitions into the field. Collaborative models, such as industry-led training programs, inter-institutional partnerships, and faculty development initiatives, are highlighted as mechanisms for scalable and inclusive workforce development. Continued program success and relevance will be dependent on continuous review processes, including feedback from employers, alumni, and advisory boards. The combination of these programs supports the formation of flexible, industry-informed training pathways. This approach aims to foster a competent workforce capable of advancing fusion energy research and commercialization.

Gehrig, Monica [ORNL] (ORCID:0000000341022612)↗

DOE OSTI2023

Solar Decathlon Education Partner: Cooperative Research and Development Final Report

The U.S. Department of Energy Solar Decathlon (DOE/SD) is a collegiate competition, comprising 10 contests, that challenges student teams to design and build highly efficient and innovative buildings powered by renewable energy. The winners will be those teams that best blend architectural and engineering excellence with innovation, market potential, building efficiency, and smart energy production. Solar Decathlon is comprised of two Challenges - Design Challenge (annual) and Build Challenge (biennial). The National Renewable Energy Laboratory (NREL) provides competition management for Solar Decathlon. NREL and Participant establish this CRADA to enable the success of the Solar Decathlon program in managing sponsorship funds and creating a K12 education program. Participant is to act as an Education Partner to Solar Decathlon, which includes: 1) accepting and dispersing sponsorship funds for DOE/SD; and 2) providing K12 education program to support Solar Decathlon Competition Events in April each year.

14 SOLAR ENERGY↗

DOE OSTI2025

National Energy Education Development Project (NEED Project) (CRADA Final Report)

The U.S. Department of Energy Building Technologies Office (BTO) funds student competitions that introduce students to careers in the building sciences and increase public awareness around high-performance buildings to support the goal of developing, demonstrating, and accelerating the adoption of cost-effective technologies, techniques, tools, and services that enable high-performing, energy-efficient and demand-flexible residential and commercial buildings in both the new and existing buildings markets. The U.S. Department of Energy Solar Decathlon® (DOE/SD) is a flagship, high-visibility international competition started in 2002 that advances the goals of BTO by introducing students to building science careers; educating students and the public about the latest technologies and materials in high-performance buildings; encouraging student-led projects and research centered around building science; and demonstrating to the public the comfort and savings of homes that combine energy-efficient construction, home systems, appliances and innovative design with onsite renewable energy production. SD is a collegiate competition, comprising 10 contests, that challenges student teams to design and build highly efficient and innovative buildings powered by renewable energy. The winners will be those teams that best blend architectural and engineering excellence with innovation, market potential, building efficiency, and smart energy production. Solar Decathlon is comprised of two Challenges – Design Challenge (annual) and Build Challenge (biennial). The National Renewable Energy Laboratory (NREL) provides competition management for Solar Decathlon. NREL and Participant establish this CRADA to enable the success of the overall Solar Decathlon program by managing sponsorship funds and creating a K12 education program. Participant is to act as an Education Partner to Solar Decathlon, which includes: 1) accepting and dispersing sponsorship funds for DOE/SD; and 2) providing K12 education program to support Solar Decathlon Competition Events in April each year.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

DOE OSTI2022

U.S. Offshore Wind Workforce Assessment

As the U.S. offshore wind market prepares for rapid growth, our understanding of specific workforce requirements and pathways to meet those requirements is not keeping pace. Without this deeper understanding, there is a risk that the workforce will not develop as efficiently or robustly as is needed to fully realize the benefits of offshore wind. The "U.S. Offshore Wind Workforce Assessment" provides a more detailed assessment of the workforce demand, supply, and pathways to support key stakeholders including industry, state and local governments, educational organizations, and unions in their efforts to attract, educate, train, and retain a domestic workforce to support this burgeoning industry.

17 WIND ENERGY↗

DOE OSTI2024

Western States Building Energy & Controls Apprenticeship (BECA) Program

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

29 ENERGY PLANNING, POLICY, AND ECONOMY↗

DOE OSTI2025

NorthWest Cleantech Innovation Network

To help overcome these barriers for clean tech/climate tech entrepreneurs in the Pacific Northwest, the Northwest Cleantech Innovation Network (NWCIN) was established in October 2021 with support from the Department of Energy. Launched as a consortium of three organizations: VertueLab, the CleanTech Alliance (CTA) and University of Washington Clean Energy Testbeds (WCET), the NWCIN successfully leveraged the strengths and expertise of each organization to deliver four assistance programs: Cascadia Cleantech Accelerator (CCA), an 18-week yearly cohort-based virtual program providing business and technical mentorship Lab2Launch (L2L), a program to educate and connect entrepreneurs to regional research institution resources and technologies available to license Federal Funding Assistance (FFA), to provide support to companies from Washington, Oregon, Idaho and Alaska that are applying for SBIR/STTR and other federal grants Cleantech Hardware Innovation Prototyping (CHIP) to provide access to facilities and lab/office space at the Washington

25 ENERGY STORAGE↗

DOE OSTI2022

NNSA Minority Serving Institute Partnership Program (MSIPP)-- Partnership for Advanced Manufacturing Education and Research (PAMER) (Q1 FY2022 Progress Report)

The following report summarizes the status update during this quarter for the National Nuclear Security Agency (NNSA) initiated Minority Serving Institution Partnership Plan's (MSIPP) project titled, Partnership for Advanced Manufacturing Education and Research (PAMER). In 2016, the National Nuclear Security Agency (NNSA) initiated the Minority Serving Institution Partnership Plan (MSIPP) targeting Tribal Colleges and Universities (TCUs) to offer programs that will prepare students for technical careers in NNSA’s laboratories and production plants. The MSIPP consortium’s approach is as follows: 1) align investments at the college and university level to develop a curriculum and workforce needed to support NNSA’s nuclear weapon enterprise mission, and 2) to enhance research and education at under-represented colleges and universities.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗

DOE OSTI2022

2020 Solar Decathlon Education Partner: Cooperative Research and Development (Final Report, CRADA Number CRD-19-00802)

The U.S. Department of Energy Solar Decathlon (DOE/SD) is a collegiate competition, comprising 10 contests, that challenges student teams to design and build highly efficient and innovative buildings powered by renewable energy. The winners will be those teams that best blend architectural and engineering excellence with innovation, market potential, building efficiency, and smart energy production. The DOE/SD is comprised of two Challenges--Design Challenge (annual, in April of each year at NREL in Golden, Colo.) and Build Challenge (biennial, held next in June/July 2020 in Washington D.C.). NREL provides competition management for DOE/SD. For over 35 years, EEBA has provided the most trusted resources for building science information and education in the construction industry. EEBA delivers turn-key educational resources and events designed to transform residential construction practices through high performance design, marketing, materials, and technologies. NREL and EEBA establish this CRADA to enable the success of the DOE/SD program in managing sponsorship funds and creating a professional education program. EEBA acted as an Education Partner to DOE/SD, which included: 1) accepting and dispersing sponsorship funds for DOE/SD; and 2) providing professional development content.

14 SOLAR ENERGY↗

DOE OSTI2025

CIE Curriculum Guide (V.2.0)

The Cyber-Informed Engineering (CIE) Curriculum Guide offers a comprehensive framework, guidance, and resources for integrating CIE into university-level engineering programs and related educational activities. The primary goal is to help educators adopt CIE principles into their teaching to produce future engineers and technicians who understand digital risks in modern engineered systems, thereby addressing the nation’s infrastructure resilience needs. This guide outlines practical integration examples, links to resources to accelerate CIE adoption, and shares insights from partner academic institutions on various implementation strategies. CIE is a framework for embedding engineered controls that mitigate the impact of cyber-attacks in any cyber-physical system used in critical energy infrastructure and other sectors. Developed by the U.S. Department of Energy’s Office of Cybersecurity, Energy Security, and Emergency Response (CESER), the National Cyber-Informed Engineering Strategy emphasizes embedding CIE into formal education, training, and credentialing. This guide supports this strategic objective by providing examples of integrating CIE concepts into engineering curricula, from class activities to new courses and certificate programs. The importance of educating cyber-informed engineers is underscored by the evolving cybersecurity threats facing engineered systems. As industrial control systems (ICS) increasingly incorporate digital technologies, the responsibility for security extends to both cyber professionals and engineers. CIE addresses critical gaps in designing and protecting physical systems with digital components against cyber risks, ensuring engineers consider digital risk throughout the engineering design lifecycle. Currently, engineering education does not routinely include cyber-informed principles, highlighting a gap in addressing modern engineering system risks. This guide advocates for updating engineering curricula to include digital risk management as a fundamental element. By doing so, future engineers will be equipped to design resilient systems that mitigate digital risks from the outset. Through this guide, engineering faculty can integrate CIE into their curricula, bridging the gap between digital risk and engineering. This approach prepares a cyber-informed workforce capable of safeguarding the cyber-physical systems crucial to national security and public welfare. By embedding CIE into education and training, institutions can produce engineers and technicians who can effectively mitigate cyber impacts throughout the engineering design lifecycle, resulting in more secure critical infrastructures.

42 - ENGINEERING↗

DOE OSTI2021

The CanBikeCO Mini Pilot: Procedure and Preliminary Results

In fall 2020, the Colorado Energy Office, as part of the State of Colorado's "Can Do Colorado" initiative, initiated a project aimed at encouraging energy-efficient transportation during the COVID-19 pandemic. The initial mini-pilot provided e-bikes to 13 low-income households under an individual ownership model. This report assesses the impact of providing this additional mobility option on the travel behavior of participants. It also outlines the lessons learned from deploying a continuous monitoring platform to track the travel behavior. These lessons will influence the evaluation component for the full pilot, which will cover multiple geographic regions, start in summer 2021, and run for 2 years. The continuous data collection was enabled by a customized version of the open-source e-mission platform, called CanBikeCO, configured with a behavioral gamification feature. The Colorado Energy Office used this system to collect a unique data set consisting of 3 months of partially automated travel diaries, combining sensed and surveyed data and linked with demographic information, from 12 participants. The data collection process worked well overall: users generally liked the app, appreciated the game, and did not complain about battery life. The long tracking period introduced behavioral challenges in user engagement, which we plan to address using repeated patterns and automated status checks for the full pilot. The analysis results, based on the subset of trips with user-reported labels (68%), indicate that the e-bike was the dominant commute mode share (31%), in sharp contrast to the census bicycle commute mode share (<1%). E-bike trips primarily replaced single-occupancy vehicle (SOV) trips (28%), followed closely by walking (24%) and regular bike (20%). The non-motorized mode replacement corresponds to lower travel time and increased productivity enabled by the program. The emissions impact analysis of the program, computed using trip-level energy intensity factors, indicates savings of 1,367 lbs. of CO2. Although the results are strongly positive, the narrow demographic profile of study participants, their limited mobility alternatives, and nonuniform labeling indicate caution in broader interpretation. These preliminary results do suggest that such programs, supported by real-time education and support from program managers, can simultaneously meet equity and sustainability goals. The planned full pilot, addressing the data collection challenges and broadening the geographic scope, will provide additional insights into the generality of this approach.

ADVANCED PROPULSION SYSTEMS↗

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 OSTI2023

Bright Solar Futures

The Bright Solar Futures (BSF) program addresses national climate and energy concerns by fulfilling the need for more solar technicians. About to enter its 5th year, the program demonstrates how the need for alternative energy can be addressed through a sustainable education and employment strategy. Career and Technical Education (CTE) Solar programs in the U.S. that train young adults for employment in the solar industry are in demand. Bright Solar Futures is designed to fill this local and national need as a replicable high school solar curriculum for CTE students.

14 SOLAR ENERGY↗

DOE OSTI2025

SmartFlower Renewable Energy Program (Final Technical Report)

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.

14 SOLAR ENERGY↗

DOE OSTI2023

ORNL NCSP Training and Education Support for FY2022 [Slides]

This presentation is on Oak Ridge National Labatory (ORNL) Nuclear Criticality Safety Program (NCSP) training and education support for Fiscal Year 2022. This lecture explains the approved training and education tasks for fiscal year 2022. Additional training developments for 2022 are covered.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗