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All sourcesNASA NTRSDOE OSTI
DOE OSTI2014

Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ∼12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different teaching programmes. Conclusion: Radiographers appear to need more training in the rubric's use, whereas teachers are found to generally use it appropriately. There are implications drawn from this finding that are applicable to health science and medical education in general.

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
DOE OSTI2022

“I Would Purposely Try to Keep them Separated”: Language Ideologies, Language Policy, and Beliefs about Emergent Bilinguals in Career and Technical Education

Abstract In the policy context of college and career readiness, career and technical education (CTE) is growing in popularity, especially for students who are underserved in academic high school programs. While CTE has shown promise for some students, very little research exists on its potential for emergent bilingual students (EBs). Thus, building on research of deficit perceptions of EBs and language ideologies (LIs), this study examines how LIs and deficit perspectives are reproduced in CTE contexts across Pennsylvania. Using a sequential mixed‐methods design, we found that, while CTE educators held generally positive attitudes toward EBs, they were influenced by monoglossic language ideology and standard language ideology. These LIs, along with other institutional factors, led educators to implement restrictive language policies within their classrooms. These implications serve to inform how, with a lack of clear language policy within CTE programs, teachers relied on their personal beliefs and reproduced deficit ideologies in the creation of classroom‐level policies.

Emerick, Mark R.↗
DOE OSTI2018

A Hybrid 2D/3D User Interface for Radiological Diagnosis

This paper presents a novel 2D/3D desktop virtual reality hybrid user interface for radiology that focuses on improving 3D manipulation required in some diagnostic tasks. An evaluation of our system revealed that our hybrid interface is more efficient for novice users and more accurate for both novice and experienced users when compared to traditional 2D only interfaces. This is a significant finding because it indicates, as the techniques mature, that hybrid interfaces can provide significant benefit to image evaluation. Our hybrid system combines a zSpace stereoscopic display with 2D displays, and mouse and keyboard input. It allows the use of 2D and 3D components interchangeably, or simultaneously. The system was evaluated against a 2D only interface with a user study that involved performing a scoliosis diagnosis task. There were two user groups: medical students and radiology residents. We found improvements in completion time for medical students, and in accuracy for both groups. In particular, the accuracy of medical students improved to match that of the residents.

62 RADIOLOGY AND NUCLEAR MEDICINE↗
DOE OSTI2026

A transfer learning approach to energy-efficient control of small and medium-sized commercial buildings

Model-free reinforcement learning (RL) provides a data-driven and adaptive approach to optimize building energy use while satisfying occupant comfort. This powerful tool does not need any prior knowledge about the environment and system it is optimizing and can adapt its policy based on the changes in captures. Like any other data-driven tool, it faces high training costs due to the extensive agent-environment interactions required to capture long-term building dynamics and user comfort. Transfer learning, particularly policy distillation, offers a promising way to accelerate training by leveraging pretrained RL agents in different building and system types. Here, this study investigates online student distillation, in which the student model updates its neural network weights using outputs from teacher models. The work introduces a student distillation strategy designed for efficient knowledge transfer, along with a teacher selection method that ensures high-quality guidance. The approach is validated using a highly calibrated whole building energy model for a small/medium commercial building test facility. Results show substantial reductions in training time and data requirements while surpassing the performance of ASHRAE Guideline 36, an advanced rule-based control strategy. The distilled RL model required 45% less data and achieved 20% higher cumulative rewards than a state-of-the-art RL model, with faster convergence and lower energy consumption. These outcomes demonstrate that effective transfer learning enables a scalable and data-efficient energy management solution for commercial buildings.

ASHRAE guideline 36↗
DOE OSTI2020

Raman spectroscopy coupled with ambient ionization mass spectrometry: A forensic laboratory investigation into rapid and simple dual instrumental analysis techniques

We present a laboratory experiment, developed around a pair of instrumental analysis techniques, Raman spectroscopy and ambient ionization mass spectrometry (MS), conducted by senior chemistry undergraduate students for bulk analysis of over-the-counter drugs using benchtop versions of the two instruments, as well as trace analysis of illicit drugs utilizing the corresponding portable instruments. The identification and confirmation of seized drugs is a routine operation in forensic laboratories that can be simplified using these two instrumental techniques in tandem. Bulk samples are readily analyzed using conventional Raman spectroscopy followed by paper cone spray ionization (PCSI) MS, while trace analysis is allowed by a simple single-substrate dual-analyzer method using surface enhanced Raman spectroscopy (SERS) from paper followed by paper spray ionization (PSI) MS. The introduction of these novel strategies to the students exposed them to potential career paths in forensic science by means of a hands-on experience that provided fundamental knowledge about this set of analytical methods, including intercomparisons of their performance, as well as practical issues like costs, regulations and databases. The use of portable instrumentation represents an additional learning experience for the students, considering that it is cutting-edge technology that is just now being transferred from academic to industrial labs and that it allows a valuable discussion of the advantages and disadvantages of bringing the laboratory to the field.

47 OTHER INSTRUMENTATION↗
DOE OSTI2015

Mapping the Future: Towards Oncology Curriculum Reform in Undergraduate Medical Education at a Canadian Medical School

Purpose: To evaluate (1) the quantity and quality of current undergraduate oncology teaching at a major Canadian medical school; and (2) curricular changes over the past decade, to enhance local oncology education and provide insight for other educators. Methods and Materials: Relevant 2011-2012 undergraduate curricular sessions were extracted from the University of Toronto curriculum mapping database using keywords and database identifiers. Educational sessions were analyzed according to Medical Council of Canada objectives, discussion topics, instructor qualifications, teaching format, program year, and course subject. Course-related oncology research projects performed by students during 2000 to 2012 were extracted from another internal database. Elective choices of clerks during 2008-2014 were retrieved from the institution. The 2011-2012 and 2000-2001 curricula were compared using common criteria. Results: The 2011-2012 curriculum covers 5 major themes (public health, cancer biology, diagnosis, principles of care, and therapy), which highlight 286 oncology teaching topics within 80 sessions. Genitourinary (10, 12.5%), gynecologic (8, 10.0%), and gastrointestinal cancers (7.9, 9.8%) were the most commonly taught cancers. A minority of sessions were taught by surgical oncologists (6.5, 8.1%), medical oncologists (2.5, 3.1%), and radiation oncologists (1, 1.2%). During 2000-2012, 9.0% of students (233 of 2578) opted to complete an oncology research project. During 2008-2014, oncology electives constituted 2.2% of all clerkship elective choices (209 of 9596). Compared with pre-2001 curricula, the 2012 oncology curriculum shows notable expansion in the coverage of epidemiology (6:1 increase), prevention (4:1), screening (3:1), and molecular biology (6:1). Conclusions: The scope of the oncology curriculum has grown over the past decade. Nevertheless, further work is needed to improve medical student knowledge of cancers, particularly those relevant to public health needs. Defining minimum curricular content, emphasizing content based on population needs, and ensuring educational delivery with the support and expertise of oncologists and non-oncologists will be essential next steps.

62 RADIOLOGY AND NUCLEAR MEDICINE↗
DOE OSTI2016

Close to Home: Employment Outcomes for Recent Radiation Oncology Graduates

Purpose: To characterize the practice type and location of radiation oncology (RO) residents graduating in 2013. Methods and Materials: Graduates completing RO residency in 2013 were identified, and for each, postgraduate practice setting (academic vs private practice) and location were identified. Characteristics of the graduates, including details regarding their institutions of medical school and residency education, were collected and analyzed. Results: Data were obtained from 146 of the 154 RO graduates from the class of 2013. Employment data were available for 142 graduates. Approximately one-third of graduates were employed in the same state as residency (36.6%), approximately two-thirds (62.0%) in the same region as residency, and nearly three-fourths (73.9%) in the same region as medical school or residency completion. Of the 66 graduates (46.5%) working in academics, 40.9% were at the same institution where they completed residency. Most trainees (82.4%) attended medical schools with RO residency programs. Conclusions: Although personal factors may attract students to train in a particular area, the location of medical school and residency experiences may influence RO graduate practice location choice. Trends in the geographic distribution of graduating radiation oncologists can help identify and better understand disparities in access to RO care. Steps to improve access to RO care may include interventions at the medical student or resident level, such as targeting students at medical schools without associated residency programs and greater resident exposure to underserved areas.

62 RADIOLOGY AND NUCLEAR MEDICINE↗
DOE OSTI2018

Teaching the Teacher: The Impact of a Workshop Developed for Radiation Therapists

Enhancing the teaching skills of radiation therapists is of benefit to both students and therapists and is ultimately important for patient outcomes. However, there is a paucity of evidence-based interventions for improving the teaching skills of radiation therapists. An intervention was developed to tackle this initiative. In accordance with a local, quality improvement initiative, a two-part workshop was developed for radiation therapists to improve their ability to (1) effectively communicate with students, (2) provide meaningful feedback to students, (3) increase consistency in conducting competency assessments, and (4) increase an understanding of cultural competency as it pertains to both teaching and health care more broadly.

62 RADIOLOGY AND NUCLEAR MEDICINE↗
DOE OSTI2017

Opportunities for Undergraduate Research in Nuclear Physics

University of Dallas (UD) physics majors are offered a variety of undergraduate research opportunities in nuclear physics through an established program at the University of Kentucky Accelerator Laboratory (UKAL). The 7-MV Model CN Van de Graaff accelerator and the neutron production and detection facilities located there are used by UD students to investigate how neutrons scatter from materials that are important in nuclear energy production and for our basic understanding of how neutrons interact with matter. Recent student projects include modeling of the laboratory using the neutron transport code MCNP to investigate the effectiveness of laboratory shielding, testing the long-term gain stability of C 6 D 6 liquid scintillation detectors, and deducing neutron elastic and inelastic scattering cross sections for 12 C. Finally, results of these student projects are presented that indicate the pit below the scattering area reduces background by as much as 30%; the detectors show no significant gain instabilities; and new insights into existing 12 C neutron inelastic scattering cross-section discrepancies near a neutron energy of 6.0 MeV are obtained.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2021

Safety moments in chemical safety education.

Chemical safety education is a critical aspect of an integrated culture of safety in academic research settings. Showcasing best practices and sharing practical solutions for recognizing hazards and minimizing risks represent one way of reinforcing a research community's actions, attitudes, and behavior toward safety. For goals of improving chemical safety education with nonformal endeavors, safety moments are similar to 1-2 slides that focus on raising awareness and knowledge for routine safety issues in research laboratories. Intended to catalyze brief discussions at the beginning of meetings and presentations, these materials provide a proactive way for students and faculty to engage in open communication on diverse research safety topics across science and engineering. This commentary provides an overview of designing effective safety moments and tailoring them to highlight practical safety needs and considerations. Key components of model safety moment slides are presented, alongside centralized resources assembled by student-led laboratory safety teams, which can also be extended to posters, social media platforms, online videos, and other forms of scientific communication. Combined with both top-down backing from institution leaders and bottom-up support from student researchers, safety moments remain a low-barrier risk reduction strategy that is easy to implement, encourages local dialogue on safety, combats complacency, and holds potential for facilitating long-term improvements to academic lab safety culture.

Communication/Writing↗
DOE OSTI2017

Preparing and Testing a Magnetic Antimicrobial Silver Nanocomposite for Water Disinfection To Gain Experience at the Nanochemistry–Microbiology Interface

In this article, we describe a 2 h introductory laboratory procedure that prepares a novel magnetic antimicrobial activated carbon nanocomposite in which nanoscale sized magnetite and silver particles are incorporated (MACAg). The MACAg nanocomposite has achieved the synergistic properties derived from its components and demonstrated its applicability as an effective and recoverable antimicrobial agent for water disinfection. The principle is successfully illustrated by a significant reduction in the number of microbes in an Escherichia coli (E. coli) solution of 2 × 10 6 colony forming units following its treatment with MACAg for 10 min. The exercise allows the college students to (1) be introduced to an exciting class of advanced materials, known as nanocomposites, at an early stage, (2) gain working experiences at nanochemistry–microbiology interface, and (3) see the use and experience the fun of chemistry. The experiment uses readily available materials, can be run in a general or introductory chemistry laboratory environment, and is well received and enjoyed by the students. Lastly, the experiment is also suitable for advanced high school students.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2019

Integrating Systems Thinking into Teaching Emerging Technologies.

Collaborations and partnerships across disciplines are becoming increasingly recognized as valuable endeavors toward solving emerging global challenges in our rapidly changing world. Thus, it is crucial to create STEM educational strategies that infuse diverse and interconnected perspectives among scientists, policymakers, and the general public. Systems thinking represents one such pedagogical approach, in which a holistic framework empowers both teachers and students to recognize how fundamental concepts taught in the classroom can be used as resourceful tools to better address complex, multicomponent modern challenges. For chemical educators, topics on technology (the "T" in STEM education) represent a particularly meaningful avenue to introduce and study the effectiveness of systems thinking, but there have been few examples reported to date. Here, we show that a molecular engineering course introduced at the University of Chicago 5 years ago ("Introduction to Emerging Technologies") provides a model course to this end, where explicitly designing in elements of systems thinking to the course could further strengthen students' understanding of the already well suited, holistic course topics. Integrating systems thinking would illuminate how tissue engineering, nanomedicine, batteries, quantum information, and meat alternatives are developed from multiple, interrelated fields as well as from basic science to a practical reality. For each technology, we outline the direct connections between the current course topics and future opportunities to incorporate systems thinking strategies, challenging students to identify the interdependence of components in a successful technology. Finally, to offer further insight for instructors interested in utilizing systems thinking, we broaden our discussion to reflect on the challenges of redesigning any STEM course to utilize systems thinking, and we present corresponding teaching strategies to overcome them.

Interdisciplinary/Multidisciplinary↗
DOE OSTI2022

Development of a Freeze-Dried CRISPR-Cas12 Sensor for Detecting Wolbachia in the Secondary Science Classroom

Training the future synthetic biology workforce requires the opportunity for students to be exposed to biotechnology concepts and activities in secondary education. Detecting Wolbachia bacteria in arthropods using polymerase chain reaction (PCR) has become a common way for secondary students to investigate and apply recombinant DNA technology in the science classroom. Despite this important activity, cutting-edge biotechnologies such as clustered regularly interspaced short palindromic repeat (CRISPR)-based diagnostics have yet to be widely implemented in the classroom. To address this gap, we present a freeze-dried CRISPR-Cas12 sensing reaction to complement traditional recombinant DNA technology education and teach synthetic biology concepts. The reactions accurately detect Wolbachia from arthropod-derived PCR samples in under 2 h and can be stored at room temperature for over a month without appreciable degradation. Here, the reactions are easy-to-use and cost less than $40 to implement for a classroom of 22 students including the cost of reusable equipment. We see these freeze-dried CRISPR-Cas12 reactions as an accessible way to incorporate synthetic biology education into the existing biology curriculum, which will expand biology educational opportunities in science, technology, engineering, and mathematics.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2014

Dark Field Microscopy for Analytical Laboratory Courses

An innovative and inexpensive optical microscopy experiment for a quantitative analysis or an instrumental analysis chemistry course is described. The students have hands-on experience with a dark field microscope and investigate the wavelength dependence of localized surface plasmon resonance in gold and silver nanoparticles. Students also observe and measure individual crystal growth during a replacement reaction between copper and silver nitrate. The experiment allows for quantitative, qualitative, and image data analyses for undergraduate students.

36 MATERIALS SCIENCE↗
DOE OSTI2014

The CMS Masterclass and Particle Physics Outreach

The CMS Masterclass enables high school students to analyse authentic CMS data. Students can draw conclusions on key ratios and particle masses by combining their analyses. In particular, they can use the ratio of W^+ to W^- candidates to probe the structure of the proton, they can find the mass of the Z boson, and they can identify additional particles including, tentatively, the Higgs boson. In the United States, masterclasses are part of QuarkNet, a long-term program that enables students and teachers to use cosmic ray and particle physics data for learning with an emphasis on data from CMS.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗
DOE OSTI2015

Implementation multi representation and oral communication skills in Department of Physics Education on Elementary Physics II

The ability of multi representation has been widely studied, but there has been no implementation through a model of learning. This study aimed to determine the ability of the students multi representation, relationships multi representation capabilities and oral communication skills, as well as the application of the relations between the two capabilities through learning model Presentatif Based on Multi representation (PBM) in solving optical geometric (Elementary Physics II). A concurrent mixed methods research methods with qualitative–quantitative weights. Means of collecting data in the form of the pre-test and post-test with essay form, observation sheets oral communication skills, and assessment of learning by observation sheet PBM–learning models all have a high degree of respectively validity category is 3.91; 4.22; 4.13; 3.88. Test reliability with Alpha Cronbach technique, reliability coefficient of 0.494. The students are department of Physics Education Unnes as a research subject. Sequence multi representation tendency of students from high to low in sequence, representation of M, D, G, V; whereas the order of accuracy, the group representation V, D, G, M. Relationship multi representation ability and oral communication skills, comparable/proportional. Implementation conjunction generate grounded theory. This study should be applied to the physics of matter, or any other university for comparison.

71 CLASSICAL AND QUANTUM MECHANICS, GENERAL PHYSIC↗
DOE OSTI2019

Undergraduate education at the University of Kentucky accelerator laboratory

The University of Kentucky accelerator laboratory provides undergraduate students an opportunity to experience scientific research in nuclear physics. They are introduced to our research program, which focuses on the examination of basic nuclear properties using the 7 MV CN Van de Graaff accelerator and the time-of-flight facility to perform inelastic neutron scattering measurements with g-ray and neutron detection. Furthermore, students are given a series of projects to support the measurements including experimental equipment setup, kinematic calculations, data collection, experimental diagnostics, MCNP simulations, analysis code development, and preliminary analysis of the data. Undergraduate physics majors from the University of Dallas took part in (n,n'g) measurements for LiF. Neutron scattering cross sections for these nuclei, which are of significant interest in coolant designs for molten salt reactors, were determined for incident neutron energies between 0.8 and 4.5 MeV. By measuring the g-ray production cross sections and feeding contributions from higher-lying levels, students extracted the neutron level cross sections for Li and F. Additional (n,n'g) measurements for Li metal will be performed in the near future to supplement the g-ray data.

43 PARTICLE ACCELERATORS↗
DOE OSTI2022

Foreword to special issue: Papers from the 63rd annual meeting of the APS Division of Plasma Physics, November 8–12, 2021

The 63rd annual meeting of the APS Division of Plasma Physics (DPP) was held on November 8–12, 2021 in Pittsburgh at the David Lawrence Convention Center with both a live (in person) component and a virtual component. Following guidance from an APS COVID task force, all in-person attendees were fully vaccinated and masked. More than 800 physicists attended, safely, in-person. With both virtual and on-site participants, discussions were lively, and the research presentations showed unmatched mastery in the modern observation, theory, simulation, and manipulation of plasma. The presentations included four invited review talks, 97 invited talks, four tutorials, and four presentations from this year's prize and award recipients. There were more than 1200 contributed poster presentations and 725 contributed oral presentations. Including both in-person and remote attendees, DPP 2021 had a record of 2232 participants. As a hybrid meeting, in-person presentations of all invited presentations were broadcast live and were accompanied by a Q&A discussion. Contributed oral and poster presentations were prerecorded along with options to schedule in-person discussions on demand. Five mini-conferences were held: “Gatekeeper Workshop: Creating a Diverse, Equitable, and Inclusive Pipeline,” “Collisionless Shocks in Laboratory and Space Plasmas,” “The High Repetition Rate Frontier in High-Energy-Density Physics,” “Measuring and Modeling Plasma Surface Interactions,” and “The Second Mini-Conference on Machine Learning, Data Science and Artificial Intelligence in Plasma Research.” Finally, on the day before the official start of the meeting, an afternoon “for students, by students” included lightning talks, plasma trivia, and an informal occasion to connect with other students, learn how to get the most from the DPP Annual Meeting, and share successful ways to connect with colleagues and advance their professional careers.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗