QCaMP: a 4-Week Summer Camp Introducing High School Students to Quantum Information Science and Technology
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Ivory, Megan Kathleen [Sandia National Laboratorie↗
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Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program
Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today s classrooms is powerful. They serve as role models to these students, and they open students eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation s next generation of explorers.
Graff, Paige↗
The Data Mine model for accessible partnerships in data science
Abstract The Data Mine at Purdue University is a pioneering experiential learning community for undergraduate and graduate students of any background to learn data science. The first data‐intensive experience embedded in a large learning community, The Data Mine had nearly 1300 students in academic year (AY) 2022–2023 and nearly 1700 students for AY 2023–2024. The Data Mine embodies data‐infused education, research, and collaboration. Students learn Python, R, SQL, and shell‐scripting, while working on weekly projects within a high‐performance computing (HPC) cluster. In the Corporate Partners cohort, students work on teams of 5–15 students, led by a paid student team leader. Each cohort follows an Agile approach, working on data‐intensive projects provided by industry partners and mentored by company employees. Students develop professional and data skills throughout the academic year, from August through April. Many students return in subsequent years to the program, increasing their tenure with a Corporate Partner. Student teams are inherently interdisciplinary; students from 133 different majors are involved in the program, ranging from new incoming students through PhD level students. These interdisciplinary teams of students bring new perspectives to challenging problems in which data science is a key part of the solution. The interdisciplinary teams foster an environment of synthesis with ideas and solutions. Students come together with different life experiences, different levels of technical skill, but also varying ways they navigate paths to solutions because of the variety of majors represented, resulting in a more creative and robust solution than a traditional data science program. This article is categorized under: Applications of Computational Statistics > Education in Computational Statistics
Betz, Margaret A.↗
College Bound with the Office of Educational Programs
The Educational Programs Office at NASA Glenn Research Center hosts a variety of programs that takes on the hard task of getting students of all ages interested in pursuing careers in science, mathematics, and engineering. To help assist students along the way there are many programs to participate in such as: the explorers, shadowing opportunities, and paid internships. The Educational Programs Office not only creates learning opportunities for students, they also host workshops to help educators enhance their knowledge these fields. This summer I assisted Marie Borowski in the Educational Programs Office with the Tennessee State University College Bound Program. The Tennessee state University College Bound Program is an intensive two-week summer academic workshop designed to introduce minority students to the profession of engineering. NASA Glenn Research Center sent forty dedicated students on a bus to Nashville, Tennessee to experience college life as a whole. At the college the students day consisted of a math class, aeronautics, ACT/SAT preparation, writing and research, African American Culture, computer science, and study sessions. The students also went on educational field trips to the Fisk Museum, the Space and Rocket Center, and the Parthenon Museum. On the last day of the program the students competed in an oratorical contest where the students made a Powerpoint presentation on the class that they enjoyed the most. There were many processes that had to be put into action for the college bound program to run smoothly. The process started in early January with the preparation of applications. Once prepared, the applications were then sent to schools and past participants in hopes of receiving a well-qualified pool of applicants. Once the applications were received, a prescreening is done which ensures all of the information is complete. Then, they are reviewed by a panel, using a rubric to evaluate them, and the semifinalists are then selected. Interviews are held with the students and their parents had to be interviewed by a panel of judges and graded on a rubric. The scores were added up and the forty students were selected. My job this summer was getting the students ready to leave for Tennessee. My job consisted of working very closely with my mentor, Marie Borowski, compile the student data to provide it to the chaperones, TSU records, and NASA records. I learned about the vital communication between the NASA and the TSU program managers. After all the planning was done and the program had begun I had a chance to fly to Tennessee for six days to observe the students daily activities. The students had adjusted very well to the intense schedule, and seemed very enthusiastic about the activities to follow. The whole group was very attentive and enthusiastic program be longer. My goals for the summer were all met. I wanted to learn and retain all the information I possibly could on the job I was given. I was very happy with the end result.
Neal, Brittany D.↗
A Framework for Successful Research Experiences in the Classroom: Combining the Power of Technology and Mentors
Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.
Graff, Paige Valderrama↗
Inspiring the Next Generation: The International Space Station Education Accomplishments
The International Space Station (ISS) has a unique ability to capture the imagination of both students and teachers worldwide. Since 2000, the presence of humans onboard ISS has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM). Over 43 million students around the world have participated in ISS-related educational activities. Projects such as YouTube Space Lab, Sally Ride Earth Knowledge-based Acquired by Middle Schools (EarthKAM), SPHERES (Synchronized Position Hold Engage and Reorient Experimental Satellites) Zero-Robotics, Tomatosphere, and MAI-75 events among others have allowed for global student, teacher and public access to space through student classroom investigations and real-time audio and video contacts with crewmembers. Educational activities are not limited to STEM but encompass all aspects of the human condition. This is well illustrated in the Uchu Renshi project, a chain poem initiated by an astronaut while in space and continued and completed by people on Earth. With ISS operations now extended to 2024, projects like these and their accompanying educational materials are available to more students around the world. From very early on in the program's history, students have been provided with a unique opportunity to get involved and participate in science and engineering projects. Many of these projects support inquiry-based learning that allows students to ask questions, develop hypothesis-derived experiments, obtain supporting evidence and identify solutions or explanations. This approach to learning is well-published as one of the most effective ways to inspire students to pursue careers in scientific and technology fields. Ever since the first space station element was launched, a wide range of student experiments and educational activities have been performed, both individually and collaboratively, by all the international partner agencies, National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency, (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos), and a number of non-participating countries, some under commercial agreements. Many of these programs still continue, and others are being developed and added to the stations tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; education competitions; students participating in ISS Engineering Education; Education Demonstrations and Cultural Activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the space station.
Alleyne, Camille W.↗
E-Labs - Learning with Authentic Data
the success teachers have had providing an opportunity for students to: • Organize and conduct authentic research. • Experience the environment of scientific collaborations. • Possibly make real contributions to a burgeoning scientific field. We've created projects that are problem-based, student driven and technology dependent. Students reach beyond classroom walls to explore data with other students and experts and share results, publishing original work to a worldwide audience. Students can discover and extend the research of other students, modeling the processes of modern, large-scale research projects. From start to finish e-Labs are student-led, teacher-guided projects. Students need only a Web browser to access computing techniques employed by professional researchers. A Project Map with milestones allows students to set the research plan rather than follow a step-by-step process common in other online projects. Most importantly, e-Labs build the learning experience around the students' own questions and let them use the very tools that scientists use. Students contribute to and access shared data, most derived from professional research databases. They use common analysis tools, store their work and use metadata to discover, replicate and confirm the research of others. This is where real scientific collaboration begins. Using online tools, students correspond with other research groups, post comments and questions, prepare summary reports, and in general participate in the part of scientific research that is often left out of classroom experiments. Teaching tools such as student and teacher logbooks, pre- and post-tests and an assessment rubric aligned with learner outcomes help teachers guide student work. Constraints on interface designs and administrative tools such as registration databases give teachers the "one-stop-shopping" they seek for multiple e-Labs. Teaching and administrative tools also allow us to track usage and assess the impact on student learning.
Bardeen, Marjorie G.↗
Instrumentation and Equipment for Three Independent Research Labs
Completed in 2011, Albright's new Science Center includes three independent student and faculty research labs in Biology, Chemistry/Biochemistry, and Physics (separate from teaching labs). Providing independent research facilities, they eliminate disruptions in classrooms and teaching labs, encourage and accommodate increased student interest, and stimulate advanced research. The DOE grant of $369,943 enabled Albright to equip these advanced labs for 21st century science research, with much instrumentation shared among departments. The specialty labs will enable Albright to expand its student-faculty research program to meet growing interest, help attract superior science students, maximize faculty expertise, and continue exceeding its already high rates of acceptance for students applying for postgraduate education or pharmaceutical research positions. Biology instrumentation/equipment supports coursework and independent and collaborative research by students and faculty. The digital shaker, CO 2 and water bath incubators (for controlled cell growth), balance, and micropipettes support cellular biology research in the advanced cell biology course and student-faculty research into heavy metal induction of heat shock proteins in cultured mammalian cells and the development of PCR markers from different populations of the native tree, Franklinia. The gravity convection oven and lyophilizer support research into physical and chemical analysis of floodplain sediments used in assessment of riparian restoration efforts. The Bio-Rad thermocycler permits fast and accurate DNA amplification as part of research into genetic diversity in small mammal populations and how those populations are affected by land-use practices and environmental management. The Millipore water deionizing system and glassware washer provide general support of the independent research lab and ensure quality control of coursework and interdisciplinary research at the intersection of biology, chemistry, and toxicology. Grant purchases support faculty and students working in the areas of plant cellular biology, landscape ecology and wildlife management, wetland restoration, and ecotoxicology of aquatic invertebrates. Chemistry/BioChemistry instrumentation supports a wide range of research and teaching needs. The Dell quad core Xeon processors and Gaussian 09 support computational research efforts of two of our faculty. The computational work of one of these groups is part of close collaboration with one organic chemist and provides support info for the synthetic work of this professor and his students. Computational chemistry studies were also introduced into the physical chemistry laboratory course for junior chemistry concentrators. The AKTA plus system and superdex columns, Thermoscientific Sorvall RC-6 plus superspeed centrifuge, Nanodrop spectrometer, Eppendorf microfuge, Homogenizer and Pipetman pipetters were incorporated into a research project involving purification and characterization of a construct of beta 2-microglobulin by one of our biochemists. The vacuum system (glove box, stand, and pump) makes a significant contribution to the research of our inorganic chemist, the newest department member, working on research projects with four students. The glove box provides the means to carry out their synthetic work in an oxygenless atmosphere. Supporting basic research pursued by faculty and students, the remaining items (refrigerator/freezer units for flammable storage, freezer, refrigerated water bath, rotary evaporator system, vacuum oven, analytical and top-loading balances) were distributed between our biochemistry and chemistry research labs. The Nanodrop spectrometer, Sorvall centrifuge, and rotary evaporator system are used in several junior/senior lab courses in both biochemistry and chemistry. To date, 14 undergraduate research students have been involved in projects using the new instrumentation and equipment provided by this grant. Physics equipment acquired is radically transforming Albright research and teaching capabilities. The two main purchases are an atomic force microscope (AFM) and a scanning tunneling microscope (STM). These two devices allow us to view surfaces at much higher resolution than ever before, even to the level of individual atoms. Already the AFM has been incorporated into courses for advanced physics and biology students, allowing them to view at high resolution material such as carbon nanotubes, cell structure, and proteins. These devices offer possibilities for interdisciplinary collaboration among students and faculty in various departments that have barely begun to be tapped. Additional equipment, such as software, optical tables, lasers, and other support equipment, is also strengthening our research and teaching capabilities in optics-related areas.
99 GENERAL AND MISCELLANEOUS↗
2023 SAGE-Camp Report
The 7 th Summer Physics Camp for Young Women was successfully held in person in 2023 from June 5 th to 16 th at the New Mexico School for the Arts in Santa Fe, NM at Hilo Intermediate School in Hawaii. This year’s camp was dedicated to the topic of Energy Security and was made possible thanks to the strong collaboration of Los Alamos, Sandia and Hawaii teams and the logistical and financial support of Los Alamos and Sandia National Laboratories, New Mexico Consortium, SAGE- Moore Foundation, LANL Foundation, ACS, IEE, APS four corners, N3B, Hawaii Museum of Science and Technology, New Mexico School for the Arts (NMSA) and Tech Source. The camp mobilized more than 120 volunteers who made the camp a success. The camp is free of charge to the students and included free lunch and snacks for the busy brains to have plenty of energy, also included all materials needed for the hands-on activities (like drone building, crystal structure, solar panels, wind turbine fabrication, soldering, coding etc) and also a stipend for students who attended for the full two weeks and for two educators and two student mentors in NM. The camp offered 32 high school students from New Mexico and 8 from Hawaii a unique opportunity to explore science topics and meet a broad range of role model professionals across STEM fields including astrophysics, cybersecurity, Energy fields, space science, engineering, biophysics, environmental science, robotics, computer science, nuclear engineering, radiological science, physics and chemistry. With nearly 120 volunteers who came mainly from Los Alamos National Laboratory (66%) and Sandia national laboratories (18%), two funded educators from NM, Dr. Weldon Beauchamp and Dr. Ellee Cook, and two educators from Hilo, Dr. Pascale Creek Pinner and LeAnn Ragasa, the camp was educationally sound and extremely varied. The collaboration with school educators is critical for the goal of this camp to not only impact students' lives but also improve STEM education in NM and Hawaii. The ultimate goal of the camp is to increase higher education aspirations of students, empower them to consider careers in STEM and learn more about the opportunities available to them in our local colleges and DOE National Laboratories. In addition, the camp also hired 2 past students as student mentors, Megan Odom and Elisea Jackson, who currently attend NMSA and were students at the camp in 2022 when it was virtual. The in-person camp which aims at empowering under-represented minorities in STEM in our community received more than 52 applications this year from all over NM and 8 applications from Hawaii. Our selection criteria are based on diversity, equity and inclusion, and students for whom the camp can be a life-changing opportunity are given a chance to attend the camp. During COVID, the camp was held virtually and gave the opportunity to students from remote areas in NM and Hawaii to attend from their homes. This year, fantastic families supported students everyday even when home was in remote areas in NM like Lea county, Sandoval county, Bernalillo or Mora county. The organizers hope next year they can offer a residential option for students from remote areas.
99 GENERAL AND MISCELLANEOUS↗
An Undergraduate Intern Program at PACES
The University of Texas at El Paso (UTEP) established the Pan American Center for Earth and Environmental Studies (PACES) in 1995 to conduct basic and applied research that contributes to NASA's Mission to Planet Earth. Specifically, PACES provides a repository of remote sensing and other information that supports investigations into an improved understanding of geological, ecological and environmental processes occurring in the southwestern United States and Northern Mexico. Approximately 85% of UTEP's students come from El Paso County, a fast growing urban region representative of many large cities in the Southwest that have, or will soon have, a majority of their population composed of groups currently underrepresented in the scientific and technical workforce. UTEP's student population has an ethnic distribution (63% Hispanic, 32% Anglo, 3% African American, 1.5 % Asian American, and less than 1% Native American) that closely matches the demographics of the region it serves. Thus, UTEP has a mission to serve a multicultural population where minority students comprise the majority. Most Hispanic students at UTEP are primarily of Mexican origin. A large number are first or second-generation U.S. citizens. Characteristics that unite Hispanic students, in particular those of Mexican-origin, are a strong sense of family loyalty and a belief that all family members are responsible for contributing to the economic stability and well-being of the family. Most of their families are larger in number than the national average, and a variety of generations live together or share considerable resources. Thus, many young people feel an obligation and a desire to go to work at a young age and to continue working while in college, thereby assisting their parents and other family members. Older siblings understand that they have responsibilities to do household chores, to aid their younger siblings economically, and to assist elderly family members. This "work ethic" within the context of family responsisilities is often viewed as being as important as higher education aspirations by both parents and university students. As a consequence, much effort at UTEP has been placed in recent years upon creating opportunities for students to earn income while working on campus as undergraduate research assistants on research projects related to their majors. Work assignments of this sort serve to promote retention efforts, to introduce students with the possibility of graduate study and to develop students professionally. Also, the involvement of students in group-oriented research projects at UTEP which require frequent oral and written reports has been proven beneficial at promoting communication skills of students. Because an estimated 60% of UTEP's students are first-generation college students, many are often uncertain graduate education.
Starks, Scott A.↗
Use of machine learning to analyze chemistry card sort tasks
Education researchers are deeply interested in understanding the way students organize their knowledge. Card sort tasks, which require students to group concepts, are one mechanism to infer a student’s organizational strategy. However, the limited resolution of card sort tasks means they necessarily miss some of the nuance in a student’s strategy. Here in this work, we propose new machine learning strategies that leverage a potentially richer source of student thinking: free-form written language justifications associated with student sorts. Using data from a university chemistry card sort task, we use vectorized representations of language and unsupervised learning techniques to generate qualitatively interpretable clusters, which can provide unique insight in how students organize their knowledge. We compared these to machine learning analysis of the students’ sorts themselves. Machine learning-generated clusters revealed different organizational strategies than those built into the task; for example, sorts by difficulty or even discipline. There were also many more categories generated by machine learning for what we would identify as more novice-like sorts and justifications than originally built into the task, suggesting students’ organizational strategies converge when they become more expert-like. Finally, we learned that categories generated by machine learning for students’ justifications did not always match the categories for their sorts, and these cases highlight the need for future research on students’ organizational strategies, both manually and aided by machine learning. In sum, the use of machine learning to analyze results from a card sort task has helped us gain a more nuanced understanding of students’ expertise, and demonstrates a promising tool to add to existing analytic methods for card sorts.
37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
Involving the new generations in Fermilab endeavors
Since 1984 the Italian groups of the Istituto Nazionale di Fisica Nucleare (INFN) and Italian Universities, collaborating with the DOE laboratory of Fermilab (US) have been running a two-month summer training program for Italian university students. While in the first year the program involved only four physics students of the University of Pisa, in the following years it was extended to engineering students. This extension was very successful and the engineering students have been since then extremely well accepted by the Fermilab Technical, Accelerator, and Scientific Computing Division groups. Over the many years of its existence, this program has proven to be the most effective way to engage new students in Fermilab endeavors. Many students have extended their collaboration with Fermilab with their Master’s Thesis and PhD. Since 2004 the program has been supported in part by DOE in the frame of an exchange agreement with INFN. Over its almost 40 years of history, the program has grown in scope and size and has involved more than 550 Italian students from more than 20 Italian Universities, Several Institutes of Research, including ASI and INAF in Italy, and the ISSNAF Foundation in the US, have provided additional financial support. Since the program does not exclude appropriately selected non-Italian students, a handful of students from European and non-European Universities were also accepted over the years. Each intern is supervised by a Fermilab Mentor responsible for performing the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e, and Short Baseline Neutrino Experiments and DUNE design and experimental data analysis, development of particle detectors (silicon trackers, calorimeters, drift chambers, neutrino and dark matter detectors), design of electronic and accelerator components, development of infrastructures and software for exascale data handling, research on superconductive elements and on accelerating cavities, and theory of particle accelerators. Since 2010, within an extended program supported by the Italian Space Agency and the Italian National Institute of Astrophysics, a total of 30 students in physics, astrophysics, and engineering have been hosted for two months in the summer at US space science Research Institutes and laboratories. In 2015 the University of Pisa included these programs within its educational programs. Accordingly, Summer School students are enrolled at the University of Pisa for the duration of the internship and are identified and ensured as such. At the end of the internship, the students are required to write summary reports on their achievements. After positive evaluation by a University Examining Board, interns are acknowledged credits for their Diploma Supplement. The program was canceled in 2020 and 2021 due to the pandemic but restarted successfully in 2022. We believe this program can be taken as a model and easily adopted by interested institutions.
99 GENERAL AND MISCELLANEOUS↗
The International Space Station (ISS) Education Accomplishments and Opportunities
The International Space Station (ISS) has the unique ability to capture the imaginations of both students and teachers worldwide and thus stands as an invaluable learning platform for the advancement of proficiency in research and development and education. The presence of humans on board ISS for the past ten years has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM) disciplines which will lead to an increase in quality of teachers, advancements in research and development, an increase in the global reputation for intellectual achievement, and an expanded ability to pursue unchartered avenues towards a brighter future. Over 41 million students around the world have participated in ISS-related activities since the year 2000. Projects such as the Amateur Radio on International Space Station (ARISS) and Earth Knowledge Acquired by Middle School Students (EarthKAM), among others, have allowed for global student, teacher, and public access to space through radio contacts with crewmembers and student image acquisition respectively. . With planned ISS operations at least until 2020, projects like the aforementioned and their accompanying educational materials will be available to enable increased STEM literacy around the world. Since the launch of the first ISS element, a wide range of student experiments and educational activities have been performed by each of the international partner agencies: National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos). Additionally, a number of non-participating countries, some under commercial agreements, have also participated in Station-related activities. Many of these programs still continue while others are being developed and added to the station crewmembers tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; students participating in ISS engineering education; education demonstrations and cultural activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the ISS. It also highlights some upcoming projects.
Alleyne, Camille W.↗
University-level Non-proliferation and Safeguards Education and Human Capital Development Activities at Brookhaven National Laboratory
BNL has offered Nuclear Nonproliferation, Safeguards and Security in the 21st Century,? referred to as NNSS, every year since 2009 for graduate students in technical and policy fields related to nuclear safeguards and nonproliferation. The course focuses on relevant policy issues, in addition to technical components, and is part of a larger NGSI short course initiative that includes separate courses that are delivered at three other national laboratories and NNSA headquarters. [SCHOLZ and ROSENTHAL] The course includes lectures from esteemed nonproliferation experts, tours of various BNL facilities and laboratories, and in-field and table-top exercises on both technical and policy subjects. Topics include the history of the Treaty on the Non-proliferation of Nuclear Weapons (NPT) and other relevant treaties, the history of and advances in international nuclear safeguards, current relevant political situations in countries such as Iran, Iraq, and the Democratic Peoples? Republic of Korea (DPRK), nuclear science and technology, instrumentation and techniques used for verification activities, and associated research and development. The students conduct a mock Design Information Verification (DIV) at BNL?s decommissioned Medical Research Reactor. The capstone of the course includes a series of student presentations in which students act as policy advisors and provide recommendations in response to scenarios involving a current nonproliferation related event that are prepared by the course organizers. ?The course is open to domestic and foreign students, and caters to students in, entering, or recently having completed graduate school. Interested students must complete an application and provide a resume and a statement describing their interest in the course. Eighteen to 22 students attend annually; 165 students have completed the course to date. A stipend helps to defray students? travel and subsistence expenses. In 2015, the course was shortened from three weeks to two weeks to streamline the material, standardize NGSI course length, and draw in a larger applicant pool. ?The international and interdisciplinary mix of students attending the course encourages discussions of the topics presented during the course. Information about the course is available at https://www.bnl.gov/nnsscourse/. While a complete analysis of course students has not been undertaken, BNL is aware of three individuals who worked at national laboratories after attending the NNSS course, one who worked at a national laboratory prior to attending NNSS, two who worked as federal employees after attending NNSS, three who were Nonproliferation Graduate Fellows before or after attending NNSS, and three who have participated in other NGSI activities.?Design Information Verification is an IAEA inspection activity that is implemented for the purpose of ensuring that the facility design is consistent with the declared use of a facility.
98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗
Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program
Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and introduction to user facilities/equipment at BNL that are used for research in room-temperature semiconductor nuclear detectors, 2) presentations on advances on this project and on wide band-gap semiconductor nuclear detectors in general, and 3) graduate students' research presentations. - Invited speakers and lectures: This brings collaborating research scientist from BNL to give talks and lectures on topics directly related to the project. Attendance includes faculty members, researchers and students throughout the university. - Faculty-students team summer research at BNL: This DOE and National Science Foundation (NSF) program help train students and faculty members in research. Faculty members go on to establish research collaborations with scientists at BNL, develop and submit research proposals to funding agencies, transform research experience at BNL to establish and enhance reach capabilities at home institution, and integrate their research into teaching through class projects and hands-on training for students. The students go on to participate in research work at BNL and at home institution, co-author research papers for conferences and technical journals, and transform their experiences into developing senior and capstone projects. - Grant proposal development: Faculty members in the NERVE program collaborate with BNL scientists to develop proposals, which often help to get external funding needed to expand and sustain the continuity of research activities and supports for student's wages and scholarships (stipends, tuition and fees). - Faculty development and mentoring: The above collaboration activities help faculty professional development. The experiences, grants, joint publications in technical journals, and supervision of student's research, including thesis and dissertation research projects, contribute greatly to faculty development. Senior scientists at BNL and senior faculty members on campus jointly mentor junior faculty members to enhance their professional growth. - Graduate thesis and dissertation research: Brookhaven National Laboratory provides unique opportunities and outstanding research resources for the NERVE program graduate research. Scientists from BNL serve in master's degree thesis and PhD dissertation committees, where they play active roles in the supervision of the research. (authors)
96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
Final Scientific Findings Report- Hydro Research Foundation- Research Awards Program
The Research Awards Program was established in 2014 by the Hydro Research Foundation (Foundation) to support research efforts for the hydropower industry. Using the previously funded Fellowship Program that ran from 2010-2015, the Research Awards Program (RAP or program) captured the lessons learned from the Fellowship program and fine-tuned a nation-wide graduate level research program to support innovation, research and workforce development. The RAP was funded through a $2 million-dollar grant through the Department of Energy’s Water Power Program within the Energy Efficiency and Renewable Energy office (DOE). This award made possible, 33 research projects by 32 students from 21 universities in 11 states. The grant widely engaged the industry by providing the opportunity to work with 25 organizations as well as 63 students and advisors. The funded research focused on a topic list selected by industry and worked to cover a breadth of research needs across many disciplines, basins and types of hydropower issues. The funded work, answered pressing research needs in the fields of the following disciplines; civil engineering, mechanical engineering, environmental engineering, electrical engineering, geography, fisheries, wildlife, water resources, geology, energy science and materials innovation. The Foundation estimates that 116 individuals benefited from this research through either direct mentorship (42), research (32), overseeing the research (31), partnerships (7) and the day-to-day management of the program (4). This investment by DOE showcases how private-public partnerships can leverage limited funds to create a wide range of research products. The project objective was to build on the successful Fellowship Program to develop and execute the RAP on a national level. The program sought to provide competitively awarded hydropower-related graduate-level research awards. The intent of the RAP was to support beneficial, innovative research related to conventional or pumped-storage hydropower. It also sought to stimulate interest among students and universities in this research arena and provide students with a foundation for productive careers within the hydropower industry. The outcome was 33 research findings with 100% of proposed research completed. In addition, 87% of students chose to either join the hydropower industry or continue their hydropower related research at their universities. These research findings advanced the understanding of pressing research topics within the hydropower industry and met the objective of the funding. An ancillary benefit the program identified through this funding was, not only did 63 students and advisors work on hydropower within the academia space, but now there are more professors and students teaching hydropower at the university level. The program saw an addition of 12 new professors, teaching assistants, and graduate researchers continuing to simulate interest in hydropower. Another interesting outcome is that during this grant funding, the program saw alumni of the predecessor program, who are now professors, applying for the RAP with their students. A unique element of this funding is there was significant cost-share provided by host universities, who did not charge facilities and administration overhead to the student’s research awards. In addition, each university provided laboratories, computing capacity and research facilities to support the research which is extraordinarily unique to grant funding at the university level. The total cost share exceeded 30% of the total grant cost. The funding clearly reached many sectors of the industry to provide helpful work and continue building hydropower’s next generation of innovation and workforce. The Foundation has established a broad network of universities interested and engaged in hydropower. The work was supported by the hydropower industry through donations of meeting space, conference registrations, in-kind contributions, mentorship and support of students. The Foundation would recommend finding a vehicle to further advance programs like the graduate level research through competitions, competitively funded awards and student research. It will take many universities to advance hydropower’s most pressing challenges. To let a program like the RAP dwindle away would incapacitate research at universities.
13 HYDRO ENERGY↗
An ICAI architecture for troubleshooting in complex, dynamic systems
Ahab, an intelligent computer-aided instruction (ICAI) program, illustrates an architecture for simulator-based ICAI programs to teach troubleshooting in complex, dynamic environments. The architecture posits three elements of a computerized instructor: the task model, the student model, and the instructional module. The task model is a prescriptive model of expert performance that uses symptomatic and topographic search strategies to provide students with directed problem-solving aids. The student model is a descriptive model of student performance in the context of the task model. This student model compares the student and task models, critiques student performance, and provides interactive performance feedback. The instructional module coordinates information presented by the instructional media, the task model, and the student model so that each student receives individualized instruction. Concept and metaconcept knowledge that supports these elements is contained in frames and production rules, respectively. The results of an experimental evaluation are discussed. They support the hypothesis that training with an adaptive online system built using the Ahab architecture produces better performance than training using simulator practice alone, at least with unfamiliar problems. It is not sufficient to develop an expert strategy and present it to students using offline materials. The training is most effective if it adapts to individual student needs.
Fath, Janet L.↗
Adventures in Technology = Options in Math and Science
All five school systems on the Virginia Peninsula participate with a total of 21 middle schools in the ATOMS program. More than 20,000 students have participated in the pipeline programs since 1989. The focus has been on creating a diverse pool of academically-prepared students. The number of minority students participating has steadily increased, reaching 49.1 % in 1997. Female participation has remained steady at 55.4%. Female and minority participation will continue to receive high priority. The programs were evaluated by means of student, teacher, and counselor surveys. Questionnaires are distributed immediately after each intervention. The respondents are asked questions concerning the appropriateness of the activity, their interest level and change in opinion after the intervention. More than 90% of all students rate each activity as "Interesting" to "Very Interesting." Almost 70 % of students indicate they intend to take additional higher level mathematics courses in high school after participating in the Site and Campus Visits. Between 70 and 80 % (79.3 % after the Career Awareness Activity, 72.0 % after the Industry Site Visit) of students indicated they have a better understanding of why math and science are important school subjects after participation in each ATOMS activity. Comparisons in scores from the Iowa Test of Basic Skills have been made between the ATOMS students and the remainder of the seventh and eighth grade populations. ATOMS students' math and science achievement scores from the fifth grade were near the district average. After participating in ATOMS, students scored significantly higher than their peers. ATOMS students enrolled at TNCC have been identified and are being tracked further for achievement.
Quanty, Michael↗