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The HSCaRS Summer Enrichment Program; Research Opportunities for Minority and Women Undergraduates in Global Change Science

The primary objective of the HSCaRS Summer Enrichment Program (SEP) is to make significant contributions to the NASA Mission to Planet Earth (MTPE) and the Alabama A&M University (AAMU) Center for Hydrology, Soil Climatology and Remote Sensing (HSCaRS) research missions by providing undergraduate student research internships with an emphasis on minority and women students. Additional objectives are to encourage more minority and women students to pursue advanced degrees in Earth system and global change science and to increase the participation of minority institutions in the U.S. Global Change Research Program. Also, the SEP strives to make students in the traditional science disciplines more aware of the opportunities in Earth System Science. In designing the SEP, it was acknowledged that HSCaRS was a new research effort and Center. Consequently, students were not expected to immediately recognize the Center as one would older, more established research laboratories with national reputations, such as Los Alamos, Battelle, National Consortium for Atmospheric Research (NCAR), etc. Yet we still wanted to compete nationally for the best students. Therefore, we designed the program with a competitive financial package that includes a stipend of $400 per week, round-trip transportation from home to the summer research site, and free campus housing and meal plans provided by Alabama A&M University. Students also received a modest living allowance of approximately $25 per week. The internship program was 10 weeks in residence at Alabama A&M University or IGCRE, and gave students the opportunity to select from six general research areas: micro-meteorology, soil data analysis, soil moisture modeling, instrumentation, geographic information systems, and computer science. Student participants also enrolled in an introductory global change science course as part of the summer program (a copy of the course outline is in the appendix). The program included participation in a field program for approximately two weeks. All students were required to participate in the field program as a learning experience, regardless of the relationship of the field program to their majors or particular research project.

Estes, Jr., Maurice G.↗

Population Simulation, AKA: Grahz, Rahbitz and Fawkzes

In an effort to give students a more visceral experience of science and instill a deeper working knowledge of concepts, activities that utilize hands-on, laboratory and simulated experiences are recommended because these activities have a greater impact on student learning, especially for Native American students. Because it is not usually feasible to take large and/or multiple classes of high school science students into the field to count numbers of organisms of a particular species, especially over a long period of time and covering a large area of an environment, the population simulation presented in this paper was created to aid students in understanding population dynamics by working with a simulated environment, which can be done in the classroom. Students create an environment and populate the environment with imaginary species. Then, using a sequence of "rules" that allow organisms to eat, reproduce, move and age, students see how the population of a species changes over time. In particular, students practice collecting data, summarizing information, plotting graphs, and interpreting graphs for such information as carrying capacity, predator prey relationships, and how specific species factors impact population and the environment. Students draw conclusions from their results and suggest further research, which may involve changes in simulation parameters, prediction of outcomes, and testing predictions. The population Simulation has demonstrated success in the above student activities using a "board game" version of the population simulation. A computer version of the population simulation needs more testing, but preliminary runs are promising. A second - and more complicated - computer simulation will simulate the same things and will add simulated population genetics.

Bangert, Tyler R.↗

AstroAmpSeq: Microbial Bioinformatics Education with NASA GeneLab’s Amplicon Pipeline

The prevalence and importance of large sequencing datasets in microbiology has led to a movement to share microbial ecology experimental data through open-access databases. This is particularly true of experiments that are difficult to replicate, such as those conducted in the spaceflight environment and shared via NASA GeneLab. It is now possible and indeed valuable for students to access and re-analyze these shared datasets for educational and research purposes. To provide students with experience utilizing microbial bioinformatics tools, GeneLab for Colleges and Universities (GL4U) has designed AstroAmpSeq, a week-long, virtually implemented project-based learning (PBL) minicourse to instruct undergraduate students on 16S amplicon sequencing. AstroAmpSeq was created to be accessible to students without prior bioinformatics or microbial ecology experience. During the minicourse students work in teams to process, analyze, and visualize a subsample of GeneLab dataset GLDS-280 using GeneLab’s standard amplicon processing pipeline, which is based in R. Students develop a hypothesis related to the dataset then generate and analyze figures to evaluate their hypothesis. Formative assessment of student learning is determined via pre- and post-evaluations, peer feedback, and self-reflection. Project and presentation rubrics serve as a summative assessment of student learning. GL4U AstroAmpSeq not only meets American Society for Microbiology Curriculum Guidelines, but also incites student interest in research by an inquiry-based approach and can be made part of a larger semester-long curriculum. GL4U AstroAmpSeq raises awareness of space microbiology and bioinformatics as a field and career path among undergraduates. Further, by using a GeneLab dataset and nesting microbiology techniques into the real-world application of space biology, AstroAmpSeq enforces deeper and longer-lasting student learning.

microbiology↗

Assessment of urinary thiodiglycolic acid exposure in school-aged children in the vicinity of a petrochemical complex in central Taiwan

Background: School-aged children living in the vicinity of vinyl chloride (VCM)/polyvinyl chloride (PVC) factories may have an increased risk of exposure to hazardous air pollutants. Objectives: We aimed to evaluate the urinary thiodiglycolic acid (TDGA) level, as TDGA is a major metabolite of VCM, for students at elementary schools near a petrochemical complex in central Taiwan. Methods: We recruited 343 students from 5 elementary schools based on distance to the VCM/PVC factory. First-morning urine and blood samples were obtained from our subjects from October 2013 to September 2014. Urine samples were analyzed for urinary creatinine and TDGA using LC/MS–MS. Hepatitis virus infection were assessed using blood samples. We determined their vitamin consumption, resident location, parent’s employment, and other demographic or lifestyle characteristics using a questionnaire. Results: Median urinary TDGA levels for 316 students at 5 elementary schools from the closest (<.9 km) to the farthest (∼8.6 km) with respect to the petrochemical complex were 147.6, 95.5, 115.5, 86.8, and 17.3 μg/g creatinine, respectively. After adjusting for age, gender, hepatitis virus infection, vitamin B consumption, passive smoking, and home to source distance, we found that urinary TDGA levels for the closest students was significantly higher than those at other schools. Further, median urinary TDGA levels for students during school time were 4.1-fold higher than those during summer vacation. Conclusions: After adjusting for confounders, urinary TDGA levels for the school-aged children decreased with increasing distances between the elementary schools and the petrochemical complex. - Highlights: • We conducted a bio-monitoring survey of students nearby a petrochemical complex. • We measured thiodiglycolic acid (TDGA) as a biomarker of vinyl chloride monomer. • Increased urinary TDGA levels in students nearby a VCM factory was found. • Significantly lower urinary TDGA levels for students on summer vacation was found. • Spatial variation of urinary TGDA in students was found after adjustment.

54 ENVIRONMENTAL SCIENCES↗

Involving the new generations in particle physics endeavours

Since 1984 INFN and University of Pisa scientists performing experiments at Fermilab have been running a two-month summer training program for Italian students at the lab. In 1984 the program involved only a few physics students from the University of Pisa, but it was later extended to other INFN groups and to engineering students. Since 2004 the program has been supported in part by the US Department of Energy (DOE) in the frame of an exchange agreement with INFN and has been run by the Cultural Association of Italians at Fermilab (CAIF). In 2007 the Sant’Anna School of Advanced Studies (Pisa) established an agreement with Fermilab to share the cost of four engineering students each year. In the almost 40 years of its history, the program has hosted at Fermilab approximately 550 Italian students from more than 20 Italian universities and from some non-Italian universities. In addition, in the years 2010-2019, with the support of the Italian National Institute of Astrophyics (INAF), the Italian Space Agency (ASI), and CAIF, 30 students were hosted in other US laboratories and universities. The Fermilab training programs spanned from data analysis to design and construction of particle detectors and accelerator components, R/D on superconductive elements, theory of accelerators, and analysis of astrophysical data. At the other US laboratories the offered training was on Space Science. In 2015 the University of Pisa endorsed the program as one of its own Summer Schools. The interns are enrolled as Pisa students for the duration of the internship. They are required to write summary reports published in the Fermilab and University of Pisa web pages. Upon positive evaluation by a University board, students are acknowledged 6 ECTS credits. The entire program is expected to expand further under CAIF management. An agreement has been signed between ASI and CAIF, for ASI to support yearly three two-months fellowships in US space science. In the following we inform on student recruiting, training programs, and final evaluation

Barzi, E.↗

SU-E-P-04: Transport Theory Learning Module in the Maple Environment

Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an interactive description of it will lead to deeper appreciation of the transport theoretical underpinnings of dosimetry.

61 RADIATION PROTECTION AND DOSIMETRY↗

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In the transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

WE-A-16A-01: International Medical Physics Symposium: Increasing Access to Medical Physics Education/Training and Research Excellence

In response to a world in which cancer is a growing global health challenge, there is now a greater need for US Medical Physicists and other Radiation Oncology professionals across institutions to work together and be more globally engaged in the fight against cancer. There are currently many opportunities for Medical Physicists to contribute to alleviating this pressing need, especially in helping enhance access to Medical Physics Education/training and Research Excellence across international boundaries, particularly for low and middle-income countries (LMIC), which suffer from a drastic shortage of accessible knowledge and quality training programs in radiotherapy. Many Medical Physicists are not aware of the range of opportunities that even with small effort could have a high impact. Faculty at the two CAMPEP-accredited Medical Physics Programs in New England: the University of Massachusetts Lowell and Harvard Medical School have developed a growing alliance to increase Access to Medical Physics Education/training and Research Excellence (AMPERE), and facilitate greater active involvement of U.S. Medical Physicists in helping the global fight against cancer and cancer disparities. In this symposium, AMPERE Alliance members and partners from Europe and Africa will present and discuss the growing global cancer challenge, the dearth of knowledge, research, and other barriers to providing life-saving radiotherapy in LMIC, mechanisms for meeting these challenges, the different opportunities for participation by Medical Physicists, including students and residents, and how participation can be facilitated to increase AMPERE for global health. Learning Objectives: To learn about the growing global cancer challenge, areas of greatest need and limitations to accessing knowledge and quality radiotherapy training programs, especially in LMIC; To learn about the range of opportunities for Medical Physicists, including students and residents, to work together in global health to help increase AMPERE and alleviate the growing global burden of cancer; To present and discuss a new model for harmonizing Medical Physics Training across countries and how this model (UMass and Heidelberg) could be extended to LMIC in collaboration with the IAEA; To highlight a new platform and program for facilitating contributions by Medical Physicists to increase AMPERE towards the elimination of global cancer disparities. Challenges in Cancer Control in Africa Twalib A. Ngoma, MD, Professor, Executive Director, Ocean Road Cancer Institute, Dar Es Salaam, Tanzania Cancer care in Africa is beset by lack of attention, political will, cancer registries, cancer plans, human resources, financial resources and treatment facilities.. As a result of this, cancer patients in Africa are far more likely to die of their disease than those in developed countries. According to data from the WHO 750,000 new cancer cases occur in Africa every year and this number is predicted to rise by 70% by 2020. To make matters worse, an estimated 75% of cancer patients in Africa have advanced or incurable cancers at diagnosis making palliative care the most realistic approach to their management. Furthermore, Cancer prevention is nearly nonexistent, cancer detection is rare and treatment usually comes too late and is inefficient. The overall mortality-to-incidence ratio for men with cancer in the Africa is 0.75 compared with 0.54 in the developed world while the ratios for women in Africa, is 0.65 compared with 0.45 for women in the developed world. There is also limited access to radiotherapy. According to the International Atomic Energy Agency (IAEA), whilst developed countries usually have one radiotherapy machine per 250,000 people, most African nations have only one machine per ten million people. The above numbers are alarming and speak for themselves. The only solution to improve this alarming situation is to address the major challenges which African countries face in provision of cancer services which include but not limited to lack of cancer registries, lack of funding, lack of human resources, lack of radiotherapy machines, lack of cancer drugs and lack of accessible and affordable cancer screening, early diagnosis, treatment or palliative care services. Since there are considerable differences among African countries, in my presentation I will share with the audience how we address cancer control challenges in Tanzania in general and specifically in radiation oncology. The African continent cancer plan 2013 2017 Folakemi Odedina, PhD, Professor and Director of Health Disparities, UF Health Cancer Center, University of Florida The burden of cancer is rising in Africa, in addition to current heavy burden of communicable, and other non-cancer related non—communicable diseases. Conquering cancer in Africa will require a comprehensive collaborative approach with cancer clinicians, scientists, patients, advocates, policy makers and community leaders working hand-in-hand at the local, state, national, and continent levels with the primary mission: To reduce the number of deaths from cancer and improve the quality of life of cancer patients, survivors and caregivers. Unfortunately, less than 40% of African countries have a credible cancer control policy and program. The African Organization for Research and Training in Cancer (AORTIC) decided to create an African Cancer Plan to provide cost-effective strategies that can be employed throughout the continent to fight cancer. Based on the African proverb that “It takes a village to raise a child”, the Cancer Plan provides specific strategies that can be used by individuals, employers, organizations and policy-makers to fight cancer. In addition, we have provided overarching strategies to address cancer in Africa and targeted 5-year plan for prostate, breast, cervix, lung and liver cancers. In developing this Cancer Plan, our primary goal is to decrease cancer incidence and mortality in Africa. This goal can only be achieved by stakeholders and dedicated individuals to lead and implement the strategies outlined in this plan. If you are interested in partnering with AORTIC to reduce the burden of cancer in Africa, please send an email to info@aortic-africa.org. Synergies in research and clinical care through international collaboration Thomas Bortfeld and David Gierga, Massachusetts General Hospital, Harvard Medical School, MA Medical Physics relies on high technology that is not distributed equally. The whole spectrum of Medical Physics technologies is not available at every hospital or research institute, and not even in every high income country. One example is heavy ion therapy equipment which is currently only available in Japan, Germany and Italy. There is also a large global variation in terms of research infrastructure and focus. A student of Medical physics cannot gain broad experience, certainly not hands-on experience, by staying at one place only. While it is debatable what a good trade-off between breadth and depth in Medical Physics education is, it is generally agreed upon that some breadth is necessary. Researchers in Medical Physics have to cross borders if they need specific technologies for their projects. Therefore it is self-evident that international programs in Medical Physics education and research make sense. Yet, very few programs of this type exist. In this presentation we will report on our own experience of pursuing an international career in Medical Physics, with international student programs, and with the international exchange of researchers. We will present new or planned opportunities such as the medical beamline at CERN in Geneva. We will also report on the synergies in clinical care through international collaborations between partners in high and low income countries. One example is the partnership of the MGH/Harvard Medical School community with the oncology community and government of Botswana to form the BOTSOGO (BOTSwana Oncology Global Outreach) initiative. This collaborative effort in oncology care was spurred by existing relationships in HIV/AIDS research and care delivery developed within the Botswana-Harvard AIDS Institute Partnership (BHP). The initial efforts of the BOTSOGO initiative have been organized as follows: 1) on-site visits to share expertise in clinical cancer care for capacity building purposes (e.g. cervical brachytherapy), 2) developing a forum for multi-disciplinary case discussions and education and 3) relationship building with local stakeholders for long-term sustainability and growth. An international system for the certification of medical physicists Raymond K. Wu, Chairman, IOMP Professional Relations Committee; Chairman, AAPM Exchange Scientist Program Subcommittee An international system for the certification of medical physicists is an important issue. The International Organization for Medical Physicists (IOMP) has in collaboration with a number of member countries established the International Medical Physics Certification Board (IMPCB) to address this issue, and to provide a mechanism to mark the milestone for the professional development of clinical medical physicists. Raymond Wu, PhD, is the CEO of IMPCB and the Chairman of the IOMP Professional Relations Committee. He is the invited speaker recommended by IOMP to give a talk on this important subject. He will give the latest update of the work of IMPCB, its near term goals, and pathways to the goals. He will also discuss the importance of such an International System of certification in the training/education of next generation Medical Physicists, including those in low and middle income countries (LMIC) where such training is crucial in the fight against cancer. Learning Objectives: Understand the certification program as described in the IOMP Policy Statements. Understand the plan of the IMPCB to establish the accreditation process of national certification programs. Understand the goals of this international collaborative effort and the potential impacts to the quality of clinical medical physics practice. Medical Physics Education Across Continents: The UMass Lowell and Heidelberg University Joint Coordination Effort Erno Sajo, Director of Medical Physics, University of Massachusetts at Lowell Medical Physics education has unique flavors across institutions within the US and shows significant differences across continents. In the latter, even the definition of Medical Physics may differ. Not only is there a difference in topical coverage, but often what is considered a cohesive topic in one institution, and taught as a single course, is fragmented among several other courses in the other institution due to a different philosophy. Because of the regulatory and certification requirements, these differences impact the mobility of medical physicists across continents. As a result, physicists who wish to practice in the US or Canada but have completed their education elsewhere often find that they have to take remedial courses or even obtain a new degree in Medical Physics despite the fact that they already have one. Outreach to developing countries, therefore, is even more difficult. The University of Massachusetts Lowell and Heidelberg University recently completed a joint coordination effort, in which they identified topics that are common versus complementary in their medical physics curricula. A student exchange program was developed that permits students to take any of the common topics at the other institution while taking complementary courses as electives, which count towards their degree requirements at their home institution. Thesis research is also mutually accepted. When properly documented, in this way CAMPEP recommendations can be met across the institutions. Therefore, students participating in this program satisfy both the American Board of Radiology (ABR) requirements and the European regulatory requirements. The framework on which this collaboration rests and the cross-comparison methods developed therein may be implemented in other exchange programs and thus a similar approach can be adopted in outreach programs with developing countries. IAEA PACT Program and opportunities for support and collaboration Susan Morgan, Program Coordinator, International Atomic Energy Agency, Vienna, Austria In response to the developing world's cancer crisis, the International Atomic Energy Agency (IAEA) established the Program of Action for Cancer Therapy (PACT) in 2004 to fully realize the public health impact obtained through global partnerships in cancer control and technology transfer in radiation medicine. PACT's vision strives for global partnerships to confront the cancer crisis in developing countries, notably with our sister United Nations agency, the World Health Organization (WHO), and our Joint Programme on Cancer Control established in 2009. The IAEA, through PACT, the WHO, the International Agency for Research on Cancer (IARC) and other cancer-related organizations work together to make a coordinated global response in supporting low and middle income (LMI) IAEA Member States in the implementation of comprehensive national cancer control programmes. PACT's goals are: To build global partnerships of cancer-related organizations committed to addressing the challenge of cancer in LMI Member States in all its aspects; To mobilize resources from charitable trusts, foundations, and others in public and private sectors sources to assist LMI Member States to develop and implement their radiation medicine capacities within a national cancer control programme (NCCP); and, To ensure the effective and sustainable transfer of radiation medicine technologies or knowledge to all LMI Member States where unmet needs exist. PACT work focuses on: imPACT: Assessing Cancer Burden PMDS: Developing Global Partnerships VUCCnet: Promoting Cancer Control Training AGaRT: Making Radiotherapy Accessible Facilitating increased participation and professional development of Medical Physicists and other Radiation Oncology professionals in global health Wilfred Ngwa, Harvard Medical School, University of Massachusetts Lowell, MA The 2014 World Health Organization (WHO) Cancer report highlights an alarming increase in the global burden of cancer. It also highlights what it terms “the cancer divide”, or disparities, evinced by a substantially higher cancer burden in low and middle income countries (LMIC) in Asia, Central/South America and Africa. The WHO even predicts a potential African cancer epidemic by 2020 if significant progress is not made in global cancer control efforts. Evidence that collaborative global health approaches have led to major progress in controlling infectious diseases including in LMIC suggests that similar approaches will be useful for non-communicable diseases like cancer. In consonance with this, leaders in cancer policy from the USA and 14 economically diverse countries recently concluded that successful campaigns to control cancers with existing methods and to improve current strategies will increasingly depend onconcerted multinational collaborations (Sci Transl Med 5, p. 175, 2013). Hence there is growing urgency for increasing collaborative global cancer Care Research and Education (CaRE), as well as support for greater effectiveness of already existing initiatives involving partners from different nations, diverse economic and cultural backgrounds. The good news is that there is a growing awareness of the importance of global health and growing interest including amongst Medical Physicists and other Radiation oncology (RadOnc) professionals to participate in global health. However, many are unaware of currently existing opportunities for participation that even with small effort could have a high impact. Over 50% of cancer patients in the developed world depend on RadOnc professionals for their treatment, and hence participation of RadOnc professionals in global health efforts in the global fight against cancer is crucial. It is also important that the next generation of RadOnc professionals (students, and residents) be trained with a global perspective, to be global health leaders in cancer CaRE. This presentation will highlight a novel platform for enhancing participation and professional development of Medical Physicists and other RadOnc professionals in global health. Ways in which this platform can facilitate contributions by Medical Physicists and other RadOnc Professionals, students and residents in global health towards the elimination of global cancer disparities will be discussed. This will be followed by a panel discussion by some of the pioneers/leaders in collaborative global cancer CaRE on the growing cancer burden, challenges and opportunities for greater active involvement and professional development.

60 APPLIED LIFE SCIENCES↗

MO-DE-BRA-03: TOPAS-edu: A Window Into the Stochastic World Through the TOPAS Tool for Particle Simulation

Purpose: The stochastic nature of the subatomic world presents a challenge for physics education. Even experienced physicists can be amazed at the varied behavior of electrons, x-rays, protons, neutrons, ions and the any short-lived particles that make up the overall behavior of our accelerators, brachytherapy sources and medical imaging systems. The all-particle Monte Carlo particle transport tool, TOPAS Tool for Particle Simulation, originally developed for proton therapy research, has been repurposed into a physics teaching tool, TOPAS-edu. Methods: TOPAS-edu students set up simulated particle sources, collimators, scatterers, imagers and scoring setups by writing simple ASCII files (in the TOPAS Parameter Control System format). Students visualize geometry setups and particle trajectories in a variety of modes from OpenGL graphics to VRML 3D viewers to gif and PostScript image files. Results written to simple comma separated values files are imported by the student into their preferred data analysis tool. Students can vary random seeds or adjust parameters of physics processes to better understand the stochastic nature of subatomic physics. Results: TOPAS-edu has been successfully deployed as the centerpiece of a physics course for master’s students at Queen’s University Belfast. Tutorials developed there takes students through a step by step course on the basics of particle transport and interaction, scattering, Bremsstrahlung, etc. At each step in the course, students build simulated experimental setups and then analyze the simulated results. Lessons build one upon another so that a student might end up with a full simulation of a medical accelerator, a water-phantom or an imager. Conclusion: TOPAS-edu was well received by students. A second application of TOPAS-edu is currently in development at Zurich University of Applied Sciences, Switzerland. It is our eventual goal to make TOPAS-edu available free of charge to any non-profit organization, along with associated tutorial materials developed by the TOPAS-edu community. Work supported in part by the U.S. Department of Energy under contract number DE-AC02-76SF00515. B. Villagomez-Bernabe is supported by CONACyT (Mexican Council for Science and Technology) project 231844.

60 APPLIED LIFE SCIENCES↗

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↗

Longitudinal Socio-Emotional Learning Intervention for Autism via Smartglasses: Qualitative School Teacher Descriptions of Practicality, Usability, and Efficacy in General and Special Education Classroom Settings

There is considerable demand for special education services for the over half a million students with autism in the United States. While assistive technology may augment educational services, its implementation is often prevented by a number of practical and attitudinal barriers. These barriers are especially pertinent for the newest and thus least familiar digital systems, such as computerized smartglasses loaded with specialized software modules. Computerized smartglasses are a technology that has already been shown to have an ability to deliver educational interventions through augmented reality. With this in mind, we sought to understand how school educators received and assessed the practicality of a smartglasses-based educational intervention in a single-subject study. The intervention was designed to aid with attention and social educational learning in autism. The intervention was delivered twice a day during a two-week study on a 13-year-old student with autism who was attending a mainstream middle school in Massachusetts. Three different school educators delivered the intervention: the student’s general education teacher, special education teacher, and paraprofessional. Educators recorded their attitudes, the practicality of the technology, and its impact on the student and their classroom through the use of a digital log and a series of in-person interviews. Overall, the school educators experienced a positive view of the smartglasses. The smartglasses intervention was found to be logistically practical to implement, easily usable by both the educator and student, and not time-consuming to learn or implement. Educators also identified the experience as being fun for the student, and felt that the student demonstrated improvement in his verbal and non-verbal skills. There were no adverse effects on the other students or the classroom, and the technology did not result in a distraction. These findings suggest that social skills interventions delivered by smartglasses may be practical, useful, and may lead to improvements in social communication skills. Further research on smartglasses may help to clarify the future role for augmenting special education in students with autism.

Keshav, Neha↗

Lesson Plan Prototype for International Space Station's Interactive Video Education Events

The outreach and education components of the International Space Station Program are creating a number of materials, programs, and activities that educate and inform various groups as to the implementation and purposes of the International Space Station. One of the strategies for disseminating this information to K-12 students involves an electronic class room using state of the art video conferencing technology. K-12 classrooms are able to visit the JSC, via an electronic field trip. Students interact with outreach personnel as they are taken on a tour of ISS mockups. Currently these events can be generally characterized as: Being limited to a one shot events, providing only one opportunity for students to view the ISS mockups; Using a "one to many" mode of communications; Using a transmissive, lecture based method of presenting information; Having student interactions limited to Q&A during the live event; Making limited use of media; and Lacking any formal, performance based, demonstration of learning on the part of students. My project involved developing interactive lessons for K-12 students (specifically 7th grade) that will reflect a 2nd generation design for electronic field trips. The goal of this design will be to create electronic field trips that will: Conform to national education standards; More fully utilize existing information resources; Integrate media into field trip presentations; Make support media accessible to both presenters and students; Challenge students to actively participate in field trip related activities; and Provide students with opportunities to demonstrate learning

Zigon, Thomas↗

Intelligent Tutoring Systems for Procedural Task Training of Remote Payload Operations at NASA

Intelligent Tutoring Systems (ITSs) encode and apply the subject matter and teaching expertise of experienced instructors to provide students with individualized instruction automatically. ITSs complement training simulators by providing automated instruction when it is not economical or feasible to dedicate an instructor to each student during training simulations. Despite their proven training effectiveness and favorable operating cost, however, relatively few ITSs are in use. This is largely because it is usually costly and difficult to encode the task knowledge used by the ITS to evaluate the student's actions and assess the student's performance. Procedural tasks are tasks for which there exist procedures, guidelines, and strategies that determine the correct set of steps to be taken within each situation. To lower the cost and difficulty of creating tutoring systems for procedural task training, Stottler Henke Associates, Inc. (SHAI) worked closely with the Operations Training Group at NASA's Marshall Space Flight Center to develop the Task Tutor Toolkit (T (exp 3)), a generic tutoring system shell and scenario authoring tool. The Task Tutor Toolkit employs a case-based reasoning approach where the instructor creates a procedure template that specifies the range of student actions that are "correct" within each scenario. Because each procedure template is specific to a single scenario, the system can employ relatively simple reasoning methods to represent a correct set of actions and assess student performance. This simplicity enables a non-programmer to specify task knowledge quickly and easily by via graphical user interface, using a "demonstrate, generalize, and annotate" paradigm, that recognizes the range of possible valid actions and infers principles understood (or misunderstood) by the student when those actions are carried out. The Task Tutor Toolkit was also designed to be modular and general, so that it can be interfaced with a wide range of training simulators and support a variety of training domains. SHAI and NASA applied the Task Tutor Toolkit to create the Remote Payload Operations Tutor (RPOT). RPOT is a specific tutoring system application which lets scientists who are new to space mission operations learn to monitor and control their experiments aboard the International Space Station according to NASA payload regulations, guidelines, and procedures. The RPOT simulator lets students practice these skills by monitoring the telemetry variable values of a simple, hypothetical experiment, sending commands to the experiment, coordinating with NASA personnel via voice communication loops, and submitting and retrieving information via documents and forms. At the end of each scenario, RPOT displays the principles correctly or incorrectly demonstrated by the student, along with explanations and background information. The effectiveness of RPOT and the Task Tutor Toolkit are currently under evaluation at NASA.

Ong, James↗

Pittsburgh Public School District / Carnegie Mellon University Robotics Team Participation in the US First Competition

FIRST, For Inspiration and Recognition of Science and Technology, is an international program designed to encourage junior and senior high school students to participate in science and technology related activities. FIRST attempts to increase enthusiasm for technology by providing a competitive environment in which to demonstrate robotics technology designed for a particular set of tasks. Carnegie Mellon University provided student members of the project the opportunity to complete the design, construction, testing, and operation of a robot. Electrical, mechanical, and programming skills were stressed, with both adult and senior students acting as mentors for more junior members. Teamwork and integration was also stressed in order to provide students with a realistic feel for project-based work. Finally, an emphasis was placed on recruiting students with greater difficulty in entering technological fields: girls and ethnic minorities and students leaning toward humanities (especially art). Carnegie Mellon built a relationship with Taylor Allderdice High School that lasted four years. For four years, the success of the project increased each year. Each term, the students successfully designed and built a working robot that could fully participate in the competition. The enthusiasm of the students has been the cornerstone of the recruit of new students, keeping the project growing and vital. Carnegie Mellon's participation with Allderdice has been an overall great success.

Stroupe, Ashley↗

Exploring Space on the Computer

For the past year Dennis Stocker has been in the process of developing pencil and paper games, which are fun, challenging, and educational for middle school and high school students. The latest version of these pencil and paper games is Spaceship Commander. The objective of the game is to earn points by plotting the flight path of a spaceship so astronauts can perform microgravity experiments, and make short-range measurements of other planets. During my ten weeks here at the GRC my goal is to create a computer based version of Spaceship commander. During the development of this game the primary focus has been on making it as educational and fun for the student as possible. The main educational objective of this game is to give students an understanding of forces and motion, including gravity. This is done by incorporating Newton's laws into the game. For example a spacecraft in the video game experiences a gravitational force applied to it by planets. The software I am using to create this game is a freeware application called Game Maker. Game Maker allows novice computer programmers like me to create arcade style games using a visual drag and drop interface. By using functions provided by Game Maker and a few I have written myself, I have been able to create a few simple computer games. Currently the computer game allows the student to navigate a space ship around planets, and asteroids by using the arrow keys on the numeric keypad. Each time an arrow key is pressed by the student the corresponding acceleration of the space ship is seen on the screen. Points are earned by navigating the space ship close enough to planets to gather scientific data. However the game encourages the student to plan his or her course carefully, because if the student gets too close to a planet they may not be able to escape the planet s gravity, and crash into the planet. The next step in the game development is to include a launch sequence which allows the student to launch from their home planet at a speed and direction determined by the student. Additional information is included in the original extended abstract.

Bozym, Patrick↗

Creating User-Friendly Tools for Data Analysis and Visualization in K-12 Classrooms: A Fortran Dinosaur Meets Generation Y

During the summer of 2007, as part of the second year of a NASA-funded project in partnership with Christopher Newport University called SPHERE (Students as Professionals Helping Educators Research the Earth), a group of undergraduate students spent 8 weeks in a research internship at or near NASA Langley Research Center. Three students from this group formed the Clouds group along with a NASA mentor (Chambers), and the brief addition of a local high school student fulfilling a mentorship requirement. The Clouds group was given the task of exploring and analyzing ground-based cloud observations obtained by K-12 students as part of the Students' Cloud Observations On-Line (S'COOL) Project, and the corresponding satellite data. This project began in 1997. The primary analysis tools developed for it were in FORTRAN, a computer language none of the students were familiar with. While they persevered through computer challenges and picky syntax, it eventually became obvious that this was not the most fruitful approach for a project aimed at motivating K-12 students to do their own data analysis. Thus, about halfway through the summer the group shifted its focus to more modern data analysis and visualization tools, namely spreadsheets and Google(tm) Earth. The result of their efforts, so far, is two different Excel spreadsheets and a Google(tm) Earth file. The spreadsheets are set up to allow participating classrooms to paste in a particular dataset of interest, using the standard S'COOL format, and easily perform a variety of analyses and comparisons of the ground cloud observation reports and their correspondence with the satellite data. This includes summarizing cloud occurrence and cloud cover statistics, and comparing cloud cover measurements from the two points of view. A visual classification tool is also provided to compare the cloud levels reported from the two viewpoints. This provides a statistical counterpart to the existing S'COOL data visualization tool, which is used for individual ground-to-satellite correspondences. The Google(tm) Earth file contains a set of placemarks and ground overlays to show participating students the area around their school that the satellite is measuring. This approach will be automated and made interactive by the S'COOL database expert and will also be used to help refine the latitude/longitude location of the participating schools. Once complete, these new data analysis tools will be posted on the S'COOL website for use by the project participants in schools around the US and the world.

Chambers, L. H.↗

Bridging the Gap Between Scientists and Classrooms: Scientist Engagement in the Expedition Earth and Beyond Program

Teachers in today s classrooms need to find creative ways to connect students with science, technology, engineering, mathematics (STEM) experts. These STEM experts can serve as role models and help students think about potential future STEM careers. They can also help reinforce academic knowledge and skills. The cost of transportation restricts teachers ability to take students on field trips exposing them to outside experts and unique learning environments. Additionally, arranging to bring in guest speakers to the classroom seems to happen infrequently, especially in schools in rural areas. The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center has created a way to enable teachers to connect their students with STEM experts virtually. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. Through EEAB, scientists are able to actively engage with students across the nation in multiple ways. They can work with student teams as mentors, participate in virtual student team science presentations, or connect with students through Classroom Connection Distance Learning (DL) Events.

Graff, P. V.↗

ESMD Space Grant Faculty Report

The strength of the Exploration Systems Mission Directorate ESMD Faculty Project lies in its ability to meet National Aeronautics Space Administration NASA's Strategic Educational Outcome 1 by developing a sustainable and long-term integration of student involvement at academic institutions with all NASA Centers. This outcome is achieved by a three-fold approach: 1) by collecting Senior Design projects pertaining to Constellation work performed at each of the ten NASA Centers, 2) by engaging students at Minority Serving Institutions in the art of systems engineering and systems design of technologies required for space exploration, and 3) by identifying potential internships at each Center relative to exploration that provide students who are supported by their institutional Space Grant to engage in on-going mission-level and explorative systems designs. The objectives of the ESMD Faculty Project are to: 1. Aid the Centers (both Education Offices and associated technical organizations) in providing relevant opportunities for the ESMD Space Grant Program to support student and faculty in Senior Design projects 2. Enable better matches between the ESMD work required and what the Space Grant Consortia can do to effectively contribute to NASA programs 3. Provide the Space Grant Consortia an opportunity to strengthen relations with the NASA Centers 4. Develop better collective understanding of the U.S. Space Exploration Policy by the Center, Space Grant, faculty, Education Office, and students 5. Enable Space Grant institution faculty to better prepare their students to meet current and future NASA needs 6. Enable the Center Education Offices to strengthen their ties to their technical organizations and Space Grant Consortia 7. Aid KSC in gaining a greater and more detailed understanding of each of the Center activities Senior Design projects are intended to stimulate undergraduate students on current NASA activities related to lunar, Mars, and other planetary missions and to bring out innovative and novel ideas that can be used to complement those currently under development at respective NASA Centers. Additionally, such academic involvement would better the prospects for graduating seniors to pursue graduate studies and to seek careers in the space industry with a strong sense for systems engineering and understanding of design concepts. Internships, on the other hand, are intended to provide hands-on experience to students by engaging them in diverse state-of-the-art technology development, prototype bread-boarding, computer modeling and simulations, hardware and software testing, and other activities that provide students a strong perspective of NASA's vision and mission in enhancing the knowledge of Earth and space planetary sciences. Ten faculty members, each from a Space Grant Consortium-affiliated university, worked at ten NASA Centers for five weeks between June 2 and July 3, 2008. The project objectives listed above were achieved. In addition to collecting data on Senior Design ideas and identifying possible internships that would benefit NASA/ESMD, the faculty fellows promoted and collected data when required for other ESMD-funded programs and helped the Center's Education Office, as,needed. 4

Guo, Jiang↗