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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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All sourcesNASA NTRSDOE OSTI
DOE OSTI2022

Student Programs FY21 Conversion Report

Sandia National Labs has created a noteworthy and effective internship program whose focus is creating a talent pipeline for the laboratory. Our program utilizes industry standard conversion calculations to examine the effectiveness of the program and to compare to our competitors. Sandia defines students eligible for conversion as graduating in the given fiscal year and in their final degree program. Students indicate to SIP upon hire and at certain checkpoints throughout their internship if they are in their final degree program or not. This means that they will not continue to a higher degree program after they graduate. For instance, someone who is graduating with a master’s degree in the current FY and does not plan to pursue a PhD would be considered eligible, while an undergrad student who is graduating in the same year, but plans to pursue a graduate degree, would not be considered eligible for conversion. Conversion data pulled for this report includes all eligible interns for fiscal year 2021. We use a rolling population, which includes anyone who was an intern at some point during FY21. To calculate conversion, we narrow our population down to the students who graduated between October 2020 through September 2021, who have indicated that they are in their final degree program. The conversion data was pulled on 10/29/2021, so any conversions completed after this date will not be included in the calculation. Our conversion data includes students who separated from Sandia and returned as a staff member. Conversions also include FTE, LTE, and postdoc positions. We do not include conversion to contractor positions in our calculations.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2024

Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students

School-based mindfulness programs (SBMPs) have gained global popularity. Yet, there is a need for more rigorous procedures to develop and assess them. This study aimed to address these limitations by examining the effectiveness of a Portuguese SBMP, called SER + FELIZ(mente). The final sample included 190 third and fourth-graders: 99 in the SBMP group and 91 in a wait-list group. Effects on attentional control, emotional regulation and wellbeing were examined in the short term (T2) and 6 months later (T3). We also tested the moderating role of age, gender, and baseline scores. Using a multilevel modeling approach, results showed a clear benefit of SBMP on emotional wellbeing at T2 but not T3. Despite SBMP students surpassing wait-list students in attentional control, cognitive reappraisal, and social wellbeing at T2, these effects were due to a levelling off among SBMP students, coupled with a decline among wait-list students from T1 to T2. These effects were moderated by age at T3. While universal improvements were limited, our SBMP seemed to have acted as a shield against school stressors (i.e., likely, test anxiety at T2). This opens a new avenue for research concerning the role of SBMPs in preventing (rather than repairing) mental-health issues in elementary students.

Magalhães, Sofia↗
NASA NTRS1983

NASA LeRC/Akron University Graduate Cooperative Fellowship Program and Graduate Student Researchers Program

On June 1, 1980, the University of Akron and the NASA Lewis Research Center (LERC) established a Graduate Cooperative Fellowship Program in the specialized areas of Engine Structural Analysis and Dynamics, Computational Mechanics, Mechanics of Composite Materials, and Structural Optimization, in order to promote and develop requisite technologies in these areas of engine technology. The objectives of this program are consistent with those of the NASA Engine Structure Program in which graduate students of the University of Akron participate by conducting research at Lewis. This report is the second on this grant and summarizes the second and third year research effort, which includes the participation of five graduate students where each student selects one of the above areas as his special field of interest. Each student is required to spend 30 percent of his educational training time at the NASA Lewis Research Center and the balance at the University of Akron. His course work is judiciously selected and tailored to prepare him for research work in his field of interest. A research topic is selected for each student while in residence at the NASA Lewis Research Center, which is also approved by the faculty of the University of Akron as his thesis topic for a Master's and/or a Ph.D. degree.

Fertis, D. G.↗
NASA NTRS1990

An endorsement-based approach to student modeling for planner-controlled intelligent tutoring systems

An approach is described to student modeling for intelligent tutoring systems based on an explicit representation of the tutor's beliefs about the student and the arguments for and against those beliefs (called endorsements). A lexicographic comparison of arguments, sorted according to evidence reliability, provides a principled means of determining those beliefs that are considered true, false, or uncertain. Each of these beliefs is ultimately justified by underlying assessment data. The endorsement-based approach to student modeling is particularly appropriate for tutors controlled by instructional planners. These tutors place greater demands on a student model than opportunistic tutors. Numerical calculi approaches are less well-suited because it is difficult to correctly assign numbers for evidence reliability and rule plausibility. It may also be difficult to interpret final results and provide suitable combining functions. When numeric measures of uncertainty are used, arbitrary numeric thresholds are often required for planning decisions. Such an approach is inappropriate when robust context-sensitive planning decisions must be made. A TMS-based implementation of the endorsement-based approach to student modeling is presented, this approach is compared to alternatives, and a project history is provided describing the evolution of this approach.

Murray, William R.↗
NASA NTRS1991

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 20: Engineers as information processors: A survey of US aerospace engineering faculty and students

U.S. aerospace engineering faculty and students were surveyed as part of the NASA/DoD Aerospace Knowledge Research Project. Faculty and students were viewed as information processors within a conceptual framework of information seeking behavior. Questionnaires were received from 275 faculty members and 640 students, which were used to determine: (1) use and importance of information sources; (2) use of specific print sources and electronic data bases; (3) use of information technology; and (4) the influence of instruction on the use of information sources and the products of faculty and students. Little evidence was found to support the belief that instruction in library or engineering information use has significant impact either on broadening the frequency or range of information products and sources used by U.S. aerospace engineering students.

Holland, Maurita Peterson↗
NASA NTRS1994

NASA/DOD Aerospace Knowledge Diffusion Research Project. Report 28: The technical communication practices of aerospace engineering and science students: Results of the phase 4 cross-national surveys

This report describes similarities and differences between undergraduate and graduate aerospace engineering and science students in the context of two general aspects of the educational experience. First, we explore the extent to which students differ regarding the factors that lead to the choice of becoming an aerospace engineer or a scientist, current satisfaction with that choice, and career-related goals and objectives. Second, we look at the technical communication skills, practices, habits, and training of aerospace engineering and science students. The reported data were obtained from a survey of students enrolled in aerospace engineering and science programs at universities in India, Japan, Russia, and the United Kingdom. The surveys were undertaken as part of the NASA/DOD Aerospace Knowledge Diffusion Research Project. Data are reported for the following categories: student demographics; skill importance, skill training, and skill helpfulness; collaborative writing; computer and information technology use and importance, use of electronic networks; use and importance of libraries and library services; use and importance of information sources and products; use of foreign language technical reports; and foreign language (reading and speaking) skills.

Pinelli, Thomas E.↗
NASA NTRS1994

NASA/DOD Aerospace Knowledge Diffusion Research Project. Report 27: The technical communication practices of engineering and science students: Results of the phase 3 academic surveys

This report describes similarities and differences between undergraduate and graduate engineering science students in the context of two general aspects of the educational experience. First, we explore the extent to which students differ regarding the factors that lead to the choice of becoming an engineer or a scientist, current satisfaction with that choice, and career-related goals and objectives. Second, we look at the technical communication practices, habits, and training of engineers and science (Physics) students. The reported data were obtained from a survey of students enrolled in the College of Engineering at the University of Illinois at Urbana-Champaign, Bowling Green State University, and Texas A&M University. The survey was undertaken as part of the NASA/DOD Aerospace Knowledge Diffusion Research Project. Data are reported for the following categories: student demographics; skill importance, skill training, and skill helpfulness; collaborative writing; computer and information technology use and importance, use of electronic networks; use and importance of libraries and library services; use and importance of information sources and products; use of foreign technical reports; and foreign language (reading and speaking) skills.

Pinelli, Thomas E.↗
NASA NTRS1996

Evaluation of Student Outcomes in Materials Science and Technology

This paper specifies 14 benchmarks and exit standards for the introduction of Materials Science and Technology in a secondary school education. Included is the standard that students should be able to name an example of each category of technological materials including metals, glass/ceramics, polymers (plastics) and composites. Students should know that each type of solid material has specific properties that can be measured. Students will learn that all solid materials have either a long range crystalline structure or a short range amorphous structure (i.e., glassy). They should learn the choice of materials for a particular application depends on the properties of the material, and the properties of the material depends on its crystal structure and microstructure. The microstructure may be modified by the methods by which the material is processed; students should explain this by the example of sintering a ceramic body to reduce its porosity and increase its densification and strength. Students will receive exposure to the world of work, post secondary educational opportunities, and in general a learning that will lead to a technologically literate intelligent citizen.

Piippo, Steven↗
NASA NTRS2003

Changing the Paradigm: Preparing Students for the Computing Profession in the 21st Century

The dramatic technological developments of the past decade have led to a tremendous growth in the demand for computer science professionals well-versed in advanced technology and techniques. NASA, traditionally a haven for cutting-edge innovators, is now competing with every industrial and government sector for computer science talent. The computer science program at University of Texas at San Antonio (UTSA) faces challenges beyond those intrinsically presented by rapid technological change, because a significant number of UTSA students come from low-income families with no Internet or computer access at home. An examination of enrollment statistics for the computer science program at UTSA showed that very few students who entered as freshmen successfully graduated. The upper division courses appeared to be populated by graduate students removing deficiencies and by transfer students. The faculty was also concerned that the students who did graduate from the program did not have the strong technical and programming skills that the CS program had been noted for in the community during the 1980's.

Robbins, Kay A.↗
NASA NTRS2003

Students Work Alongside Scientists to Test Mars Rover

NASA's 2003-2004 Mars Exploration Rovers and associated Athena Science Payload will provide an exciting opportunity to get students and the public involved in Mars exploration. One outreach component, the Athena Student Interns Program, will directly engage high school students in scientific discovery on Mars by incorporating the students into the mission s science team. The Athena Student Interns Program, based on the successful LAPIS program, was prototyped during the FIDO rover field trials that took place in the Arizona desert and at the Jet Propulsion Laboratory (JPL) in August 2002 (http://mars.jpl.nasa.gov/mer/fido). Use of a participatory evaluation process allowed mid-course corrections to be made to the program and provided the model for mission-related outreach.

Fuchs, M. P.↗
NASA NTRS2003

High-school Student Teams in a National NASA Microgravity Science Competition

The Dropping In a Microgravity Environment or DIME competition for high-school-aged student teams has completed the first year for nationwide eligibility after two regional pilot years. With the expanded geographic participation and increased complexity of experiments, new lessons were learned by the DIME staff. A team participating in DIME will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a NASA microgravity drop tower. A team of NASA scientists and engineers will select the top proposals and then the selected teams will design and build their experiment apparatus. When completed, team representatives will visit NASA Glenn in Cleveland, Ohio to operate their experiment in the 2.2 Second Drop Tower and participate in workshops and center tours. NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA (e.g. NASA Student Involvement Program) and student teams mentored by NASA centers (e.g. For Inspiration and Recognition of Science and Technology Robotics Competition). This participation by NASA in these public forums serves to bring the excitement of aerospace science to students and educators.Researchers from academic institutions, NASA, and industry utilize the 2.2 Second Drop Tower at NASA Glenn Research Center in Cleveland, Ohio for microgravity research. The researcher may be able to complete the suite of experiments in the drop tower but many experiments are precursor experiments for spaceflight experiments. The short turnaround time for an experiment's operations (45 minutes) and ready access to experiment carriers makes the facility amenable for use in a student program. The pilot year for DIME was conducted during the 2000-2001 school year with invitations sent out to Ohio- based schools and organizations. A second pilot year was conducted during the 2001-2002 school year for teams in the six-state region of Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. The third year for DIME was conducted during the 2002-2003 school year for teams from the fifty United States, the District of Columbia, and Puerto Rico. An annual national DIME program is planned for the foreseeable future. Presented in this paper will be a description of DIME, an overview of the planning and execution of such a program, results from the first three years, and lessons learned from the first national competition.

DeLombard, Richard↗
NASA NTRS1998

S'COOL Takes Students to New Heights

Students Cloud Observations On-Line (S'COOL) is a hands-on educational project which supports NASA's Clouds and the Earth s Radiant Energy System (CERES) satellite instrument; part of the Earth Science Enterprise studying our planet. S'COOL meets science, math, technology and geography Standards of Learning (SOLs) as students observe clouds and related weather conditions, compute data and locate vital information while obtaining ground truth observations for the CERES instrument. These observations can then be used to help validate the CERES measurements; particularly detection of clear sky from space. Participants to date have been in 20 states and 5 countries and have reported great interest and learning among their students. Many have used this project as a stepping stone to further learning in other areas of Earth Science; and to do more with the Internet in the classroom. Satellite images and clues to their interpretation are used on the website ( http://asd-www.larc.nasa.gov/SCOOL/) . Background information is also given on Earth's Radiation Budget and it s importance in understanding our climate. Students can retrieve both their observations and the corresponding satellite data and participate in the validation efforts. A number of suggestions for studies to be done with the data, and related lesson plans, are available. Teachers can tailor this project to the appropriate level and subject matter needed for their students. The recommended grade level is 4th through 12th grade. The project is now open to new participants. We particularly seek schools in more remote areas, to obtain wider geographic coverage for ground truth data; so the project has been designed to use, but not require, computer technology. AGU participants attending the S'COOL presentation will be given a handout describing the project. Material for introducing the project in the classroom will be demonstrated in a participatory style.

Green, Carolyn J.↗
NASA NTRS2004

A Strategy for Improving US Middle School Student Mathematics Word Problem Solving Performance

U.S. middle school students have difficulty understanding and solving mathematics word problems. Their mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves. This researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy.

Thomas, Valerie L.↗
NASA NTRS2011

Expedition Earth and Beyond: Engaging Classrooms in Student-Led Research Using NASA Data, Access to Scientists, and Integrated Educational Strategies

Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies.

Graff, P. V.↗
NASA NTRS2017

Growing Beyond Earth; Students Exploring Plant Varieties for Future Space Exploration

Future space exploration and long duration space flight will pose an array of challenges to the health and wellbeing of astronauts. Since 2015, Fairchild Tropical Botanic Garden (FTBG), in partnership with NASA's Veggie team, has been testing edible crops for space flight potential through a series of citizen science experiments. FTBG's interest in classroom-based science projects, along with NASA's successful operation of the Veggie system aboard the International Space Station (ISS), led to a NASA-FTBG partnership that gave rise to the Growing Beyond Earth STEM Initiative (GBE). Established in 2015, GBE now involves 131 middle and high school classrooms in South Florida, all conducting simultaneous plant science experiments. The results of those experiments (both numeric and visual) are directly shared with the space food production researchers at KSC. Through this session, we will explore the successful classroom implementation and integration into the curriculum, how the data is being used and the impact of the project on participating researchers, teachers, and students. Participating schools were supplied with specialized LED-lit growth chambers, mimicking the Veggie system on ISS, for growing edible plants under similar physical and environmental constraints. Research protocols were provided by KSC scientists, while edible plant varieties were selected mainly by the botanists at FTBG. In a jointly-led professional development workshop, participating teachers were trained to conduct GBE experiments in their classrooms. Teachers were instructed to not only teach basic botany concepts, but to also demonstrate practical applications of math, physics and chemistry. As experiments were underway, students shared data on plant germination, growth, and health in an online spreadsheet. Results from the students research show a promising selection of new plant candidates for possible further testing. Over a two year period, more than 5000 South Florida students, ages 11 to 18, participated in GBE. Evaluation of the program shows an increased knowledge of and interest in science and science careers among students. The program has also boosted the demand for summer high school internships at FTBG, further developing expertise in plant research and science related to space exploration. Supported by a grant from NASA (NNX16AM32G) to Fairchild Tropical Botanic Garden.

Veggie↗
NASA NTRSDate not supplied

Assimilating Lessons Learned – From URGE to NASA's Student Airborne Science Activation (SaSa) Project

In the first half of 2021, formal and informal pods at several universities and NASA Center affiliates participated in the Unlearning Racism in Geosciences (URGE) curriculum and deliverables. As a result, several members from different URGE pods are propagating and applying the URGE lessons learned to the new 5-year NASA Student Airborne Science Activation project (SaSa). Starting in the Summer of 2022, SaSa will provide an 8-week summer Earth Science research experience focused on attracting and retaining early undergraduate students from historically underrepresented groups from minority-serving institutions (MSIs). The multicenter and field-based research experience will provide the students access to and experience with NASA airborne resources. Additionally, integrating NASA material into the MSI curricula and providing student mentorship at both MSIs and NASA Centers will enhance students' exposure to Earth Science research. The objectives of URGE and SaSa are highly compatible with one another, and the project timing allows for the integration of URGE lessons early in the SaSa curriculum design phase. As of December 2021, the first SaSa summer program application will be open and the first SaSa semester at the host MSIs will be completed. This presentation will discuss the assimilation of URGE lessons learned from our respective pods into the first SaSa academic semester and into the preparations for the first SaSa summer cohort. We will welcome additional feedback from the broader URGE community in advance of SaSa's first summer session.

Kristina Pistone↗
NASA NTRSDate not supplied

GeneLab for High Schools – Bioinformatic Training For Students And Educators

Modern biological sciences are increasingly based on high-throughput molecular techniques, including genomics, transcriptomics, and proteomics. NASA’s GeneLab program has collected extensive data from ‘omics’ studies, curated them into an accessible platform and provided data analysis/visualization tools to facilitate the generation of new hypotheses and research directions. GeneLab for High Schools (GL4HS), launched in 2017, has endeavored to utilize this database and provide tools for students to understand and analyze omics datasets whilst also learning about spaceflight research. The GL4HS program ran in person at Ames from 2017-2019 and has run virtually since 2020. Each year fifteen high school students are trained to analyze and interpret GeneLab transcriptomic data. Additionally, in the last several years we have expanded our “teacher training program” to include 10 teachers total in an effort to enable this program to be utilized in classrooms across the USA. Teachers also join the NASA GeneLab Education Working Group (EWG) enabling support as they implement custom GL4HS modules into their classrooms. The GL4HS program consists of three main components – (1) core learning modules, (2) networking and teamwork, and (3) an independent learning project. Students are also taught critical networking and science communication skills facilitating their ability to ‘sell their science’ in innovative and creative ways. This program has enabled students to learn about biology in space and to have a glimpse into the world of research for the first time. Many of the students in this program shared that the course was transformative to their perception about biological sciences and how it linked to other areas of STEM. The ultimate and long-term goal of GL4HS is to expand the program to multiple locations thereby facilitating the reach of NASA Space Biology beyond NASA-centric regions.

GeneLab↗
DOE OSTI2019

Risk perception and social representation on radioactive waste: a case study with students of IPEN

Proper management of radioactive waste in teaching and research laboratories involves not only techniques and procedures for the treatment, storage and disposal of these materials but also the responsibility of all those who handle them. Responsibility begins with with methods that generate less waste and with the correct segregation of contaminated materials prior to disposal, In this context, the present study aimed to know, identify, understand and analyze the perception of risk and social representations about radioactive waste and its management by students and researchers of the Nuclear and Energy Research Institute. According to Renn (1992), two of the approaches to risk perception are cultural and sociological, which served as the basis to the present study. Within this analysis, the concept of risk is understood as a phenomenon and, therefore, the phenomena experienced by the individuals are related to their life histories, social relations, religious beliefs and academic formation, elements that interfere in the perception of risk. The method used to collect data was free evocation, with participants receiving the following instructions: 'Please write five words that pop up into your mind when you listen to the words radioactive waste and, sequentially, write a sentence using these words'. All participants received instructions of the voluntary character of the participation and of the confidentiality of the data. A total of 73 students and researchers were interviewed, including scientific initiation, masters degree, doctorate and postdoctoral researchers. 353 words were mentioned, of which 209 were different from each other. After analyzing the sentences, the words were inserted in 12 categories and later analyzed in the software INVOCADO, which provides a diagram with the possible structure of the social representations of the group studied. The analysis of the four-quadrants and their categories, as well as the mentioned words that compose them, are therefore consistent with the universe of the public analyzed. While it is not the totality of students dealing with radioactive materials, in general these individuals understand the importance of technology and that the adoption of safe practices ensures the successful development of research. Future developments: Analyze quantitatively and qualitatively the other questions of the questionnaire. Analyze the data and information obtained from the participant observation, which consisted of a follow-up of three students in their laboratory practices. Propose to the institute a manual of good practices that can be used by the students in their laboratory practices.

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗