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DOE OSTI2012

Clean Energy Infrastructure Educational Initiative

The Clean Energy Infrastructure Educational Initiative represents a collaborative effort by the University of Dayton, Wright State University and Sinclair Community College. This effort above all aimed to establish energy related programs at each of the universities while also providing outreach to the local, state-wide, and national communities. At the University of Dayton, the grant has aimed at: solidfying a newly created Master's program in Renewable and Clean Energy; helping to establish and staff a regional sustainability organization for SW Ohio. As well, as the prime grantee, the University of Dayton was responsible for insuring curricular sharing between WSU and the University of Dayton. Finally, the grant, through its support of graduate students, and through cooperation with the largest utilities in SW Ohio enabled a region-wide evaluation of over 10,000 commercial building buildings in order to identify the priority buildings in the region for energy reduction. In each, the grant has achieved success. The main focus of Wright State was to continue the development of graduate education in renewable and clean energy. Wright State has done this in a number of ways. First and foremost this was done by continuing the development of the new Renewable and Clean Energy Master's Degree program at Wright State . Development tasks included: continuing development of courses for the Renewable and Clean Energy Master's Degree, increasing the student enrollment, and increasing renewable and clean energy research work. The grant has enabled development and/or improvement of 7 courses. Collectively, the University of Dayton and WSU offer perhaps the most comprehensive list of courses in the renewable and clean energy area in the country. Because of this development, enrollment at WSU has increased from 4 students to 23. Secondly, the grant has helped to support student research aimed in the renewable and clean energy program. The grant helped to solidify new research in the renewable and clean energy area. The educational outreach provided as a result of the grant included activities to introduce renewable and clean energy design projects into the Mechanical and Materials Engineering senior design class, the development of a geothermal energy demonstration unit, and the development of renewable energy learning modules for high school students. Finally, this grant supported curriculum development by Sinclair Community College for seven new courses and acquisition of necessary related instrumentation and laboratory equipment. These new courses, EGV 1201 Weatherization Training, EGV 1251 Introduction to Energy Management Principles, EGV 2301 Commercial and Industrial Assessment, EGV 2351 LEED Green Associate Exam Preparation, EGV 2251 Energy Control Strategies, EGV Solar Photovoltaic Design and Installation, and EGV Solar Thermal Systems, enable Sinclair to offer complete Energy Technology Certificate and an Energy Management Degree programs. To date, 151 students have completed or are currently registered in one of the seven courses developed through this grant. With the increasing interest in the Energy Management Degree program, Sinclair has begun the procedure to have the program approved by the Ohio Board of Regents.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2012

Nuclear Safeguards & Security Policy Course Lecture 15: Synopsis of the Course [Slides]

This course introduces students to major themes and debates in the contemporary study of nuclear safeguards and security, from a historical perspective. Nuclear policy is a vast subject area and every week, students are introduced to one aspect of a range of topics that are covered throughout the 15-week course. We not only address the academic debates, but we also look at contemporary policy debates. This way, students are exposed to both theory and policy. The course provides students with a broad overview of nuclear safeguards and security policy. Lecture 15 – the last lecture of the course – provides an overview of the entire course. It summarizes all the material the students have learned and assesses the utility of all that has been learned. It explains why the course was set up the way that it was in terms of seminar presentations and the submission of two papers. Finally, it explains the skills attained by the students in taking this class.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗
DOE OSTI2011

Development of a Renewable Hydrogen Production and Fuel Cell Education Program

This report presents the results of a program designed to develop an education program to 1) Provide exposure to the basics of hydrogen-based technologies to a large number of students. This exposure will provide a level of training that will allow students to converse and work with other scientists and engineers in this field. It will also serve to spark a level of interest in a subset of students who will then continue with more advanced coursework and/or research; 2) Provide a “mid-level” training to a moderate level of students. More detailed and directed education will provide students with the ability to work to support industry and government development of hydrogen technologies. This level of training would be sufficient to work in the industry, but not be a leader in research and development; and 3) Provide detailed training to a smaller subset of students with a strong interest and propensity to make significant contributions to the technology development. These individuals will have extensive hands-on experience through internships that will play a major role in industry, government, and academia.

08 HYDROGEN↗
DOE OSTI2014

Cheyney University Curriculum and Infrastructure Enhamcement in STEM

Cheyney University is the oldest historically Black educational institution in America. Initially established as a “normal” school emphasizing the matriculation of educators, Cheyney has become a comprehensive university, one of 14 state universities comprising the Pennsylvania State System of Higher Education (PASSHE). Cheyney University graduates still become teachers, but they also enter such fields as journalism, medicine, science, mathematics, law, communication and government. Cheyney University is a small state owned HBCU with very limited resource. At present the university has about a thousand students with 15% in STEM. The CUCIES II grant made significant contribution in saving the computer science program from being a discontinued program in the university. The grant enabled the university to hire a temporary faculty to teach in and update the computer science program. The program is enhanced with three tracks; cyber security, human computer interaction and general. The updated and enhanced computer science program will prepare professionals in the area of computer science with the knowledge, skills, and professional ethic needed for the current market. The new curriculum was developed for a professional profile that would focus on the technologies and techniques currently used in the industry. With faculty on board, the university worked with the department to bring back the computer science program from moratorium. Once in the path of being discontinued and loosing students, the program is now growing. Currently the student number has increased from 12 to 30. University is currently in the process of hiring a tenure track faculty in the computer science program. Another product of the grant is the proposal for introductory course in nanotechnology. The course is intended to generate interest in the nanotechnology field. The Natural and Applied Science department that houses all of the STEM programs in Cheyney University, is currently working to bring back environmental science program from moratorium. The university has been working to improve minority participation in STEM and made significant stride in terms of progressing students toward graduate programs and into professoriate track. This success is due to faculty mentors who work closely with students to guiding them through the application processes for research internship and graduate programs; it is also due to the university forming collaborative agreements with research intensive institutions, federal and state agencies and industry. The grant assisted in recruiting and retaining students in STEM by offering tuition scholarship, research scholarship and travel awards. Faculty professional development was supported by the grant by funding travel to conferences, meetings and webinar. As many HBCU Cheyney University is also trying to do more with less. As the STEM programs are inherently expensive, these are the ones that suffer more when resources are scarce. One of the goals of Cheyney University strategic plan is to strengthen STEM programs that is coherent with the critical skill need of Department of Energy. All of the Cheyney University STEM programs are now located in the new science building funded by Pennsylvania state.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2012

Integration of Wind Energy Systems into Power Engineering Education Program at UW-Madison

This project has developed an integrated curriculum focused on the power engineering aspects of wind energy systems that builds upon a well-established graduate educational program at UW- Madison. Five new courses have been developed and delivered to students. Some of the courses have been offered on multiple occasions. The courses include: Control of electric drives for Wind Power applications, Utility Applications of Power Electronics (Wind Power), Practicum in Small Wind Turbines, Utility Integration of Wind Power, and Wind and Weather for Scientists and Engineers. Utility Applications of Power Electronics (Wind Power) has been provided for distance education as well as on-campus education. Several industrial internships for students have been organized. Numerous campus seminars that provide discussion on emerging issues related to wind power development have been delivered in conjunction with other campus events. Annual student conferences have been initiated, that extend beyond wind power to include sustainable energy topics to draw a large group of stakeholders. Energy policy electives for engineering students have been identified for students to participate through a certificate program. Wind turbines build by students have been installed at a UW-Madison facility, as a test-bed. A Master of Engineering program in Sustainable Systems Engineering has been initiated that incorporates specializations that include in wind energy curricula. The project has enabled UW-Madison to establish leadership at graduate level higher education in the field of wind power integration with the electric grid.

17 WIND ENERGY↗
DOE OSTI2014

Kokes Awards for the 23rd North American Catalysis Society Meeting

The Tri-State Catalysis Society awarded 107 Kokes Travel Awards. The program was very successful and to date this was the most Kokes Travel Awards ever awarded at a North American Catalysis Society Meeting. It provided students who merited an award the opportunity to attend the meeting, present a paper in the form of either an oral presentation or a poster presentation, and to serve the North American Catalysis Society by participating in the organization of the meeting. Students worked very hard during the week of the meeting to make it a success. Financial support for the Kokes awards was provided by DOE, NSF, NACS, as well as the Tri-State Catalysis Society, the latter through fund raising activities, and other donations. AT the meeting, each student received over $\$$1050 in kind to offset the costs of registration fees ($\$$260), hotel accommodations ($\$$295.7), transportation ($\$$400 travel allowance), as well as T-shirts ($\$$20), and banquet tickets ($\$$95 provided by donations from society members). In addition, for the first time, students received certificates that were signed by the President of NACS, Professor Enrique Iglesia, and by the Kokes Awards Chair, Gary Jacobs (see last page). A list of meeting co-chairs (i.e., Uschi M. Graham, Umit S. Ozkan, and Madan Bhassin) and the honorary chair (Burtron H. Davis) was also included on the certificate, along with the name of the recipient. The awardees were chosen on a merit-based guideline which also included the requirements of having a presentation accepted at the meeting and being a student at a North American University. The Richard J. Kokes Student Travel Award Committee (Gary Jacobs, Rodney Andrews, and Peter Smirniotis) with help from the Organizing Committee were able to secure money from four sources as detailed in Table 1. As detailed by our Treasurer, Dr. Helge Toufar of Clariant, the total amount spent was $\$$105,000.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2015

2015 Los Alamos Space Weather Summer School Research Reports

The fifth Los Alamos Space Weather Summer School was held June 1st - July 24th, 2015, at Los Alamos National Laboratory (LANL). With renewed support from the Institute of Geophysics, Planetary Physics, and Signatures (IGPPS) and additional support from the National Aeronautics and Space Administration (NASA) and the Department of Energy (DOE) Office of Science, we hosted a new class of five students from various U.S. and foreign research institutions. The summer school curriculum includes a series of structured lectures as well as mentored research and practicum opportunities. Lecture topics including general and specialized topics in the field of space weather were given by a number of researchers affiliated with LANL. Students were given the opportunity to engage in research projects through a mentored practicum experience. Each student works with one or more LANL-affiliated mentors to execute a collaborative research project, typically linked with a larger ongoing research effort at LANL and/or the student’s PhD thesis research. This model provides a valuable learning experience for the student while developing the opportunity for future collaboration. This report includes a summary of the research efforts fostered and facilitated by the Space Weather Summer School. These reports should be viewed as work-in-progress as the short session typically only offers sufficient time for preliminary results. At the close of the summer school session, students present a summary of their research efforts. Titles of the papers included in this report are as follows: Full particle-in-cell (PIC) simulation of whistler wave generation, Hybrid simulations of the right-hand ion cyclotron anisotropy instability in a sub-Alfvénic plasma flow, A statistical ensemble for solar wind measurements, Observations and models of substorm injection dispersion patterns, Heavy ion effects on Kelvin-Helmholtz instability: hybrid study, Simulating plasmaspheric electron densities with a two-component electric field model, Ion and electron heating by whistler turbulence: parametric studies via particle-in-cell simulation, and The statistics of relativistic electron pitch angle distribution in the Earth’s radiation belt based on the Van Allen Probes measurements.

71 CLASSICAL AND QUANTUM MECHANICS, GENERAL PHYSIC↗
DOE OSTI2015

Renewable Microgrid STEM Education & Colonias Outreach Program

To provide Science, Technology, Engineering, and Math (STEM) outreach and education to secondary students to encourage them to select science and engineering as a career by providing an engineering-based problem-solving experience involving renewable energy systems such as photovoltaic (PV) panels or wind turbines. All public and private schools, community colleges, and vocational training programs would be eligible for participation. The Power Microgrids High School Engineering Experience used renewable energy systems (PV and wind) to provide a design capstone experience to secondary students. The objective for each student team was to design a microgrid for the student’s school using renewable energy sources under cost, schedule, performance, and risk constraints. The students then implemented their designs in a laboratory environment to evaluate the completeness of the proposed design, which is a unique experience even for undergraduate college students. This application-based program was marketed to secondary schools in the 28th Congressional District through the Texas Education Agency’s (TEA) Regional Service Centers. Upon application, TEES identified regionally available engineers to act as mentors and supervisors for the projects. Existing curriculum was modified to include microgrid and additional renewable technologies and was made available to the schools.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2018

Polarization Experiments with Electromagnetic Probes (Final Technical Report)

The grant started in 1989 and finished on 31 July, 2018. The PI (Vina Punjabi) with many Norfolk State University (NSU) undergraduate students, and several research associates have been involved in many research activity during this period. NSU is primarily a minority institution. The PI has worked with one or two students every year, most of the students involved in her research went on to graduate schools to pursue degrees in physics, applied physics or engineering. One of the most important goal of the PI’s research activity has been involving NSU physics undergraduate students in forefront nuclear and particle physics research. (List of students and research associates is given in Appendix I). Over the years the PI, students and research associates participated in many research activity, however there are two main projects where the PI has been involved as one of the project leader. (1) Investigation of the structure of the deuteron at Saturne national lab in Saclay, France and at Laboratory of High Energy (LHE), part of the Joint Institute of Nuclear Research (JINR) lab in Dubna, Russia. (2) Measurement of the ratio of electric to magnetic form factors of the proton , GEp/GMp at Jefferson Lab, to study the internal structure of the proton.

71 CLASSICAL AND QUANTUM MECHANICS, GENERAL PHYSIC↗
DOE OSTI2019

Ubiquitous Nuclear Threat Detection Final Report, Harvey Mudd College Engineering Clinic

The Lawrence Livermore National Labs clinic team was asked to design a repeatable, portable procedure that would incentivize participants to carry detectors that form a radiation sensor network along repeated paths, to precisely known locations and past known radioactive sources. To achieve these goals, the team designed day-long and week-long data collection procedures in the form of puzzle hunt events. The team also created an Android app in order to support this measurement campaign and foster engagement. A ground truth collection method was constructed and validated through repeated use. Information concerning effective deployment of the data-collection procedure was gathered for future iterations. Over the course of procedural testing, 6 de 17 HMC students participated and collected 250 hours of data. 3 deployments of the procedure were conducted in each semester. A total of 63 students participated and collected 300 hours of data over the year. Deployment 1: 16 students, Deployment 2: 17 students, Deployment 3: 8 users, ~18 active hours, Deployment 4: 4 students, ~10 active hours, and Deployment 5: 18 students, ~40 active hours.

42 ENGINEERING↗
DOE OSTI2020

Safeguards by Design Projects (FY2020 Final Report)

This University Engagement project challenged engineering students at universities, that do not have Bachelor degrees in nuclear engineering but do have research reactors and some nuclear engineering coursework, to incorporate Safeguards by Design concepts into their Senior Capstone Design Project. This University Engagement project was part of the U. S. Department of Energy’s (DOE) National Nuclear Security Administration (NNSA), Office of Defense Nuclear Nonproliferation, Office of International Nuclear Safeguards, Next Generation Safeguards Initiative, Human Capital Development: University Engagement Program. This program exposed university students with Mechanical Engineering majors and Nuclear Engineering minors to the concepts of international nuclear safeguards. FY20, three teams at the University of Rhode Island and one team at the University of Texas - Austin participated in researching, designing, building, and testing projects to support international nuclear safeguards measurements or verification. The projects involved engaging in activities at the university’s research reactors. All the projects engaged students with prototyping a design and/or tool for application at the Universities’ reactor. At the end of the course, most of the students expressed the experience was a positive and they learned more about international nuclear safeguards and applying requirements than they had previously encountered. This school year the projects were further complicated by the COVID-19 pandemic. Both universities cancelled in class room classes, and limited direct student/professor interactions. Furthermore, Los Alamos National Laboratory (LANL) greatly restricted travel, therefore making it impossible to visit the students at the end of the semester for the review of their design projects. The final design and review meeting for the projects happened via the internet. Additionally, while the teams planned to build prototypes this did not happen since there was a social distancing ban on students meeting in person.

21 SPECIFIC NUCLEAR REACTORS AND ASSOCIATED PLANTS↗
DOE OSTI2020

2020 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 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 in poster format 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 2020 NS 3 IP was organized as an “all-virtual” internship program. With LLNL’s extensive institutional support, students accessed the laboratory’s cyberinfrastructure through a secure virtual desktop environment and all seminars, mentor interactions, summer presentations, and laboratory tours were performed remotely. While this virtual internship format did not allow for hands-on laboratory research projects, both the interns and their mentors constructed creative research projects that maximized student exposure to nuclear science research that is relevant to DTRA and LLNL interests in nuclear security.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2021

2021 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 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 in poster format 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 2021 NS 3 IP was organized as an “all-virtual” internship program. With LLNL’s extensive institutional support, students accessed the laboratory’s cyberinfrastructure through a secure virtual desktop environment and all seminars, mentor interactions, summer presentations, and laboratory tours were performed remotely. While this virtual internship format did not allow for hands-on laboratory research projects, both the interns and their mentors constructed creative research projects that maximized student exposure to nuclear science research that is relevant to DTRA and LLNL interests in nuclear security. We anticipate a return to an in-person internship format for the summer of 2022.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗
DOE OSTI2022

LaserNetUS Collaboration Network—University of Rochester (Final Report)

LaserNetUS Collaborative Network established in 2018 is a network of high-power laser facilities supported by the Department of Energy (DOE) Office of Fusion Energy Sciences (FES) and operating effectively as a user facility. Its mission is to advance and promote intense laser science and applications by providing scientists and students with broad access to unique facilities and enabling technologies, advancing the frontiers of laser-science research, and fostering collaboration among researchers and networks from around the world. Users who submit proposals through an annual call are selected by an external and independent proposal review panel (PRP) not involving personnel from any of the facilities. Besides the Omega Laser Facility at the University of Rochester’s Laboratory for Laser Energetics (UR/LLE), the network during this project period includes high-intensity laser facilities from six other universities and three national laboratories, namely, the Colorado State University (CSU), the University of Michigan (UM), the University of Nebraska at Lincoln (UNL), The Ohio State University (OSU), Université du Québec, the University of Texas at Austin (UT Austin), Lawrence Berkeley National Laboratory (LBNL), SLAC National Accelerator Laboratory (SLAC) and Lawrence Livermore National Laboratory (LLNL), respectively. The network facilities span a wide range in laser pulse energy, pulse duration, repetition rate, and experimental diagnostic equipment enabling innovative research in a variety of exciting areas. Details of the LaserNetUS facilities, organization and committees, events, and accomplishments can be found at the network website (https://lasernetus.org/). A very important role that the LaserNetUS fulfills is the training of students and young scientists who will be key for the future development of laser-plasma science and high-power laser technology itself. The network provides these students not only with access to the most advanced instrumentation and laser facilities, but also the opportunities to interact and collaborate with students from other institutions and with a large group of experienced scientists. As the largest university-based laser users’ facility in the world, the Omega Laser Facility at the UR/LLE has served the high-energy-density physics (HEDP) and inertial fusion science community for nearly 40 years. The multi-beam multi-kJ OMEGA EP Laser System brings unique capabilities to the LaserNetUS network. The combination of high intensity and high energy in short- and long-pulse operation together with solid or gas-jet targets and externally applied magnetic fields provides users a wide domain of experimental conditions. This award provides a total of eight shot days on OMEGA EP for LaserNetUS users. During the award period of performance (June 2019–November 2021), seven teams have fully utilized the eight shot days for their unique science experiments on OMEGA EP with a total of 83 target shots. These experiments involve 13 graduate students, two undergraduate students and six postdoctoral researchers. Results have been widely disseminated at international conferences including LaserNetUS annual meeting (~20 presentations including three invited), and in peer-reviewed journal publications (three published with several manuscripts in preparation).

36 MATERIALS SCIENCE↗
DOE OSTI2023

Radionuclide Waste Disposal: Development of Multi-scale Experimental and Modeling Capabilities (Final Report)

The DOE EPSCoR Implementation project “Radioactive waste management: Development of multi-scale experimental and modeling capabilities” helped to develop a team of scientists and engineers from Clemson University, South Carolina State University, and the University of South Carolina to address the disposition of nuclear wastes and study the transport of radioisotopes from a waste repository in the near and far field. The project involved 20 faculty from the three institutions as well as 13 postdoctoral fellows, 32 graduate students, and 32 undergraduate students and was active from 2014-2019. Additionally, we forged new collaborations with nine researchers from DOE laboratories SRNL, LLNL, and ANL as well as the University of Manchester and the China Academy of Engineering Physics. The overarching goal of the project was to understand the conditions under which important classes of co-reactants, ranging from counter ions in crystal lattices to dissolved oxygen in pores, control the chemistry and transport characteristics of radionuclides in engineered waste forms and natural soils. Our approach was to characterize the time and length scales over which non-equilibrium states are maintained by rate-limiting, or rate-enhancing, reactions between radionuclides and co-reactants due to interactions between physical mass-transfer processes (i.e., advection, diffusion) and (biogeo) chemical reactions. We have focused our project on three specific classes of reactions relevant to radionuclide transport at DOE legacy sites: ion exchange/substitution, ligand complexation, and redox-mediated reactions. Understanding radionuclide migration requires detailed knowledge of how changes to a system – whether engineered or natural – drive the behavior of co-reactants, which in turn provide the geochemical context controlling radionuclide transport. Student engagement and training were a primary focus of the project in order to create a pipeline of researchers who could work in the area of nuclear waste disposition to support the state and the nation. Over the duration of the project we worked with 32 undergraduate, graduated 18 M.S. students and 14 Ph.D. students, and advised 13 postdoctoral fellows. The Ph.D students and postdocs have primarily taken positions at DOE laboratories, academia, and industry. Through our collaborative team, numerous follow on projects have been started with over $5M in sponsored research. Additionally, thus far the team has published 53 peer reviewed papers and given over 75 technical presentations.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗
DOE OSTI2022

2022 LaserNetUS Users' Meeting

Organized and funded in 2018 through the US Department of Energy, Office of Fusion Energy Sciences (FES), LaserNetUS was created to provide vastly improved access to unique lasers for researchers. LaserNetUS is a network of ten high-power laser facilities, both academic and national laboratories, across the United States and Canada. These labs operate many of the premier mid- to large-scale high-intensity laser facilities in the US and Canada that are designed to be used in pioneering experimental studies in high energy density plasma and high field optical science. The network’s principal goal is to provide access to these state-of-the-art laser facilities to a broad range of researchers in the US and abroad. In its over four years of operation, LaserNetUS has awarded beamtime for over 60 user experiments to researchers from 25 different institutions. Over 400 user scientists, many of whom are students and post-docs, have participated in experiments at LaserNetUS facilities so far. The network now has over 1250 members. The LaserNetUS institutions are Colorado State University, Lawrence Berkeley National Lab, Lawrence Livermore National Lab, SLAC National Lab, The Ohio State University, University of Michigan, University of Nebraska-Lincoln, Institut National de la Recherche Scientifique, University of Rochester, and University of Texas at Austin. LaserNetUS hosted its first in-person Annual Users’ Meeting at Colorado State University in Fort Collins, CO, Aug 16-18, 2022. The meeting had 158 attendees, including 39 sponsored students and post-docs whose attendance and travel to the meeting were covered by DOE funds. Attendees included the 2018 Nobel Laureate in Physics, Donna Strickland. The program consisted of 5 plenary talks and several invited and contributed talks, a user community forum, a poster session, and built-in time for networking. The event focused on students and early career professionals. The poster session was held in combination with a reception to facilitate discussions and maximize interactions between the participants. The 39 sponsored students each presented a poster at the poster session, giving them valuable practice in sharing their research with others in the field. Many students and postdocs also gave talks during the main programming. Lunch and coffee breaks were provided for attendees for the duration of the conference on CSU’s campus. This allowed for networking among all participants. The building used to host the conference also had plenty of seating outside the auditorium, which was conducive to smaller one-on-one meetings and discussions between participants. There was also a lab tour of CSU’s Advanced Beam Laboratory. The day before and after the conference also included satellite meetings for the lab PIs and the Scientific Advisory Board. DOE support was used for rental of the auditorium and supporting rooms, student participation, 50% of the food costs, and transportation to the Advanced Beam Lab.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗
DOE OSTI2024

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↗
DOE OSTI2025

CRCNS US-France Research Proposal: Collaborative Research: Encoding reward expectation in Drosophilia

The fruit fly Drosophila melanogaster has been a valuable model for investigating the genetic and neural bases that underlie learning and memory. Early and most current studies use basic behavior conditioning protocols to study learning in controlled laboratory settings. More recently, the ability to transgenically manipulate many of the brain neurons in the fruit fly with exquisite specificity, and the recent knowledge of the synaptic ‘connectome’ of the fruit fly brain, makes these animals almost unique as a comprehensive model for studies of learning, memory and motivated behavior. In fact, the connectome has revealed many types of new connections that had until now been overlooked. Within this context, the thesis of this proposal is that studies of learning and memory will be greatly enhanced by using more sophisticated means for evaluating memory representations, such as have been developed in vertebrates, and combining those studies with information from the connectome guided by computational modelling. We propose to push beyond the boundaries of existing conditioning protocols for fruit flies to investigate more complex memory representations. In particular, we will investigate the function of reinforcement pathways in relation to the absence of expected reinforcement. More specifically, we propose a series of experiments designed to investigate the memory representations in fruit flies when an expected consequence of a Conditioned Stimulus (CS) fails to occur. Although studies have evaluated how this failure can establish extinction memory for the CS, our studies will go beyond studying extinction. Specifically, we predict that in Drosophila when a CS is associated with a failed expectation of an appetitive food reinforcement it will acquire aversive value, and vice versa for a failed expectation of an aversive reinforcer. We combine these studies with manipulations of reinforcement pathways in the CNS inspired from the connectome, iteratively knitted in with established computational models. Intellectual Merit: The concept of reinforcement expectation and incentive contrast have been influential in the development of studies of associative learning in mammals. These questions are particularly challenging to answer in vertebrates because they require exquisite cellular, temporal, and genetic specificity of experimental manipulations. The recent development of work with identified neurons and their connectomes makes the larval and adult fly brains ripe as models for pushing our understanding of neural bases for these higher- order conditioning phenomena. Broader Impacts: Public health: These analyses and the conceptual framework of prediction error processing underlying them have a profound impact on our understanding of reinforcement-related behavior in humans, including monetary rewards and the mnemonic consequences of traumatic experiences, and for pathologies of the dopamine reinforcement system. Educational: This project will provide interdisciplinary training for postdoctoral researchers, Ph.D. and undergraduate students. The PIs will act as co-supervisors or mentors of students working in the different labs via face-to-face and internet-based technologies. We will also work with ASU’s award-winning Ask- A-Biologist program. This is an online science program designed to enrich the learning experiences of students of all ages and to provide classroom material for use by K-12 teachers. We will develop an extension of a game developed under a prior NSF award, and the new game will include modules to teach K-12 students about how insects learn. We will also integrate into the AAB site a program developed by a collaborator (B Gerber) at the Leibniz Institut für Neurobiologie, Magdeburg, and now in use in schools in Germany, to teach K-12 students how to train animals using the fruit fly larval learning paradigm. Underrepresented groups: All PIs will work with their university offices of Academic Diversity and Equal Opportunity for reaching underrepresented students.

59 BASIC BIOLOGICAL SCIENCES↗