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At least 811 records · Page 45
All sourcesNASA NTRSDOE OSTI
NASA NTRSDate not supplied

AEROKATS and ROVER Education Network (AREN) – Exploring Through Teamwork

Exploring our home planet and other venues, requires a broad range of talents and contributions. The NASA SciAct AEROKATS and ROVER Education Network (AREN) project aims to bring an array of roles and responsibilities to a project-based learning environment focused on exploring the world around us. Teamwork is critical, and activities range from artistic, fabrication, technical design, data analysis, project planning, communications, and structured field activities. The objective is to create these teams highlighting individual skills and interests combined to form unique and productive environments.

Geoffrey L Bland↗
NASA NTRS2023

Tutorial: Models and Tools at the CCMC for Space Weather Research and Education

Community Coordinated Modeling Center (CCMC) is hosting an expanding collection of space weather models covering the entire domain from the solar corona to the Earth’s lower atmosphere. The tutorial will present examples of CCMC models utilization in different research projects and demonstrate how CCMC tools and systems can be utilized in research and education. The presentation will also include highlights of International Space Weather Action Teams Initiatives and discuss opportunities for early career scientists. The presentation will be followed by hands-on demo of CCMC tools and systems.

Maria Kuznetsova↗
DOE OSTI2014

Secret Objective Standoff: International Safeguards Educational Exercise

The International Safeguards Regime, being so multi-faceted, can be overwhelming to those first introduced to its many components. The organizers and lecturers of workshops and courses on nonproliferation often provide a series of independent lectures and must somehow demonstrate the cohesive and effective nature of the system. An exercise titled The Secret Objective Standoff was developed to complement lectures with hands-on learning to assist participants in bringing all the many components (IAEA agreements, export controls, treaty obligations, international diplomacy, etc.) of the International Safeguards Regime together. This exercise divides participants into teams that are assigned the role of either a country or the IAEA and asks that they fully immerse themselves in their roles. The teams are then randomly assigned three unique and secret objectives that are intended to represent realistic and current geopolitical scenarios. Through construction, trading, or hoarding of four resources (experts, technology, money, and uranium), the teams have a finite number of turns to accomplish their objectives. Each turn has three phases random dispersal of resources, a timed discussion where teams can coordinate and strategize with others, and an action phase. During the action phase, teams inform the moderator individually and secretly what they will be doing that turn. The exercise has been tested twice with Oak Ridge National Laboratory personnel, and has been conducted with outside participants twice, in each case the experience was well received by both participants and instructors. This exercise provides instructors the ability to modify the exercise before or during game play to best fit their educational goals. By offering a range of experiences, from an in-depth look at specific components to a generalized overview, this exercise is an effective tool in helping participants achieve a full understanding the International Safeguards Regime.

Okowita, Samantha L↗
DOE OSTI2014

Geothermal Workforce Education, Development, and Retention

The work funded under this award was the formation of a National Geothermal Academy to develop the human resources that will be needed to transform and grow the US energy infrastructure to achieve the utilization of America’s vast geothermal resource base. The NGA has worked to create the new intellectual capital that will be needed by centralizing and unifying our national assets. The basic idea behind the Academy was to create a centrally located, convening organization for developing and conducting instructional programs in geothermal science and technology to educate and train the next generation of US scientists, engineers, plant operators, technicians, and policy makers. Broad participation of staff, faculty, and students from a consortium of US universities along with scientists and other professionals from industry and national laboratories were utilized. Geothermal experts from the US and other countries were recruited to serve as instructors to develop relevant curricula. Given the long history of geothermal development in the US, there is a large group of experienced individuals who effectively hold the “corporate memory” of geothermal development in the US, many of whom are nearing the end of their professional careers, while some have recently retired. We planned to capture this extremely valuable intellectual resource by engaging a number of these individuals in developing course curricula, leading training workshops, providing classroom instruction and mentoring future instructors.

15 GEOTHERMAL ENERGY↗
DOE OSTI2017

Composites Manufacturing Education and Technology Facility Expedites Manufacturing Innovation

The Composites Manufacturing Education and Technology facility (CoMET) at the National Wind Technology Center at the National Renewable Energy Laboratory (NREL) paves the way for innovative wind turbine components and accelerated manufacturing. Available for use by industry partners and university researchers, the 10,000-square-foot facility expands NREL's composite manufacturing research capabilities by enabling researchers to design, prototype, and test composite wind turbine blades and other components -- and then manufacture them onsite. Designed to work in conjunction with NREL's design, analysis, and structural testing capabilities, the CoMET facility expedites manufacturing innovation.

17 WIND ENERGY↗
DOE OSTI2017

Zero Energy Is an A+ for Education: Discovery Elementary

Currently experiencing a population boom, Arlington County is facing massive growth in the next decade and is seeking to add half a million square feet in educational facilities. During competitive design procurement, one of the teams suggested a zero energy goal could be accomplished within the given budget. Proponents at the district level who had been championing energy efficiency were receptive because sustainability was a core value of the project from the start, but they were skeptical that it could be done within the budget aimed at LEED Silver. Not only did the project end up coming under budget, including the solar array, but the building is more efficient than the originally predicted. Now Discovery saves $100,000 per year in utility costs, enough to cover the salaries of two teachers.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2018

Adapting Extension and Outreach Content to Audiences' Educational Interests

For various, largely unknown reasons, decision makers do not have equal interest in all Extension and outreach topics pertinent to a particular concept. This situation hampers Extension's ability to effectively deliver information and efficiently allocate limited resources. Using survey data, we identified heterogeneous preference for various topics related to the concept of woody bioenergy, our case study subject, and built profiles of forestland owners who expressed interest in topics that received above-average and below-average preference rates. Here, given our results, we argue for using this approach in objectively ranking audiences' educational interests in various forest and nonforest products and services and subsequently allocating time, space, and other Extension resources to the topics of interest.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2020

Towards Generic Parallel Programming in Computer Science Education with Kokkos

Parallel patterns, views, and spaces are promising abstractions to capture the programmer's intent as well as the contextual information that can be used by an underlying runtime to efficiently map software to parallel hardware. These abstractions can be valuable in cases where an algorithm must accommodate requirements of code and performance portability across hardware architectures and vendor programming models. Kokkos is a parallel programming model for host- and accelerator architectures that relies on these abstractions and targets these requirements. It consists of a pure C++ interface, a specification, and a programming library. The programming library exposes patterns and types and maps them to an underlying abstract machine model. The abstract machine model offers a generic view of parallel hardware. While Kokkos is gaining popularity in large-scale HPC applications at some DOE laboratories, we believe that the implemented concepts are of interest to a broader audience including academia as they may contribute to a generic, vendor, and architecture-independent education of parallel programming. In this work, we give an insight into the design considerations of this programming model and list important abstractions. Further, we document best practices obtained from giving virtual classes on Kokkos and give pointers to resources that the reader may consider valuable for a lecture on generic parallel programming for students with preexisting knowledge on this matter.

Ciesko, Jan↗
DOE OSTI2022

Particle Physics Outreach to K-12 Schools and Opportunities in Undergraduate Education

To develop an increase in societal interest in the fundamental sciences of particle physics and particularly for maintaining the support structures needed to succeed in experiments that take several decades to develop and complete, requires strong educational back-grounding at all levels of the instructional system and notably at early stages in the process. While many (particularly young) students might show an early interest and aptitude for science and mathematics at the elementary level, the structures are not necessarily in place to capture, nurture and develop such nascent interests. To encourage and strengthen such interests, strong connections must be made at K-12 and Undergraduate levels. The paper discusses the on-going efforts and makes recommendations.

Bardeen, Marge G.↗
DOE OSTI2015

The conduct of the united states department of energy nuclear criticality safety program hands-on training and education courses - 14621

The United States Department of Energy (DOE) Nuclear Criticality Safety Program (NCSP), funded and managed by the National Nuclear Security Administration (NNSA), offers courses to educate nuclear criticality safety (NCS) engineers, process supervisors, and others, and to provide experimental, hands-on training addressing important characteristics of neutron multiplying systems. This training satisfies the American National Standard Institute/American Nuclear Society (ANSI/ANS)-8.26-2007 requirement for participating in hands-on experiments with fissionable materials and provides awareness and understanding of DOE Orders, Guides and Rules, ANS standards, and hazard identification techniques, as well as control design, implementation, and maintenance in criticality safety evaluations. Since the pilot course was developed in 2011, a variety of courses have been developed for NCS practitioners and process supervisors. Attendees have come from several US and international sites. Through NCSP international collaborations and relationships, students from the Atomic Weapons Establishment (AWE) in the United Kingdom, Atomic Energy of Canada, and the Institute for Radiation Protection and Nuclear Safety in France have participated in these courses in the US. Manager courses are available for process supervisors and operations managers with NCS responsibilities in their daily jobs. Manager courses are taught at Sandia National Laboratory (SNL) and the National Criticality Experiments Research Center (NCERC); they offer a combination of hands-on experiments and classroom discussions. A two-week course is also offered for NCS practitioners, with a week of classroom instruction at Los Alamos National Laboratory (LANL) focused on generation of NCS evaluations, and a week of hands-on training utilizing the critical assemblies at either SNL or NCERC. Cleared students can attend the hands-on training at either SNL or NCERC, and uncleared students can attend at SNL. Courses continue to evolve and continuously improve as important elements of NCS evaluations (e.g., human factors, non-destructive assay (NDA) techniques, process criticality accident lessons-learned, and hand calculation methods) are integrated with criticality safety evaluation exercises. Courses include tours of process operations at SNL, NCERC, and LANL, and interaction with instructors experienced in conducting critical experiments and working in NCS. The NNSA NCSP provides management, funding, and technical direction for these courses and makes them available with no tuition cost to NCS practitioners. This paper provides a status report to the NCS community on the conduct of these courses and how they will likely evolve in the future. (authors)

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
DOE OSTI2024

Generation IV International Forum – Knowledge Management and Knowledge Preservation: An initiative from the Education and Training Working Group

Dr. Patricia Paviet is the Chair of the Generation IV International Forum – Education and Training Working Group. As such, she is overseeing and directing several initiative: The GIF webinar series and the Pitch your Gen IV Research competition. This group has launched a new initiative on knowledge management and knowledge preservation of advanced reactor systems and how lessons learned are passed on in an international context. The paper is a summary of the various GIF member countries’ strategies to preserve and transfer the knowledge of advanced reactors.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2018

New Science, New Media: An Assessment of the Online Education and Public Outreach Initiatives of The Dark Energy Survey

As large-scale international collaborations become the standard for astronomy research, a wealth of opportunities have emerged to create innovative education and public outreach (EPO) programming. In the past two decades, large collaborations have focused EPO strategies around published data products. Newer collaborations have begun to explore other avenues of public engagement before and after data are made available. We present a case study of the online EPO program of The Dark Energy Survey, currently one of the largest international astronomy collaborations actively taking data. DES EPO is unique at this scale in astronomy, as far as we are aware, as it evolved organically from scientists' passion for EPO and is entirely organized and implemented by the volunteer efforts of collaboration scientists. We summarize the strategy and implementation of eight EPO initiatives. For content distributed via social media, we present reach and user statistics over the 2016 calendar year. DES EPO online products reached ~2,500 users per post, and 94% of these users indicate a predisposition to science-related interests. We find no obvious correlation between post type and post reach, with the most popular posts featuring the intersections of science and art and/or popular culture. We conclude that one key issue of the online DES EPO program was designing material which would inspire new interest in science. The greatest difficulty of the online DES EPO program was sustaining scientist participation and collaboration support; the most successful programs are those which capitalized on the hobbies of participating scientists. We present statistics and recommendations, along with observations from individual experience, as a potentially instructive resource for scientists or EPO professionals interested in organizing EPO programs and partnerships for large science collaborations or organizations.

Wolf, R. C.↗
DOE OSTI2024

Implementing interdisciplinary sustainability education with the food-energy-water (FEW) nexus

Growth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at the post-secondary level has been challenging. The objective of this paper is to offer the Food-Energy-Water (FEW) Nexus as a powerful way to achieve sustainability competencies and matriculate graduates who will be equipped to facilitate the transformation of the global society by meeting the targets set by the United Nations Sustainable Development Goals. The paper presents 10 curricular design examples that span multiple levels, including modules, courses, and programs. These modules enable clear evaluation and assessment of key sustainability competencies, helping to prepare graduates with well-defined skillsets who are equipped to address current and future workforce needs.

54 ENVIRONMENTAL SCIENCES↗