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GL4U: Training the next generation of bioinformaticians, one omics datatype at a time

Spaceflight modifies gene expression in every organism examined to date, including humans. Understanding how these gene expression changes affect physiology is crucial for the development of countermeasures to enable long-duration manned missions. NASA’s GeneLab project provides researchers open access to multi-omics data, including genetic and gene expression data, from spaceflight experiments that can be mined to understand the effects of spaceflight on biological systems. To ensure new knowledge generation through data re-use, it is important to maximize the number of scientists who utilize GeneLab data. Training students on the GeneLab platform is the best way to create long-term adopters of this NASA database and its tools. Turning students into future instructors and advocates will also accelerate the dissemination of these data and tools to the broader scientific community. Therefore, in collaboration with the GeneLab Educational Working Group (EWG), GeneLab has created GeneLab for Colleges and Universities (GL4U). GL4U provides space biology-relevant training in bioinformatics to the next generation of scientists through direct and indirect approaches. The GeneLab team plans to host two annual data processing bootcamps, one for college-level students (direct) and one for college educators (indirect – training of trainers), in which participants learn to analyze GeneLab’s space-relevant omics data. During the bootcamp, educators will receive materials and training to enable them to run the bootcamp at their home institutions or alternatively to adapt the content to implement within existing courses, thereby extending the reach of this initiative. The GL4U direct training pilot program was conducted in June 2021 in collaboration with USRA and San Jose State University (SJSU). During the pilot, SJSU students participated in a week-long bootcamp consisting of space biology-specific lectures and hands-on instruction using Jupyter Notebooks to analyze RNA sequence data. This pilot demonstrates the capacity of GL4U for training young scientists and encouraging data re-use.

Jonathan Matthew Galazka↗

Lunabotics Robotic Mining Competition for Universities

Space Mining for resources such as water ice, and regolith, which contain many elements in the form of metals, minerals, volatiles and other compounds, is a necessary step for In-Situ Space Resource Utilization (ISRU). One of the primary goals is to extract propellants from the regolith and water ice, such as oxygen and hydrogen which could then be used for in-space transportation. In addition, the space mining system can be used for various construction tasks that can benefit human and robotic exploration as well as scientific investigations based on excavated exposed topography, such as the side walls of trenches. The National Aeronautics & Space Administration (NASA) “Lunabotics” Robotic Mining Competition (RMC) is a university-level competition designed to engage and retain students in science, technology, engineering and mathematics (STEM). NASA has directly benefited from the competition by encouraging the development of innovative lunar excavation concepts from universities which has resulted in clever ideas and solutions which could be applied to an actual lunar excavation device or payload. The challenge is for students to design and build a remote controlled or autonomous 80 kg mass lightweight excavator, called a “lunabot”, which can collect and deposit a minimum of 10 kilograms of lunar simulant within 15 minutes. In recent years the goal has been changed to excavate a minimum of 1 kg of simulated icy regolith which is found under an overburden of regolith simulant. The complexities of the challenge include the abrasive characteristics of the lunar regolith simulant, the weight and size limitations of the lunabot, and the ability to control the lunabot from a remote mission control center or operate it autonomously. This presentation will summarize the results of the Lunabotics Robotic Mining Competitions held in May 2022. Each year, since 2010, over 50 university teams have attended, resulting in over 500 lunabot designs and subsequent prototypes. Over 6,000 university students have been part of the on-site competition at KSC, and many are employed in the space sector today with thriving careers. Even more students and the public were engaged via internet broadcasting and social networking media. Examples of how this translates to hiring opportunities for commercial sponsors will also be discussed. Overall, this competition has proven to be popular with multi-disciplinary university senior design classes and a valuable tool for NASA and academia in educating and inspiring the next generation of space engineers.

Lunabotics↗

Development of a Virtual Tool to Connect Classrooms to NASA Airborne Science Missions

The NASA Airborne Science Program (ASP) conducts research around the world using various aircraft systems. Researchers have studied monsoons in the Philippines, clouds in Bermuda, fires over the United States, the atmosphere over Antarctica, and so much more. Each of these missions is not only a chance to discover more about our planet, but also to connect students with the scientists making these discoveries. The NASA Airborne Science Mission Tool Suite (MTS) supports NASA flight projects by providing easy to access web-based tools to support planning, communication, and discovery. At its core, MTS links ground science support and flight scientists and provides aircraft situational awareness and visualization of real time data collected during flight. Each mission has different needs, and the basic tools MTS provides are reconfigured for every flight mission. One instance of the MTS, called MTS-Outreach or MTS-O, is being developed and refined to focus on facilitating outreach with students in K-12 schools. As MTS-O continues to be improved and revitalized, versions of it have already been used for group discussions with students in classrooms worldwide. Students using MTS-O can chat with scientists on NASA airborne missions while those scientists fly on the plane and collect data. During the pandemic, this tool was extremely beneficial as in-person classroom visits were not possible. As the tool continues to be refined and developed, we will summarize how it has been used and share its potential applications for the future.

Brenna Crawford Biggs↗

Microbes in Microgravity: Animated Educational Videos

Despite the fact that space sciences and biology are both subjects known to inspire students in STEM, the field at the intersection of those subjects-- space biology-- is rarely covered in school curricula. Space Biology gains importance by the day, as NASA launches deep-space missions and private companies initiate the launch of their own orbital space stations. For these reasons, we wanted to inspire students to consider studying biology in space by creating short, informational videos to introduce the topic. Our videos, designed for high school and college students, are focused on microbiology and include four distinct topics: the importance of studying microbes in space, the conditions they experience, how microbes experience microgravity, and how these conditions are simulated on Earth. We hope that space microbiologists use these videos to share the basics about their research, and we hope that students become inspired by the ideas presented in them.

microbiology↗

Closed Environment Air Revitalization System Based on Metal Organic Framework Adsorbents

This project utilized a systems engineering methodology to develop a vacuum swing adsorption system with full Labview automated control. The project was successful and provided students with an introduction to systems engineering and air revitalization. Specifically, two stainless steel adsorption beds were custom designed and manufactured and a sequence of computer controlled valves were used to deliver CO 2 laden, humid air, to the adsorbent where the CO 2 was removed from the air stream. Runs were completed using 13X zeolite and bed timing and switching was controlled by the computer based on the data output of a CO 2 detector. Adsorption runs using the MOF have not been completed upon the writing of this report; however, the MOF material is currently being synthesized and the runs will be completed upon receipt of the material. A follow up meeting with NASA has been tentatively planned to discuss the output of these experiments. Consistent with systems engineering practice, an end of project assessment of the class was conducted with the students and several items were realized. Specifically, the short period of performance of this grant makes it necessary to maintain a narrowly focused scope on the project such that multiple experiments after systems development (T&E) need to be limited to ensure timely completion of the proposed tasks. Also, procurement of parts may need to be moved forward in time to allow for delivery delays, and it may be necessary to request SDR, PDR, and CDR dates from NASA that are ahead of the NASA anticipated schedule. These types of lessons provided valuable to both the PI and the students and ultimately illustrate the necessity of proper systems engineering schedule risk assessment. The class met the objectives of the project and provided an introduction to systems engineering to undergraduate students. As a metric of that success, the lead engineer of the undergraduate design team acquired a job with an aerospace defense contractor, which he attributed to his knowledge of systems engineering concepts that were acquired via the X-Hab class.

T. Grant Glover↗

2024 Nasa Lunabotics University Competition: Site Preparation With Bulk Regolith

Introduction: Lunabotics provides accredited institutions of higher learning students (vocational-technical, college, university) an opportunity to apply the NASA systems engineering process to design and build a prototype robot. This robot would be capable of performing the proposed operations on the Lunar surface in support of future Artemis mission goals. Lunabotics features a systems engineering design challenge to engage students in the next phase of hu-man space exploration supporting the Artemis missions. This two-semester event encourages students to design and build an autonomous or telerobotic robot designed to traverse the simulated Lunar surface and complete the assigned construction tasks. The number of teams accepted into this challenge is not predetermined but is based on the scores and overall quality of the Project Management Plans received and other factors. The culmination of the Lunabotics virtual challenge will be the design, build and operation of a functional prototype Lunar robot. Teams are required to submit the following: (1) Project Management Plan, (2) Systems Engineering Paper, a (3) STEM Engage-ment Report, and a (4) Proof of Life Video. This is an optional item, but to qualify for the grand prize a team must also submit a: (5) Presentation and Demonstration. Background: The NASA Lunabotics University Competition was first held in 2010 as a follow on to the NASA Regolith Excavation Challenge [1]. The high level of interest and participation from over 50 universities each year has led to a sustained annual competi-ion cadence: it has been held every May for the past 14 years [2,3]. Over 6,000 students have participated and been inspired to pursue Science, Technology, En-gineering and Mathematics careers (STEM). 2024 Competition: The necessary lunar surface tasks are evolving to meet the NASA Artemis Mission requirements. In the past Lunabotics challenges we gathered data to support Lunar mining for consuma-bles in the Lunar regolith. Now, in 2024, the task is to gather data on Lunar site preparation and construction by designing and building a robot that will traverse the chaotic Lunar terrain and construct a regolith-based berm. The goal is to build a berm structure which would be useful to the Artemis Mission for blast and ejecta protection during lunar landings and launches, shading cryogenic propellant tank farms, providing radiation protection around a nuclear power plant and other mission critical uses. Lunabotics will consist of three separate events this year. The first event is NASA’s Lunabotics Project Development Challenge, where teams submit various deliverables to be scored by judges. The second event will be the University of Central Florida (UCF) Lunabotics Qualification challenge, in the Exolith laboratory, where teams will put their de-signs to the test. The top ten scoring teams from the Qualification challenge are then invited to the third and final event, NASA’s Lunabotics On-Site Challenge at Kennedy Space Center in Florida. This presentation will summarize the results and lessons learned from the NASA Lunabotics University Competition held in May 2024.

Lunabotics↗

Leveraging the 2024 Solar Eclipse to Enhance Science Learning through Citizen Science

The solar eclipse on April 8, 2024, provided a rare and compelling opportunity for educators and students to engage in hands-on citizen science. Two NASA Science Activation projects GLOBE Mission Earth (GME) and NASA Earth Science Education Collaborative (NESEC) partnered together to provide a unique professional development experience for educators interested in the eclipse. They invited educators to participate in a specialized 5-week online workshop designed to engage the educators in Global Learning and Observations to Benefit the Environment (GLOBE) citizen science about the eclipse. The workshop was designed to support their certification as GLOBE educators and develop their knowledge, skills, and confidence in conducting a GLOBE investigation. Over 60 educators from across the United States took part in this workshop, which focused on investigating the eclipse by collecting and analyzing atmospheric data. The GLOBE Program promotes environmental and scientific literacy by enabling participants to collect Earth science data and contribute it to a global database accessible for research. The 2024 GLOBE Eclipse workshop trained educators in specific GLOBE protocols—Clouds, Air Temperature, and Surface Temperature—using the GLOBE Eclipse tool integrated into the GLOBE Observer app. This training was supplemented with guidance on engaging students in authentic scientific research and creating research posters to present their findings. The workshop aimed to enhance educators’ skills and confidence in integrating GLOBE protocols into their teaching practices. It addressed several key areas outlined in the National Academies' report on Learning through Citizen Science, including scientific context, nature of participation, and project infrastructure. Educators learned about the atmospheric effects of solar eclipses and were trained to use scientific tools and data analysis methods relevant to their research. They also engaged in live sessions and asynchronous activities, practicing data collection and analysis with real-time feedback. Survey results from the workshop highlighted that participants were primarily motivated by the desire to better use data in their classrooms and improve their proficiency with the GLOBE Observer app. Post-workshop evaluations showed significant increases in educators' confidence regarding their ability to conduct and guide scientific research. Participants reported feeling well-prepared to use the GLOBE Observer app for data collection and were successful in integrating their eclipse observations into classroom activities. Participants also valued the opportunity to contribute to authentic science through GLOBE, which involved observing atmospheric changes such as air temperature fluctuations and cloud cover alterations during the eclipse. The success of the workshop is evident in the increased confidence and skill levels of educators, as well as the publication of research posters on the GLOBE Mission Earth Student Research webpage.This session will discuss how the GLOBE Eclipse workshop series effectively utilized the unique context of the solar eclipse to enhance science education through citizen science. By adhering to the principles outlined in the Learning through Citizen Science framework, the workshop successfully engaged educators and students in meaningful scientific practices, demonstrating the potential of citizen science to enrich science education and foster a deeper understanding of Earth systems.

Jessica Taylor↗

NASA MUREP-DEAP Institutes - Year 1 Updates on Capacity Building, Community Building and Research Initiatives

Through the Minority University Research and Education Project (MUREP), NASA engages underrepresented populations via various initiatives, including by means of three year competitive awards for Data Science Equity, Access, and Priority in Research and Education (DEAP) Institutes led by Historically Black Colleges and Universities (HBCUs). MUREP DEAP Institutes, multi-institutional consortia, conduct data science research and capacity building initiatives that aim to enhance the research, academic, and technological capabilities of the participating HBCUs while providing NASA-specific knowledge, skills and opportunities for students and faculty who have historically been underrepresented and underserved in the STEM workforce. Three MUREP DEAP Institutes, led by Bethune-Cookman University, North Carolina A&T University, and North Carolina Central University, are conducting data science and natural hazard related research utilizing remote sensing and earth observations, with mentorship for the Institutes provided by scientists from NASA’s Marshall Space Flight Center. Each Institute has unique capabilities, needs, and goals, but overlap in their common interest to conduct cutting edge data science and natural hazard related research and to build capacity, broaden participation, and increase retention of a diverse group of participating students and faculty​. Here, successes and challenges from the first year of activities at each MUREP DEAP institute are discussed, where activities focused primarily on the recruitment of a diverse group of students and the upskilling of students and faculty in data science and remote sensing concepts. The planned activities and goals of each DEAP Institute for the upcoming two years of activities will also be discussed, both from research and community-building perspectives.

Ronan Lucey↗

2013 Community Earth System Model (CESM) Tutorial-Proposal to DOE

THE SAME REQUEST WILL BE SENT TO BOTH NSF AND DOE TO EACH SUPPORT $35K. The third annual Community Earth System Model (CESM) tutorial for students and early career scientists was held from 30 July to 3 August, 2012. This event was extremely successful and, as for the tutorials in previous years, there was a greater demand than could be met. This indicates a continuing need for a tutorial of this type and we anticipate that the 2013 tutorial will be well received. The tutorial will include lectures on simulating the climate system and practical sessions on running CESM, modifying components, and analyzing data. These will be targeted to the graduate student level. Attendance will be limited to a maximum of 80 students with financial support for up to 40 students. Attendees will be balanced across institutions.

Holland, Marika↗

The 23rd International Colloquium on Magnetic Films and Surfaces (ICMFS2018)

The 23rd International Colloquium on Magnetic Films and Surfaces (ICMFS-2018) was held from July 22-27, 2018 on the campus of UC Santa Cruz CA as a satellite conference to the 21st International Conference on Magnetism held from July 15-20 2018 in San Francisco CA, USA. 153 participants (16% female) from 23 countries participated in this single session colloquium, which has not been to the USA since 1985. About 1/3 of the participants were students and 16 students were selected by a review panel as finalists for the Best Student Presentation award at the ICMFS2018. The DOE support was used to cover the registration fee for 12.5 of the 16 student finalists ($400 each). The program consisted of 2 invited talks, 48 contributed talks and 7 poster presentations. The International Advisory Committee for the ICMFS met during this meeting and decided that the next ICMFS2021 to be held in Japan.

36 MATERIALS SCIENCE↗

Increasing Diversity in Energy Efficiency Professions: JUMP into STEM

A long-term approach to achieving equity in the energy efficiency industry is to increase the overall diversity of the professionals who work in the field. Building science professionals have a direct impact on energy efficiency policy and programs, as many become leaders within the industry. Buildings are used every day by almost all members of U.S. society, so diversity in building science professionals is critical to better understanding the behaviors and needs of the full spectrum of building occupants. Many groups of people, including minorities and women, are underrepresented in the industry. The industry needs to attract a wide range of current college and university students to careers in building science, so that many perspectives are included in the clean energy transition. The JUMP into STEM student competition addresses this need by inspiring students from diverse backgrounds to use creative ideation to solve real-world building science problems. Student teams - comprising an interdisciplinary mix of majors and underrepresented groups in science, technology, engineering, and math (STEM) - respond to one of three buildings-related challenges. Diversity is encouraged through challenge design, competition guidelines, and evaluation criteria for the submission. Winners of the competition are awarded paid building science internships, a gateway to a career in this field. The competition has an advisory panel of diversity experts and a professor team that includes representation from minority-serving institutions. This paper presents the JUMP into STEM approach to fostering diversity and creative ideation on technical challenges and discusses outcomes from the 2019 and 2020 competitions.

buildings↗

The Future of Building Science Education with the U.S. Department of Energy Solar Decathlon: Preprint

Experience the future of Building Science Education with the U.S. Department of Energy Solar Decathlon, from community-focused designs to real-life innovative zero energy buildings constructed by students. In this paper, we will introduce the Solar Decathlon programs and a reimagined Building Science Education curriculum that is transforming education to inspire future building design professionals and bring sustainable, equitable design and construction strategies to the real world. The Solar Decathlon is a collegiate-level building design competition that challenges students in 10 Contests, from embodied environmental impact to affordability and resilience. We will cover the structure of the competition and its two Challenges - the Build Challenge and the Design Challenge - as well as additional programs that impact all aspects of the buildings industry. These programs include the Solar Decathlon Building Science Education course, a free online video series that provides students and working professionals with building science fundamentals; the Design Partners Program, which connects innovative student design teams and local building owners seeking low-risk, low-cost opportunities to incorporate sustainable design alternatives into their building portfolio; and Solar Decathlon Pro, a program piloted in 2021 that brings Solar Decathlon resources to design professionals. The Solar Decathlon's effective approach to bringing real-world solutions to building science empowers future professionals to do impactful work.

buildings↗

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

The U.S. Department of Energy/National Nuclear Security Administration (DOE/NNSA) Nuclear Criticality Safety Program (NCSP) has conducted two-week Nuclear Criticality Safety (NCS) Practitioner courses since 2011 to support the 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. This course was revised in 2019 for Criticality Safety Officers (CSOs) based on an NCSP Criticality Safety Support Group tasking (2018-01). This course was piloted at the Nevada Field Office and the National Criticality Experiments Research Center (NCERC) in June 2021. These courses consist of the following training components: classroom education, facility training, and hands-on subcritical and critical experiments training. The two-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 (Q-cleared students). The one-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 to provide information about future course offerings. This paper discusses the challenges associated with executing the training courses during the COVID-19 pandemic. The 2-week Practitioner and 1-week manager courses are currently offered twice per year and adjustments are made based upon demand.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗

The Role of Quantum Science Concepts in Enhancing Sensing and Imaging Technologies: Applications for Biology: Proceedings of a Workshop

Quantum concepts hold the potential to enable significant advances in sensing and imaging technologies that could be vital to the study of biological systems. The workshop Quantum Science Concepts in Enhancing Sensing and Imaging Technologies: Applications for Biology, held online March 8–10, 2021, was organized to examine the research and development needs to advance biological applications of quantum technology. Hosted by the National Academies of Sciences, Engineering, and Medicine, the event brought together experts working on state-of-the-art, quantum-enabled technologies and scientists who are interested in applying these technologies to biological systems. Through talks, panels, and discussions, the workshop facilitated a better understanding of the current and future biological applications of quantum-enabled technologies in fields such as microbiology, molecular biology, cell biology, plant science, mycology, and many others. The workshop was organized around three main themes. The first, quantum in biology, examined quantum concepts that are hypothesized to be important for life processes and that researchers are working to observe through biological imaging and sensing. The second, quantum for biology, addressed ways to use quantum concepts to enhance technologies for biological imaging and sensing. The third, biology for quantum, offered a wider discussion of how the frontiers of biological imaging and sensing could enable future study using quantum concepts, tools, or technologies. Throughout the workshop, participants identified a wide range of emerging approaches and opportunities at the intersection of quantum physics and biological sensing and imaging. During the workshop, there were some differences in how each speaker defined the term quantum. During one of the panels, Prem Kumar offered thoughts on what phenomena are classical versus quantum, explaining that techniques get progressively more quantum as you move from just having superposition to having superposition with measurement and entanglement. Another explanation from Clarice Aiello delineates the definition into several levels. This includes a base level of “quantum-ness,” which reflects that all matter is made of atoms, and when these particles are isolated they behave based on quantum mechanical principles. A second level is related to quantum coherence, where a single quantum object might be found in a coherent superposition state. A final level, which she described as the quantum-entangled level, involves multiple quantum systems which are entangled among themselves. Overall, the workshop touched on concepts such as superposition, entanglement, and squeezing and their potential implications for communication, computing, and simulation, in addition to the workshop’s main focal area, biological sensing and imaging. At the opening of the workshop, Thorsten Ritz of the University of California, Irvine, identified two questions at the heart of quantum biology: Is the machinery of life quantum mechanical, and can quantum mechanics be used to study the machinery of life in new ways? Participants highlighted systems in which researchers have explored these questions, from the vast array of molecular interactions involved in biological processes such as photosynthesis, to the mechanics involved in cellular functions such as differentiation and aggregation, to the role of oscillating magnetic fields in flight orientation among birds. Sensing and imaging technologies are crucial to biological research; these technologies could both enhance the study of quantum effects and be enhanced by quantum concepts. A critical challenge in biological research is to develop imaging and sensing tools that do not damage or interfere with the often fragile and fleeting systems being studied. Attendees discussed a variety of established and emerging technologies that could enhance noninvasive biological imaging, including single- and two-photon spectroscopy, single-molecule spectroscopy, quantum illumination, ghost imaging, and cryo-electron microscopy. One example came from Marlan Scully who gave a keynote address on the first day of the workshop. Scully emphasized the use of different laser technologies, which exhibit coherence and other quantum properties, in moving toward real-world biological applications, such as the detection of SARS-CoV-2. Both tools and theory will play an important role in advancing quantum biology research and applications. Several participants suggested theorists and experimentalists should work in tandem to understand and model biological processes. While physics often reduces systems to their simplest forms for fundamental insights, participants also noted the value of observing and understanding biological systems in all their “messiness,” capturing both the inner workings of biological systems and the complex interactions that occur within and between organisms. In discussions among participants, several attendees stressed the need to match emerging tools with the right scientific questions. Rather than developing quantum technologies as “a hammer looking for a nail,” participants emphasized a focus on exploring the problems these technologies are best suited to address. For example, it is important to consider the size of the phenomenon being studied, the timescales that are important in answering the scientific question, and other relevant considerations. Every tool along the spectrum from classical to quantum involves its own set of trade-offs. For example, Ted Laurence of the Lawrence Livermore National Laboratory said that quantum measurements, such as single photon counting, fluorescence transitions, and lasers, can take longer to produce the same results as classical measurements. These quantum measurements, however, do not require calibration and can enable new research questions to be answered. Prem Kumar, Northwestern University, noted that, despite their promise, quantum approaches should not be used simply for the sake of using quantum, especially in situations where classical approaches better meet the needs of the researcher. Understanding and applying quantum concepts could enable advances in a wide range of application areas including energy, synthetic biology, medicine, and sustainability. For example, Michelle O’Malley, University of California, Santa Barbara, described how improved noninvasive imaging approaches could help capture the complex interactions and functions involved in the breakdown of organic matter by microbial communities and lead to new technologies for capturing valuable products from plant waste. Several other participants discussed needs in tracking the movement of metabolites and molecules in microbial communities for insights into nutrient cycling in environments such as soil. Margaret Ahmad, Sorbonne University, discussed potential opportunities to leverage the magnetic properties of cryptochromes to advance new treatment approaches for diseases such as COVID-19 and cancer. Looking toward the future development of the field, participants discussed challenges to advancing quantum biology that arise from disciplinary disconnects between physicists and biologists. The siloing of academic research disciplines represents a significant barrier to progress. Disconnects in terminology, motivations and priorities, and structural barriers to collaborative work underscore the need for concerted efforts to bridge these divides. Attendees and speakers offered suggestions for resolving these divergences, establishing a shared language, moving the field forward, and fostering meaningful feedback between disciplines. Overall, participants stressed a need for balance, open communication, collaboration, unity, and clear dialogue on trade-offs between quantum and classical approaches. Keiko Torii, The University of Texas at Austin, said that the best collaborations happen when the project provides mutual advantages that can show off everyone’s talents, each team finds the work interesting, and partners develop a camaraderie to pursue new knowledge. To enable near- and long-term opportunities in this space, participants suggested that exploratory, high-risk funding could improve existing instrumentation to explore quantum enhancement collaboratively. They also emphasized the need for collaboration between quantum physicists and sensing/imaging scientists, which could be advanced through a dedicated quantum biology investigator program. People, even more than technology, will be crucial to the future of quantum biology. Participants explored training, education, and workforce needs to further develop this burgeoning field and cultivate the next generation of scientists. While many programs are still in their nascent stages, participants highlighted examples of approaches and programs being developed at various types of institutions to engage students and professional scientists in quantum biology research. Several participants stressed the need for an inclusive approach, spanning disciplines as well as communities to foster a diverse field fueled by the intellectual contributions of a wide range of people, including historically under-resourced schools and students. To increase awareness and excitement about quantum physics and related areas of biology, attendees suggested capitalizing on the “buzz” around quantum. Several participants emphasized the need to start early, introducing students to quantum concepts and their appealing “weirdness” in K–12 education. Engaging students early—before they become entrenched in traditional disciplinary siloes as typically happens in graduate school—could help to galvanize interest in the area and foster a generation of scientists with the interdisciplinary mindset and skills needed to advance this interdisciplinary field. While these efforts could be advanced at many levels and across multiple sectors, several participants suggested a national quantum biology center could be a valuable hub to coordinate and support quantum biology education and workforce development across academia, industry, and government.

59 BASIC BIOLOGICAL SCIENCES↗

Fusion Conference Awards 2020

Since its inception, ISIF has promoted a high-quality technical program at FUSION. One way to encourage this excellence is to promote the paper awards program. Accordingly, each year the conference includes recognition of the best regular papers and the best student papers. Student papers are those for which the lead author is a full-time graduate (or undergraduate) student at an accredited university. As mandated by the ISIF Board of Directors, the best paper receives the Jean Pierre Le Cadre Award. The best student paper receives the Tammy L. Blair Award. These awards honor the efforts and commitment of both Jean-Pierre and Tammy to the international fusion community over many years.

99 GENERAL AND MISCELLANEOUS↗

Current Status of the DOE/NNSA Nuclear Criticality Safety Program Hands-On Criticality Safety Training [Abstract]

The U.S. Department of Energy/National Nuclear Security Administration (DOE/NNSA) Nuclear Criticality Safety Program (NCSP) has conducted two-week Nuclear Criticality Safety (NCS) Practitioner courses since 2011 to support the 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. This course was revised in 2019 for Criticality Safety Officers (CSOs) based on an NCSP Criticality Safety Support Group tasking (2018-01). This course was piloted at the Nevada Field Office and the National Criticality Experiments Research Center (NCERC) in June 2021. These courses consist of the following training components: classroom education, facility training, and hands-on subcritical and critical experiments training. The two-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 (Q-cleared students). The one-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 to provide information about future course offerings. This paper will also discuss the challenges associated with executing the training courses during the COVID-19 pandemic. The 2-week Practitioner and 1-week manager courses are currently offered twice per year and adjustments are made based upon demand.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

Development of a Workforce for the Nuclear Industry - 16513

The US Department of Energy's Office of Environmental Management (DOE-EM) oversees one of the largest environmental restoration projects in the world. DOEEM's labor statistics show that 91% of EM employees are 40 years old or older and only 1% of its workforce is under 30 years old. In addition, it is estimated that within the next three years, DOE-EM will lose as much as 30-35% of its technical workforce due to retirement. DOE-EM is responding to the aging workforce problem by proactively partnering with universities to train and develop the new generation for the environmental restoration workforce. In 2007, DOE-EM and Florida International University's Applied Research Center (ARC) established the DOE-FIU Science and Technology Workforce Development Program. This is an innovative program designed to train and mentor FIU students in STEM (science, technology, engineering, and math) disciplines and provides them with career paths in environmental restoration and the nuclear industry. The selected students (called DOE Fellows) perform hands-on environmental remediation research and participate in internships at DOE Headquarters, DOE sites, national laboratories, and DOE contractors. Upon graduation and completion of the DOE fellowship, DOE Fellows pursue employment opportunities with DOE and its contractors. In addition, DOE-EM has also established a Minority Serving Institution STEM program targeting STEM students at Historically Black Colleges and Universities (HBCUs). Both programs have the purpose of enhancing educational and training opportunities to minority students. DOE Fellows support DOE-EM research at FIU's ARC. The Fellows work side by side with ARC's scientists and engineers in the research of technologies and methodologies in the areas of high level waste/waste disposal and treatment, soil and groundwater remediation and modeling, deactivation and decommissioning (D and D) technology test and evaluation, and engage in the development of information technology systems in support of the DOE-EM environmental remediation mission. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗

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. (author)

22 GENERAL STUDIES OF NUCLEAR REACTORS↗