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At least 613 records · Page 34
All sourcesNASA NTRSDOE OSTI
DOE OSTI2018

Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project.

The National Nuclear Security Agency (NNSA) created a Minority Serving Institution Partnership Plan (MSIPP) to 1) align investments in a university capacity and workforce development with the NNSA mission to develop the needed skills and talent for NNSA’s enduring technical workforce at the laboratories and production plants and 2) to enhance research and education at under-represented colleges and universities. Out of this effort, MSIPP launched a new program in early FY17 focused on Tribal Colleges and Universities (TCUs). The following report summarizes the project focus and status update during this reporting period.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2018

Sustainable Solar Education Project - Final Project Report

This project supported the sustainable growth of the distributed solar market by providing information and training to state and municipal officials to help ensure that distributed solar electricity remains consumer friendly and benefits low- and moderate-income households. Our project’s official name was “Training for State Officials to Make Solar More Inclusive, Affordable, and Consumer Friendly,” but we publicly referred to it as “the Sustainable Solar Education Project.” The project started March 1, 2016 and ran through July 2018. The first year of the project centered around research, development, and production of a series of guides for state and municipal officials on topics related to solar consumer protection and equitability. The final year and a half was focused on providing in-person training on project issues and disseminating project resources to reach our target audience.

14 SOLAR ENERGY↗
DOE OSTI2018

The MidAmerica Regional Microgrid Education and Training (MARMET) Consortium

The primary goal of this project was to integrate cutting-edge research and advanced instructional methods to create a flexible, evolving approach to microgrid and distributed energy resources training for all levels of student. This goal entailed the rapid development of modular material to capture and reflect the newest trends in electric power microgrid engineering and to make it available in traditional and non-traditional settings. It was our goal to develop course material that can be readily integrated into either existing courses or organized into new courses. The target audiences include technicians, contractors and consultants, inspectors, policy makers, supervisors, and engineers and undergraduate and graduate students. The main project objectives were to: 1) Perform a gap analysis to identify the research/educational/training needs and define specific implementation plans for these activities in distributed technology and Smart Grid power engineering by working with Department of Energy, the National Network Administrator (NNA) and other Distributed Technology Training Consortia (DTTC). 2) Develop learning content related to, and driven by, microgrid research, consisting of one or more multimedia-based modules. Over the life of the project MARMET provided training to 11,012 students and developed 154,432 contact hours of material (see the IREC NNA, DE-EE0006342, final project report for added details on MARMET evaluation and assessment metrics, as well as an overview of the entire GEARED network. 3) Provide a variety of delivery mechanisms and venues for face-to-face and on-line instruction in power system engineering and related smart grid operations, including university-based courses, short courses, and workshops. 4) Assemble and engage highly-qualified advisory and steering committees of experts from utilities, universities, national laboratories, and product suppliers for this DTTC, to guide and advise the activities of the DTTC, and to assist in creating student internships, coops, research projects and academic competitions for GEARED students within the DTTC and nationally. 5) Convene regular meetings of Consortia partners to disseminate research results among the participants (universities, utilities, and industry). 6) Develop recruitment mechanisms to publicize GEARED student opportunities and highlight the educational benefits of GEARED participation to assure long-term sustainability of student recruitment and retention. 7) Participate in GEARED National Network activities to identify and adopt best practices across all GEARED consortia. 8) Organize, host and manage at least one annual Student-Centered Research Conference on behalf of the GEARED Network during the period of performance; participate in each annual national Student-Centered Research Conference.

14 SOLAR ENERGY↗
DOE OSTI2019

Versatile D-T Neutron-Generation System for Fast-Neutron Research and Education

In order to stimulate new cutting-edge research and create novel educational tools at the Pennsylvania State University (PSU), the PIs of the project acquired a versatile 14-MeV D-T neutron-generation system. Relatively recent advancements at Lawrence Berkeley National Laboratory (LBNL) have led to the development of high-neutron-output D-T neutron generators. The resulting technology was subsequently licensed to Adelphi Technology, Inc. and 14-MeV D-T neutron-generation systems are currently available with neutron yields up to 10 10 n/sec. Such neutron output has been available previously; however, the existing D-T generators were traditionally million-dollar systems (an example is D711 from Thermo Scientific), thus beyond reach for many users. The Adelphi neutron generators, on the other hand, now provide access to high neutron outputs for a reasonable price. More importantly, the expected lifetime of the D-T system’s tubes is at least 2,000 hours; a factor of two better when compared to D711, with comparable generator-tube replacement cost. Adelphi Technology, the manufacturer of the dual D-T neutron generation system, delivered one 10 8 neutrons/second and one 10 10 neutrons/second D-T generator with two separate control units to PSU.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
DOE OSTI2019

Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project

The National Nuclear Security Agency (NNSA) created a Minority Serving Institution Partnership Plan (MSIPP) to 1) align investments in a university capacity and workforce development with the NNSA mission to develop the needed skills and talent for NNSA's enduring technical workforce at the laboratories and production plants, and 2) to enhance research and education at underrepresented colleges and universities. Out of this effort, MSIPP launched a new program in early FY17 focused on Tribal Colleges and Universities (TCUs). The following report summarizes the project focus and status updates during this reporting period.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2018

Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project

The National Nuclear Security Agency (NNSA) created a Minority Serving Institution Partnership Plan (MSIPP) to 1) align investments in a university capacity and workforce development with the NNSA mission to develop the needed skills and talent for NNSA's enduring technical workforce at the laboratories and production plants and 2) to enhance research and education at underrepresented colleges and universities. Out of this effort, MSIPP launched a new program in early FY17 focused on Tribal Colleges and Universities (I'CUs). The following report summarizes the project focus and status update during this reporting period.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2022

Public Education and Outreach

This article summarizes recommendations made by the Community Engagement Frontier conveners as part of the 2022 Snowmass process. It suggests that institutions involved in high energy physics (e.g., universities, national laboratories, funding agencies, etc.) add education and outreach as a valuable effort and one that should be considered in hiring and promotion decisions.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗
DOE OSTI2024

Water at the Research and Education Complex [Poster]

Purpose: To identify the management methods for stormwater, sanitary sewer, and potable water throughout the facilities at the Research and Education Complex (REC) using drawings and written documents. To confirm the locations and status of wells located throughout the REC. To compile appropriate documentation that relates to water for each facility at the REC, verify that documentation is accurate, and create any new documentation that is necessary through field verification.

54 ENVIRONMENTAL SCIENCES↗
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 OSTI2024

National Fire Protection Association Spurs the Safe Adoption of EVs Through Education and Outreach

As electric vehicles (EV) and their charging infrastructure steadily increase in popularity across the U.S., growing pains still exist, impeding their true potential for growth. The barriers include a general lack of knowledge around EV systems, range anxiety, electrical workplace safety practices, code compliance and inspection for charging stations, maintenance garages and workers, insurance concerns, and the potential risks associated with damaged lithium-ion batteries (fires, re-ignition, water immersion, and stranded energy).NFPA partnered with SMEs, training development organizations, and Clean City Coalitions to create a series of common online trainings for each EV ecosystem sector, educating communities on the realities of EV proliferation, myths, facts, statistics, codes, and basic information for each sector to become versed in EV knowledge. We also constructed a workshop program for the many EV stakeholders who should be involved in setting up a strategic, cohesive outlook for the participating towns and cities.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2025

Final Report for CSP Tower Public Opinion and Education Project

As part of the CSP Plant Optimization Study for the California Power Market (DE-EE0009809) the project wanted to understand the public’s opinion of the technology and and explore the types of community engagement that is needed to support such development. The initial objectives for the public perception activities were twofold. The primary objective was to gather public opinion and feedback from the communities living near the two operating solar power tower plants, Ivanpah and Crescent Dunes, and to distill lessons learned from the community engagement conducted before, during, and after the plants were developed to inform future development. This included outreach to nearby airports. The other objective was to gauge public opinion about large-scale solar, specifically CSP towers, to start educating the public on the benefits and to begin building relationships with communities of interest, initially targeting the Kingman, Arizona area. The objectives shifted after the first exploratory trip to Ivanpah and Kingman, however, as it became apparent that it would be challenging to gather public opinion from the community surrounding Ivanpah that could be useful for other community profiles, and the company wasn’t ready to address the concerns in Kingman. Another area was chosen, therefore, to represent those where future development is possible. The recently published Lawrence Berkeley National Lab Perceptions of Large-Scale Solar Project Neighbors Study exemplified public perception polling based on social science and served as the foundation for the survey questions taken to the field. The intent was to ensure that people knew their input was valued and that the time they spent was valuable for the participant as well. It has been noted in the literature that in-person interaction has greater benefits than activities online or via mail, as well as limits the expense.

14 SOLAR ENERGY↗
DOE OSTI2023

Nuclear history, politics, and futures from (A)toms-to(Z)oom: Design and deployment of a remote-learning special-topics course for nuclear engineering education

To address the lack of familiarity with nuclear history common among nuclear engineers and physicists, we outline the design and deployment of a special-topics course entitled “NE290: Nuclear History, Politics, and Futures” throughout which we contextualize the importance of the field at its inception, in current affairs, and in future endeavors. We argue that understanding this history is paramount in internalizing a sense of respect for the scientific, technical, and sociological ramifications of an unlocked atom—as well as its perils. We begin by outlining the gaps in secondary educational offerings for nuclear history and their importance in consideration with nontechnical engineering guidelines. We then outline a number of ABET specifications as pedagogical goals for NE290 from which we derive a list of target student learning objectives. Next, we outline the NE290 syllabus in terms of assignments and an overview of course content in the form of a class timeline. We provide an extensive description of the materials and teaching methodologies for the four units of NE290: Twentieth-Century Physics, Physics in WWII, the Early Cold War, and the Late Cold War and Modern Era. We detail the sequence of lectures across the course and historical timelines leading up to a showcasing of NE290 final projects which mirror in creativity the novelty of course offering. Because NE290 was first offered during Spring 2021 during the COVID-19 pandemic, additional measures in the form of new tools were used to augment the mandate of remote learning. In particular, we leveraged the newfound ubiquity of videoconferencing technology to recruit geographically diverse guest lecturers and used the MIRO tool for virtual whiteboarding. Lastly, we provide an accounting of course outcomes drawn from student feedback which—in tandem with the complete distribution of course material—facilitates the integration of nuclear history into the curriculum for the wider nuclear engineering and physics communities.

Berliner, Aaron J.↗