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At least 73 records · Page 4

SIMBER: the Simula Berkeley Education and Research Collaboration (CRADA Final Report)

The SIMBER project is centered around advancing the state-of-the-art in the science of modelling of the human heart and leveraging the collaborations between leading research groups at the University of California Berkeley (UC Berkeley), the Lawrence Berkeley National Laboratory (Berkeley Lab), and Simula Research Laboratory (Simula). In particular, the following areas of expertise are shared and expanded through this project: “heart-on-chip” experimental systems from UC Berkeley, mathematical modelling of the heart from Simula, and supercomputing software from Simula and Berkeley Lab. This intersection of expertise is already enabling the development of novel tools and knowledge that produce more accurate models of the human heart in both health and disease, which in turn are leading to drug screening technologies that make cardiac drug development faster, cheaper and more humane.

Li, Xiaoye Sherry [Lawrence Berkeley National Labo↗

Kauhale 'O Kipapa: Kahikinui Community Cultural, Educational, and Resilience Center Preliminary Design Technical Assistance Summary Report

The Kahikinui Homestead Community in Maui faces energy resilience challenges due to its remote, off-grid location. This report summarizes preliminary technical assistance to design a microgrid for six modular homes using solar PV, wind, and battery storage. Findings show hybrid PV and battery systems, supplemented by small wind turbines, offer cost-effective, resilient solutions. This work supports enhanced energy independence and disaster preparedness for the community.

Quiroz, Jimmy Edward [Sandia National Laboratories↗

Building Nuclear-Specific Cybersecurity Expertise in Higher Education

The rapid digitalization of nuclear power plants (NPPs) and the deployment of advanced and small modular reactors (A/SMRs) have expanded the cybersecurity attack surface within the nuclear sector. This evolution introduces unique challenges beyond those faced in general information technology (IT), operational technology (OT) and industrial control system (ICS) security, due to nuclear power’s regulatory rigor, safety-critical nature, and operational needs. A pressing workforce gap persists; cybersecurity graduates typically lack nuclear-specific context and retraining them for industry readiness requires 12–18 months, creating a significant burden. This paper addresses this gap by defining the domains of knowledge that nuclear cybersecurity specialists must master, spanning cybersecurity, nuclear engineering, OT/ICS security, and regulatory governance. We propose a curricular framework integrating technical, regulatory, and applied learning components to accelerate workforce readiness. Our approach builds on existing findings that current curricula inadequately integrate nuclear engineering and cybersecurity, shifting the discourse from why specialization is needed to what knowledge must be taught. The recommendations have implications for workforce development and long-term resilience of the nuclear energy sector.

99 - GENERAL AND MISCELLANEOUS↗

Building Science Advisor (BSA): A Tool to Assist in the Design and Education of Durable Envelopes

The moisture durability of a building envelope component can be difficult to predict. It depends on the materials used, the location in the assembly, the macro- and microclimate of the building, the air tightness of the interior environment and construction quality. Modern building codes require more insulation and tighter construction but provide little guidance about how to ensure these energy-efficient assemblies are designed and built to retain moisture durability. Furthermore, as new products are introduced to the market, builders are increasingly uncertain about the long-term durability of their building envelope designs. As building envelopes get tighter and better insulated, moisture management is key to a durable and high-performing wall assembly.

Desjarlais, Andre↗

SmartFlower Renewable Energy Program (Final Technical Report)

The SmartFlower Renewable Energy Programming project brings renewable energy education to K-12 youth in the region. The motivation of the project was to pair an educational curriculum with Girl Scouts of the Colonial Coast’s newly acquired SmartFlower. A SmartFlower is a solar energy device shaped like a flower in which each petal is a solar panel. The ‘stem’ of the SmartFlower rotates throughout the day, so the petal panels follow the sun’s path and maximize sunlight absorption. The goal of the project was to create an educational curriculum for K-12 youth that centered the SmartFlower and other renewable energy related topics. The Girl Scouts of Colonial Coast team created two educational curriculums; each designed for a specific age group (K-5 and 6 th -12 th grade). Both curriculums walk participants through hands-on activities about the sun, renewable energy, and sustainability. The project adds to educational opportunities in the region and for Girl Scouts. As renewable energy becomes more prevalent and essential, youth must be informed on its’ mechanics and application. The project provides an age-appropriate educational tool that welcomes youth to visit the SmartFlower, understand its larger purpose, and consider the importance of renewable energy. The project was achieved on a modest budget of $16,672 and its sustainability beyond the project period has low to no cost for participants. The curriculum is free and accessible on our website and can be used as an evergreen educational tool. The SmartFlower Renewable Energy Programming project benefits the public as it provides a free, easily accessible education tool to children, families, caregivers, and local educators that is scientifically based and relevant to our energy landscape.

14 SOLAR ENERGY↗

The Hydropower Game: An Interactive Learning Tool for the Future Hydropower Workforce

This report documents a Seedling project supported by the U.S. Department of Energy (DOE) Water Power Technologies Office (WPTO), conducted by Argonne National Laboratory (ANL) and the National Laboratory of the Rockies (NLR). The Seedling and Sapling Program provides small grants over short duration to enable early-stage research at national laboratories. This funding mechanism is intended to cultivate innovative ideas and expand research road maps in hydropower and marine energy technologies. Under this Seedling award, the project team developed an educational outreach tool, or “serious game”, built in Python and powered by the Pygame library, aimed at teaching fundamental hydropower concepts through an engaging, interactive learning experience. The game features multiple lessons covering several hydropower topics while allowing for expansion and customization in the instance of future funding availability: • Hydropower Plant Types: Players explore and compare the mechanics and applications of run-of-river, dam hydropower, and pumped-storage hydropower. • Flow Dynamics and Power Generation: Interactive tasks demonstrate how release rate and hydraulic head combine to determine power output. • Grid Operations and Load Following: Simulations illustrate how hydropower facilities respond to fluctuating electricity demand to balance the grid. • Market Integration: Levels scaffold understanding of how hydropower interfaces with the broader energy market, including operational and economic considerations. The tool was showcased at several science, technology, engineering, and mathematics (STEM) outreach events, where it was demoed to students, educators, and the general public. These events provided valuable opportunities to collect feedback on the gameplay, storyline, and educational objectives from a wide audience. The game was presented at STEMapalooza, Introduce a Girl to Engineering Day, STEMCON, and Clean Currents 2025. Insights gathered during these demonstrations informed refinements to the game’s user experience and strengthened its effectiveness as an educational tool for teaching hydropower concepts. This report outlines the game’s design philosophy, educational objectives, technical implementation, user experience insights, and potential for broader deployment within educational and workforce development contexts. It emphasizes how gamified learning can demystify complex hydropower science and inspire interest in water-power technologies. The project’s success demonstrates the value of Seedling funding in fostering creative, lowcost educational tools that support DOE’s mission to advance energy literacy and innovation. The report concludes with recommendations for expanding the tool by adding new levels, integrating assessment metrics, and exploring commercialization or deployment pathways through future Sapling funding. The official webpage of the Hydropower Game, which includes a link to the educational tool, can be accessed at www.anl.gov/hydropower/hydropower-game.

13 HYDRO ENERGY↗

CIE Curriculum Guide (V.2.0)

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

42 - ENGINEERING↗

Development of learning objectives to support undergraduate virology curriculum guidelines

It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course. These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.

59 BASIC BIOLOGICAL SCIENCES↗

Experiments and Project-Based Enhancements for STEM Learning: Preprint

Motivating k-12 students to pick a career in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent attention. At different points in time, STEM educators need to pivot themselves and update educational materials to consistently motivate the next generation of k-12 students to enter into STEM careers. Once they enter undergraduate education, universities need to motivate their undergraduates students to consider graduate studies to ensure qualified human resources can be developed for research, and teaching. We present in this paper, our work on developing STEM materials for k-12 students targeting grid integration of hydrogen assets. This paper also presents our work on leveraging open source distribution system model, digital real time simulation tool to create projects for undergraduate students and motivate their interest in research topics, and enter into graduate level education.

electro-magnetic transients↗

Measured air quality impacts after teaching parents about cooking ventilation with a video: a pilot study

BackgroundCooking-related emissions contribute to air pollutants in the home and may influence children’s health outcomes.ObjectiveIn this pilot study, we investigate the effects of a cooking ventilation intervention in homes with gas stoves, including a video-based educational intervention and range hood replacement (when needed) in children’s homes.MethodsThis was a pilot (n = 14), before-after trial (clinicaltrials.gov #NCT04464720) in homes in the San Francisco Bay Area that had a school-aged child, a gas stove, and either a venting range hood or over-the-range microwave/hood. Cooking events, ventilation use, and indoor air pollution were measured in homes for 2–4 weeks, and children completed respiratory assessments. Midway, families received this intervention: (1) education about the hazards of cooking-related pollutants and benefits of both switching to back burners and using the range hood whenever cooking and (2) ensuring the range hood met airflow and sound performance standards. The educational intervention was delivered via a video developed in conjunction with local youth.ResultsWe found substantially increased use of back burners and slight increases in range hood use during cooking after intervening. Even though there was no change in cooking frequency or duration, these behavior changes resulted in decreases in nitrogen dioxide (NO2), including significant decreases in the total integrated concentration of NO2 over all cooking events from 1230 ppb*min (IQR 336, 7861) to 756 (IQR 84.0, 4210; p < 0.05) and NO2 collected on samplers over the entire pre- and post-intervention intervals from 10.4 ppb (IQR 3.5, 47.5) to 9.4 (IQR 3.0, 36.1; p < 0.005). There were smaller changes in PM2.5, and no changes were seen in respiratory outcomes.ImpactThis pilot before-after trial evaluated the use of a four-minute educational video to improve cooking ventilation in homes with gas stoves and one or more school-aged children. Participant behavior changed after watching the video, and there were decreases in indoor air pollutant concentrations in the home, some of which were significant. This brief video is now publicly available in English and Spanish (wspehsu.ucsf.edu/projects/indoor-air-quality), and this provides suggestive evidence of the utility of this simple intervention, which could be particularly beneficial for households that have children with asthma.

Holm, Stephanie M↗

Experiments and Project-Based Enhancements for STEM Learning

Motivating K-12 students to pursue careers in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent engagement. Throughout the K-12 student timeline, STEM educators need to continuously pivot their teaching and update their educational materials to motivate the next generation of students. Once students begin their undergraduate education, university professors need to encourage them to consider pursuing graduate studies to ensure that a qualified future workforce can be developed for research and teaching. In this paper, we present our work on developing STEM materials for K-12 student engagement. Our K-12 materials target the grid integration of hydrogen assets that are suitable to engage students in the classroom. Our undergraduate materials target hands-on projects and collaboration with industry to connect classroom learning with real-world applications and needs in renewable energy. Our work leverages available open-source models and tools to create projects for undergraduate students and motivate their interest in pursuing research topics in graduate-level education.

ENERGY PLANNING, POLICY, AND ECONOMY↗

Grid-Ready Energy Analytics Training with Data (“GREAT with Data”)

GridEd is a collaborative educational initiative consisting of the Electric Power Research Institute (EPRI), 5 Partner Universities (Stony Brook University, The University of Texas at Austin, University of California – Riverside, Virginia Tech, Washington State University), and participating industry sponsors. This educational initiative focuses on developing and training the next generation of power engineers so they can help shape the electric grid of the future by anticipating and fulfilling the needs of changing electric industry requirements. GridEd is leveraging electric industry research to educate a future electric grid workforce by empowering new and continuing education students, not only to become competent and well-informed engineers, but also to participate and influence major technological, social, and policy decisions that address critical global challenges. GridEd’s activities are centered around four core pillars: Enhancement of university power systems engineering curricula; Professional development and training for a diverse electric industry workforce; Stimulating students to join the movement for the next generation of power engineers, and; Improve workforce development efforts in the electric utility industry. Major accomplishments over the course of the project were: Over 50 unique professional short courses were delivered by more than 30 instructors across the GridEd network; Over 3,600 unique learners, many who took multiple courses, received more than 27,000 professional development hours (PDH) and over 1,000 certificates of completion; Approximately 2,900 unique learners undertook a course that was offered LIVE online or in-person; Approximately 700 unique learners undertook a course that was offered as computer-based training (CBT); Over 35 unique university courses were delivered by more than 30 instructors to 1,500 university students across the GridEd network; One-hundred-and-fifty-seven (157) students were funded to completed 43 student projects in topics of power systems and data science, and; Six (6) Historically Black Colleges and Universities (HBCUs) recruited as Affiliate Universities via Utility Partners. The professional training initiative and workforce development activities launched by this project will be sustained through EPRI’s collaborative business model with industry. Stimulating students to join the power engineering workforce of the future and the enhancement of tertiary training may continue to need government support.

14 SOLAR ENERGY↗

An Energy Codes Gap Analysis Field Study in the Southwest (Final Technical Report)

The primary goal of the “An Energy Codes Gap Analysis Field Study in the Southwest” project was to improve housing through strengthened building energy code implementation in two states, Colorado and Nevada, leading to greater energy and utility bill savings for households. Colorado is a home rule state. Nevada adopts a statewide code, but cities and counties must also adopt the code, making the state function like a home rule state. To broaden the impact of the project, an additional goal was to share and amplify project experiences, findings, and lessons that can be applied in other states. To achieve these goals, the project’s key objectives were to examine how residential energy codes are implemented in partner states; to use these findings to strengthen codes implementation through enhanced education, training, and outreach; and to enhance energy code technical assistance capabilities in the two partner states. In both partner states, the project led to the creation of a quantitative baseline understanding of compliance with high-impact energy code requirements, such as foundation, wall, and ceiling R-value; window U-factor and SHGC; envelope air tightness; duct tightness; and high-efficiency lighting. It then applied this baseline information to directly inform training in geographic areas with high levels of building and construction activity. The project has placed Colorado and Nevada among 23 states across the country that have conducted a single-family residential field study based on the established U.S. Department of Energy (DOE) methodology since 2014. It has also helped each State Energy Office test models for partnership- and relationship-building among government agencies and key stakeholder groups, including the State Energy Office and relevant code administration and professional licensing agencies, building officials, designers, builders, trades and utilities. At the national level, the project helped educate and inform State and Territory Energy Offices on a replicable methodology to assess energy code construction practices, effective stakeholder engagement strategies, and tailored energy code education and training. These findings are particularly pertinent for home-rule states, such as Colorado and Nevada, which rely on local government awareness and action to advance and implement building energy codes. By raising awareness of code adoption and compliance, this project has helped to equip each partner state with data on code compliance, strategies, education, and partnership models to advance building energy codes. This in turn will have an important impact on new construction practices in Colorado and Nevada, leading to more energy efficient and affordable housing. Currently, more than 62 percent of Colorado’s population lives in one of the 55 jurisdictions that have adopted the 2021 IECC to date, while nearly 95 percent of the state's population lives in one of the 208 jurisdictions that have adopted a code at 2015 IECC levels or higher. In Nevada, the 2018 IECC was adopted by the Governor’s Office of Energy in July 2018. By July 2020, 47 percent of the adopted energy code in the state was 2018 IECC which covers 96.5 percent of Nevada’s population. The training materials funded by this project focus on the 2021 IECC and will continue to be relevant in the two states as additional jurisdictions update their building energy codes.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

Construction Methodology Transformation for the Benefit of Workforce Development

Construction is a key economic engine driving both national and global economies. While manual, onsite construction methods dominate the U.S. construction industry, a major shift towards offsite methods has been underway due to its efficiency, speed, and potential cost savings. The workforce necessary for offsite construction growth does not exist in its current form because of the focus on onsite methodologies and the lack of exposure to offsite building methods at all levels of a student’s learning journey. The growth of the U.S. construction industry and competitiveness in an increasingly global construction market over the coming decades can only be supported by a dramatic increase in the use of offsite methods, which requires ramping up workforce training for certain skillsets. The goal of Construction Methodology Transformation for the Benefit of Workforce Development was to understand the opportunities and barriers in both education and industry and to identify best practices for offering curriculum and training to educators, industry, and students that would support skills needed for careers in offsite construction. Our team proposed combining three offsite construction workforce development needs: content development, exposure and training, and job placement - under a single Platform model that would increase experience and career opportunities for students and help match them with potential industry members. Through our proposed solution we expected to see: developed offsite curriculum being utilized by educators and students; an increase in the identification of construction technology and offsite construction methods; an average increase in knowledge gain of at least 25% after participation in pilots; better equipped candidates who are prepared for jobs in offsite construction; and a beta workforce development platform that helps build more pathways for students looking for careers in offsite construction. The two pilots included almost 250 students and resulted in an average knowledge gain of 37 percent. Our research has identified areas of opportunity, for both education and industry to make collaborative training programs more efficient and successful. The chosen techniques for this program are extremely effective when both the school and factory have solid processes and cultures in place to accept students into training programs. This project serves as an important stepping stone to industrywide collaboration to move workforce development for offsite construction forward across the country. With continued collaboration programs like this can provide much needed early exposure and training in offsite construction and we can begin to fill important positions for the future of construction.

99 GENERAL AND MISCELLANEOUS↗

FEW questions, many answers: using machine learning to assess how students connect food–energy–water (FEW) concepts

There is growing support and interest in postsecondary interdisciplinary environmental education which integrate concepts and disciplines in addition to providing varied perspectives. There is a need to assess student learning in these programs as well as rigorous evaluation of educational practices, especially of complex synthesis concepts. This work tests a text classification machine learning model as a tool to assess student systems thinking capabilities using two questions anchored by the Food-Energy-Water (FEW) Nexus phenomena by answering two questions (1) Can machine learning models be used to identify instructor-determined important concepts in student responses? (2) What do college students know about the interconnections between food, energy and water, and how have students assimilated systems thinking into their constructed responses about FEW? Reported here are a broad range of model performances across 26 text classification models associated with two different assessment items, with model accuracy ranging from 0.755 to 0.992. Expert-like responses were infrequent in our dataset compared to responses providing simpler, incomplete explanations of the systems presented in the question. For those students moving from describing individual effects to multiple effects, their reasoning about the mechanism behind the system indicates advanced systems thinking ability. Specifically, students exhibit higher expertise for explaining changing water usage than discussing tradeoffs for such changing usage. This research represents one of the first attempts to assess the links between foundational, discipline-specific concepts and systems thinking ability. These text classification approaches to scoring student FEW Nexus Constructed Responses (CR) indicate how these approaches can be used, in addition to several future research priorities for interdisciplinary, practice-based education research. Development of further complex question items using machine learning would allow evaluation of the relationship between foundational concept understanding and integration of those concepts as well as more nuanced understanding of student comprehension of complex interdisciplinary concepts.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

AI-supported mini-labs: combining smartphone-based experiments and multimodal AI

Multimedia learning has always been a topic in physics education—whether through specialized digital data acquisition systems, simulations, or animations. Due to increasing digitalization, more and more media from our everyday lives have also found their way into education in recent decades. This contribution introduces a conceptual framework and illustrative examples for AI-supported experimentation in physics education. It does not yet present empirical data but outlines directions for forthcoming classroom studies evaluating learning outcomes and engagement.

generative AI↗

Energy Technology Commercialization and Entrepreneurship: Insights From the U.S. Department of Energy's Office of Technology Transitions 2024 Energy Technology University Prize Faculty Track

The Energy Technology University Prize (EnergyTech UP) was established in 2022 with the goal of challenging student teams to develop impactful business plans for energy technologies of their choosing. EnergyTech UP is part of the The American Made Challenges program portfolio, funded by the U.S. Department of Energy. EnergyTech UP is specifically funded by the Department of Energy's Office of Technology Transfer (OTT) and is administrated by staff at the National Renewable Energy Laboratory (NREL). Since its inception, the annual prize has attracted applications from approximately 1,948 students across nearly every U.S. state and territory, awarding over $1 million in funds to student teams. In 2024, the prize expanded to include a Faculty Track, which invited faculty members from degree-granting institutions across the U.S. to design entrepreneurship-based curricula or educational activities. This new track aims to foster innovation in energy entrepreneurship education by leveraging the expertise of faculty to create robust, practical, and inclusive learning experiences. This report summarizes the themes, strategies and impacts identified in proposals from EnergyTech UP's inaugural Faculty Track. Our primary data for organizing insights are the Faculty Track applications themselves. This evaluation of 2024 EnergyTech UP Faculty Track applications aims to support future EnergyTech UP Faculty Track applicants as well as others who are interested in promoting, developing, and/or implementing educational activities that focus on energy commercialization and entrepreneurship at their institutions. By presenting insights from 2024 entries to the Faculty Track, we hope to contribute to a growing inventory of open-source curriculum development resources and provide materials to facilitate the growth of similar programs at a variety of collegiate institutions.

adoption readiness level↗