Results for “student” — Page 40

DOE OSTI2016

SU-A-BRA-02: Making the Most of a One Hour Lecture with Alternative Teaching Methodologies: Implementing Project-Based and Flipped Learning

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-03: Creative Stimulation: A Flexible Hands-On Approach to Building a Deeper Understanding of Critical Concepts in Radiation Physics

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-04: Incorporating Active Learning Into Medical Physics Education

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-05: Panel Discussion

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

SU-A-BRA-00: Education Council Symposium: Revitalizing Your Medical Physics Classroom: Some Examples and Thoughts from the Trenches

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2022

Current Status of the DOE/NNSA Nuclear Criticality Safety Program Hands-on Criticality Safety Training Courses

In 2011, the US Department of Energy/National Nuclear Security Administration (DOE/NNSA) Nuclear Criticality Safety Program (NCSP) developed and piloted a 2-week nuclear criticality safety (NCS) practitioner course to support training and qualification of new NCS staff. The course was developed in accordance with the American National Standard Institute/American Nuclear Society (ANSI/ANS) standard for NCS training and qualifications (ANSI/ANS-8.26-2007). In 2013, an NCS manager’s course was developed for process supervisors, managers, regulators, and other professionals with NCS-related responsibilities. These courses consist of classroom education, facility training, and hands-on subcritical and critical experiments training. Each course is currently offered twice per year. The 2-week practitioner course offers a week of classroom training, with practical workshops and exercises focused on teaching students how to perform an NCS evaluation. The second week of training involves hands-on critical and subcritical experiments and measurements. The first week is offered in Las Vegas, Nevada, at the DOE Nevada Field Office or the National Atomic Testing Museum. Depending on the student’s clearance level, the second week is offered at Sandia National Laboratory (SNL) (uncleared and L-cleared students) or at the National Criticality Experiments Research Center (NCERC) (Q-cleared students). The 1-week manager’s course is offered at SNL or NCERC, depending on clearance or interest, and includes classroom and hands-on critical and subcritical experiments and measurements. This paper provides an overview and status report for the DOE/NNSA NCSP training courses in NCS and provides information about future course offerings.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗

DOE OSTI2014

Summary Report for the Radiation Detection for Nuclear Security Summer School 2014

Executive Summary The Pacific Northwest National Laboratory (PNNL) hosted students from across the United States at the 3rd Radiation Detection for Nuclear Security Summer School from 16 – 27 June 2014. The summer school provided students with a unique understanding of nuclear security challenges faced in the field and exposed them to the technical foundations, analyses, and insight that will be required by future leaders in technology development and implementation. The course heavily emphasized laboratory and field demonstrations including direct measurements of special nuclear material. Student evaluations and feedback from student advisors indicates that the summer school achieved its objectives of 1) exposing students to the range of nuclear security applications for which radiation detection is necessary, 2) articulating the relevance of student research into the broader context, and 3) exciting students about the possibility of future careers in nuclear security. In fact, we are beginning to see previous students both enroll in graduate programs (former undergraduates) and complete internships at agencies like the National Nuclear Security Administration.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗

DOE OSTI2014

UPR/Mayaguez High Energy Physics

This year the University of Puerto Rico at Mayaguez (UPRM) High Energy Physics (HEP) group continued with the ongoing research program outlined in the grant proposal. The program is centered on the Compact Muon Solenoid (CMS) experiment at the proton-proton (pp) collisions at the Large Hadron Collider (LHC) at CERN in Geneva, Switzerland. The main research focus is on data analysis and on the preparation for the High Luminosity (HL) LHC or experiment detector upgrade. The physics data analysis included Higgs Doublet Search and measurement of the (1) Λ 0 b branching fraction, (2) B meson mass, and (3) hyperon θ - b lifetime. The detector upgrade included work on the preparations for the Forward Pixel (FPIX) detector Silicon Sensor Testing in a production run at Fermilab. In addition, the group has taken responsibilities on the Software Release through our former research associate Dr. Eric Brownson who acted until last December as a Level Two Offline Manager for the CMS Upgrade. In support of the CMS data analysis activities carried out locally, the UPRM group has built and maintains an excellent Tier3 analysis center in Mayaguez. This allowed us to analyze large data samples and to continue the development of algorithms for the upgrade tracking robustness we started several years ago, and we plan to resume in the near future. This project involves computer simulation of the radiation damage to be suffered at the higher luminosities of the upgraded LHC. This year we continued to serve as a source of outstanding students for the field of high energy physics. Three of our graduate students finished their MS work in May, 2014, Their theses research were on data analysis of heavy quark b-physics. All of them are currently enrolled at Ph.D. physics program across the nation. One of them (Hector Moreno) at New Mexico University (Hector Moreno), one at University of New Hampshire (Sandra Santiesteban) and one at University of Puerto Rico-Rio Piedras (Carlos Malca). The students H. Moreno and C. Malca has been directly supervised by Dr. Mendez and S. Santiesteban supervised by Dr. Ramirez. During the last 13 years, our group have graduated 23 MS students on experimental High Energy Physics data analysis and applied hardware techniques. Most of the students have been supported by DOE grants, included this grant. Since 2001, Dr. Mendez have directly supervised eleven students, Dr. Ramirez three students and the former PI (Dr. Lopez) nine students. These theses work are fully documented in the group web page (http://charma.uprm.edu). The High Energy Physics group at Mayaguez is small and presently consists of three Physics faculty members, the Senior Investigators Dr. Hector Mendez (Professor) and Dr. Juan Eduardo Ramirez (Professor), and Dr. Sudhir Malik who was just hired in July 2014. Dr. Ramirez is in charge of the UPRM Tier-3 computing and will be building the network bandwidth infrastructure for the campus, while Dr. Mendez will continues his effort in finishing the heavy quark physics data analysis and moving to work on SUSY analysis for the 2015 data. Our last grant application in 2012 was awarded only for 2013-2014. As a result our postdoc position was lost last month of March. Since then, we have hired Dr. Malik as a new faculty in order to reinforce the group and to continue our efforts with the CMS experiment. Our plan is to hire another junior faculty in the next two years to strengthen the HEP group even further. Dr. Mendez continues with QuarkNet activities involving an ever larger group of high school physics teachers from all around Puerto Rico.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗

DOE OSTI2022

2022 LLNL Nuclear Science and Security Summer Internship Program

The Lawrence Livermore National Laboratory (LLNL) Nuclear Science and Security Summer Internship Program (NS 3 IP) is designed to give graduate and undergraduate students an opportunity to come to LLNL for 8–10 weeks of hands-on research. Students conduct research under the supervision of a staff scientist, attend a weekly lecture series, interact with other students, and present their work to the LLNL scientific community at the end of the program. Students also have the opportunity to meet staff scientists one-on-one, participate in LLNL facility tours (e.g., the National Ignition Facility and Center for Accelerator Mass Spectrometry), and gain a better understanding of the various science programs at LLNL. Due to the travel and access restrictions imposed by the COVID-19 pandemic, the 2022 NS 3 IP was organized as a hybrid internship program. Five of the 20 NS 3 IP students participated remotely. One of the 8 students funded directly by DTRA participated remotely. With LLNL’s extensive institutional support, remote students accessed the laboratory’s cyberinfrastructure through a secure virtual desktop environment and all seminars, mentor interactions, summer presentations, and laboratory tours had a remote option. The hybrid approach to the internship program provided flexibility to both the interns and their mentors to construct creative research projects that maximized student exposure to nuclear science research that is relevant to DTRA and LLNL. We anticipate continuing a hybrid internship format in the summer of 2023.

38 RADIATION CHEMISTRY, RADIOCHEMISTRY, AND NUCLEA↗

DOE OSTI2019

Summary Report for the Radiation Detection for Nuclear Security Summer School 2018

The Pacific Northwest National Laboratory (PNNL) hosted students from across the United States at the 5 th Radiation Detection for Nuclear Security Summer School 18-29 June 2018. The summer school provided students with a unique understanding of nuclear security challenges faced in the field and exposed them to the technical foundations, analyses, and insight that will be required by future leaders in technology development and implementation. The course heavily emphasized laboratory and field demonstrations including direct measurements of special nuclear material. Student evaluations and feedback from student advisors indicates that the summer school achieved its objectives of 1) exposing students to the range of nuclear security applications for which radiation detection is necessary, 2) articulating the relevance of student research into the broader context, and 3) exciting students about the possibility of future careers in nuclear security. In fact, we have seen previous students enroll in and complete graduate programs (former undergraduates), complete internships at agencies like the National Nuclear Security Administration, and become staff members at national laboratories and other government agencies.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2024

Preparing Underrepresented Minorities for STEM Careers in Energy

The purpose of the grant was to increase the participation of underrepresented minorities and women in STEM disciplines that are critical for the energy industry. The grant was implemented by the Fort Valley State University’s (FVSU) Cooperative Developmental Energy Program (CDEP). FVSU-CDEP enrolled two cohorts of six academically talented freshmen students into its accelerated five-year 3+2 dual degree STEM program. In the 3+2 dual degree format, students enroll at FVSU for three years and earn bachelor’s degrees in biology, chemistry, or mathematics and transfer to a partnering university for two years to earn second bachelor’s degrees in engineering, geology/geophysics, or health physics. FVSU-CDEP partnering universities consist of Georgia Tech, Grand Valley State University, Penn State University, University of Alabama, University of Arkansas, University of Nevada-Las Vegas, and the University of Texas-Austin. Cohort I enrolled at FVSU fall semester of 2017 and cohort II enrolled fall semester of 2020. All six of the students in cohort I earned bachelor’s STEM degrees at FVSU and transferred to a partnering university. Five of the six who transferred to a partnering university earned the second bachelor’s degree. One student transferred from a partnering university to a non-partner university to continue pursuit of the second degree. All students in cohort I had internships, attended professional meetings, and made presentations. Cohort II enrolled the fall-semester of 2020 in the midst of COVID epidemic. Cohort II was only funded for one year, 2020/2021. The DOE Office of Economic Impact and Diversity informed the PI that there would not be any funding for the fifth and final year (2021/2022) of the project. All six of the students in cohort II earned bachelor’s STEM degrees from FVSU and transferred to one of CDEP’s partnering universities. One of the students in cohort II graduate with an MS degree spring of 2023. Currently, four are pursuing graduate degrees at partnering universities and one withdrew from a partnering school because health reasons. Students in cohort II opportunities to participate in internship were negatively impact by the COVID epidemic (2020-2022). Of the 12 scholarship participants, 8 were females. Fifty percent of the males pursued second degrees in Engineering while only twenty-five percent of the females chose Engineering as their second degree.

42 ENGINEERING↗

DOE OSTI2026

Soil metagenomics umbrella narrative

Implementing accessible, authentic research experiences in introductory courses is challenging, particularly at institutions serving diverse student populations. To address this gap, we developed and deployed a Course-based Undergraduate Research Experience (CURE) focused on plant-microbe interactions in General Biology II at Northeastern Illinois University (NEIU), a minority-serving institution with a diverse student body. Students grew sugar beets (Beta vulgaris), extracted DNA from the rhizoplane, and used the Department of Energy Systems Biology Knowledgebase (KBase) for bioinformatic analysis to compare microbial relative abundance in fertilized versus unfertilized soil. Over five semesters, the CURE engaged 103 students and leveraged the intuitive KBase platform to make complex sequencing data accessible. Pre/post-course survey data revealed significant increases in student self-assessed research skills, including the ability to explain results and determine the types of data to collect. Furthermore, students reported significant gains in confidence related to experimental design and hypothesis development, alongside a strong increase in familiarity with KBase. Informal faculty feedback indicated high student engagement and appreciation for the real-world connections (e.g. food systems, agriculture, and health). This scalable, low-cost model effectively integrates data science tools into the foundational curriculum, demonstrating a potent strategy for boosting research skills and broadening participation in authentic scientific inquiry among diverse undergraduate students.

59 BASIC BIOLOGICAL SCIENCES↗

DOE OSTI2023

Opinions from Users Across the Lifespan about Fully Autonomous and Rideshare Vehicles with Associated Features

Fully autonomous vehicles have the potential to fundamentally transform the future transportation system. While previous research has examined individuals’ perceptions towards fully autonomous vehicles, a complete understanding of attitudes and opinions across the lifespan is unknown. Therefore, individuals’ awareness, acceptance, and preferences towards autonomous vehicles were obtained from 75 participants through interviews with three diverse groups of participants: 20 automotive engineering graduate students who were building an autonomous concept vehicle, 21 non-technical adults, and 34 senior citizens. The results showed that regardless of age, an individual’s readiness to ride in a fully autonomous vehicle and the vehicle’s requirements were influenced by the users’ understanding of autonomous vehicles. All of the engineering students understand what a fully autonomous vehicle is and this group was the most willing to ride especially compared to the seniors, where only half of the seniors knew what a fully autonomous vehicle is and 58.8% were not at all ready to ride one. The desire to have a manual control option or the ability to override the vehicle was common (90% of the engineering students, 95.2% of the adults, and 82.4% of the seniors), especially for individuals who reported not being ready to ride in a fully autonomous vehicle. The majority of all three groups of participants (85% of the engineering students, 81% of the adults, and 52.9% of the seniors) considered it essential that the vehicle should convey information about the vehicle’s status and intended behavior. Diagnostic information about the vehicle was desired by the engineering students (71.4%), who had a technical understanding of autonomous vehicles and current automotive related technologies. When autonomous vehicles are available, most participants anticipate preferring to use them as a rideshare service model (75% of the engineering students, 38% of the adults, and 27% of the seniors) rather than owning (5% of the engineering students, 19% of the adults, and 21% of the seniors) the autonomous vehicle themselves. Regarding the topic of sharing rides with strangers, both the automotive engineering students (90%) and the adults (52.6%) were comfortable with the idea of pooled rideshare in comparison to the seniors (29.4%). In future efforts, it will be important to include potential autonomous vehicle users of a wide age range as well as physical, cognitive, and visual abilities.

Gangadharaiah, Rakesh↗

DOE OSTI2024

Using Gamification to Enhance Mastery of Network Security Concepts

Gamification has proven to be effective in engaging and encouraging people to work towards and achieve goals. Many students struggle to focus on schoolwork, due to a lack of interest, lack of understanding, or other factors unique to the student. Applying gamification elements to education can help engage these students in learning their course material and help them excel academically. This study examines the effectiveness of using gamification techniques to enhance the learning experience in college Computer Science courses. A video game application is utilized to review and reinforce cybersecurity concepts that students have already been taught in class. Previous work has been made on a prototype game build that teaches about ARP (Address Resolution Protocol) components. The focus of this study is to refine and develop the structure of the prototype into a more interactive and enjoyable format with non-competitive and captivating activities that allow students to study at their own pace. An updated version of the game was created that focused on reaching a balance between education and entertainment. The game was used by students enrolled in a cybersecurity class, where pre-survey, post-survey and a focus group interview were conducted to determine how effective the updated version is compared to the current build, in addition to how effective the gamification method is regarding student retention of taught material. The pre-survey and post-survey results revealed an increase in interest and mastery of cybersecurity concepts as a result of playing the game. Students found value in the game as both a method of reviewing material taught in class and an entertaining and engaging game. These results show potential in using gamification in cybersecurity and education.

Hilliard, Kevin↗

NASA NTRS1989

Launching a dream: A teachers guide to a simulated space shuttle mission

Two simulated shuttle missions cosponsored by the NASA Lewis Research Center and Cleveland, Ohio, area schools are highlighted in this manual for teachers. A simulated space shuttle mission is an opportunity for students of all ages to plan, train for, and conduct a shuttle mission. Some students are selected to be astronauts, flight planners, and flight controllers. Other students build and test the experiments that the astronauts will conduct. Some set up mission control, while others design the mission patch. Students also serve as security officers or carry out public relations activities. For the simulated shuttle mission, school buses or recreation vehicles are converted to represent shuttle orbiters. All aspects of a shuttle mission are included. During preflight activities the shuttle is prepared, and experiments and a flight plan are made ready for launch day. The flight itself includes lifting off, conducting experiments on orbit, and rendezvousing with the crew from the sister school. After landing back at the home school, the student astronauts are debriefed and hold press conferences. The astronauts celebrate their successful missions with their fellow students at school and with the community at an evening postflight recognition program. To date, approximately 6,000 students have been involved in simulated shuttle missions with the Lewis Research Center. A list of participating schools, along with the names of their space shuttles, is included. Educations outcomes and other positive effects for the students are described.

Source record↗

NASA NTRS1995

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 49: Becoming an aerospace engineer: A cross-gender comparison

We conducted a mail (self-reported) survey of 4300 student members of the American Institute of Aeronautics and Astronautics (AIAA) during the spring of 1993 as a Phase 3 activity of the NASA/DoD Aerospace Knowledge Diffusion Research Project. The survey was designed to explore students' career goals and aspirations, communications skills training, and their use of information sources, products, and services. We received 1723 completed questionnaires for an adjusted response rate of 42%. In this article, we compare the responses of female and male aerospace engineering students in the context of two general aspects of their educational experience. First, we explore the extent to which women and men differ in regard to factors that lead to the choice to study aerospace engineering, their current level of satisfaction with that choice, and their career-related goals and aspirations. Second, we examine students' responses to questions about communications skills training and the helpfulness of that training, and their use of and the importance to them of selected information sources, products, and services. The cross-gender comparison revealed more similarities than differences. Female students appear to be more satisfied than their male counterparts with the decision to major in aerospace engineering. Both female and male student respondents consider communications skills important for professional success, but females place a higher value than males do on oral communications skills. Women students also place a higher value than men do on the roles of other students and faculty members in satisfying their needs for information.

Hecht, Laura M.↗

NASA NTRS1995

SPARTNIK: Engineering catalyst for government and industry

Industrial demands for highly motivated and competent technical personnel to carry forward with the technological goals of the US has posed a significant challenge to graduating engineers. While curricula has improved and diversified over time to meet these industry demands, relevant industry experience is not always available to undergraduates. The microsatellite development program at San Jose State University (SJSU) has allowed an entire undergraduate senior class to utilize a broad range of training and education to refine their engineering skills, bringing them closer to becoming engineering professionals. Close interaction with industry mentors and manufacturers on a real world project provides a significant advantage to educators and students alike. With support from companies and government agencies, the students have designed and manufactured a microsatellite, designed to be launched into a low Earth orbit. This satellite will gather telemetry for characterizing the state of the spacecraft. This will enable the students to have a physical check on their predicted value of spacecraft subsystem performance. Additional experiments will also be undertaken during the two year lifetime, including micro-meteorite impact sensing and capturing digital color images of the Earth. This paper will detail the process whereby students designed, prototype and manufactured a small satellite in a large team environment, along with the experiments that will be performed on board. With the project's limited funds, it needed the support of many industry companies to help with technical issues and hardware acquisition. Among the many supporting companies, NASA's space shuttle small payloads program could be used for an affordable launch vehicle for the student project. The paper address these collaborations between the student project and industry support, as well as explaining the benefits to both. The paper draws conclusion on how these types of student projects can be used by industry as a feasible resource for developing small platforms for space based experiments, as well as increasing the practical experience and engineering knowledge of graduating students. These benefits to industry and universities, can lead to a close working relationship between the two. These types of projects can facilitate the development of low-cost space rated parts to be used by the industry and university projects. It can also help with the understanding and use of acceptable risk non-space rated parts reducing the cost of the spacecraft. This will lead to the development of low cost platforms for space based experiments, providing research companies an inexpensive, long duration platform to conduct their in-space experiments, while better preparing engineering undergraduates for their transition into the work force.

Prass, James D.↗

NASA NTRS1993

Advanced Technology Training System on Motor-Operated Valves

This paper describes how features from the field of Intelligent Tutoring Systems are applied to the Motor-Operated Valve (MOV) Advanced Technology Training System (ATTS). The MOV ATTS is a training system developed at Galaxy Scientific Corporation for the Central Research Institute of Electric Power Industry in Japan and the Electric Power Research Institute in the United States. The MOV ATTS combines traditional computer-based training approaches with system simulation, integrated expert systems, and student and expert modeling. The primary goal of the MOV ATTS is to reduce human errors that occur during MOV overhaul and repair. The MOV ATTS addresses this goal by providing basic operational information of the MOV, simulating MOV operation, providing troubleshooting practice of MOV failures, and tailoring this training to the needs of each individual student. The MOV ATTS integrates multiple expert models (functional and procedural) to provide advice and feedback to students. The integration also provides expert model validation support to developers. Student modeling is supported by two separate student models: one model registers and updates the student's current knowledge of basic MOV information, while another model logs the student's actions and errors during troubleshooting exercises. These two models are used to provide tailored feedback to the student during the MOV course.

Wiederholt, Bradley J.↗