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All sourcesNASA NTRSDOE OSTI
NASA NTRS1998

BioSIGHT: Interactive Visualization Modules for Science Education

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high-speed network capabilities. The BioSIGHT project at is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches toward the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross-disciplinary in nature and requires expertise from many areas including Biology, Computer Science Electrical Engineering, Education, and the Cognitive Sciences. The BioSIGHT team includes a scientific illustrator, educational software designer, computer programmers as well as IMSC graduate and undergraduate students.

Wong, Wee Ling↗
NASA NTRS2000

Microgravity Outreach and Education

The NASA Microgravity Research Program has been actively developing classroom activities and educator's guides since the flight of the First United States Microgravity Laboratory. In addition, various brochures, posters, and exhibit materials have been produced for outreach efforts to the general public and to researchers outside of the program. These efforts are led by the Microgravity Research Outreach/Education team at Marshall Space Flight Center, with classroom material support from the K-12 Educational Program of The National Center for Microgravity Research on Fluids and Combustion (NCMR), general outreach material development by the Microgravity Outreach office at Hampton University, and electronic/media access coordinated by Marshall. The broad concept of the NCMR program is to develop a unique set of microgravity-related educational products that enable effective outreach to the pre-college community by supplementing existing mathematics, science, and technology curricula. The current thrusts of the program include summer teacher and high school internships during which participants help develop educational materials and perform research with NCMR and NASA scientists; a teacher sabbatical program which allows a teacher to concentrate on a major educational product during a full school year; frequent educator workshops held at NASA and at regional and national teachers conferences; a nascent student drop tower experiment competition; presentations and demonstrations at events that also reach the general public; and the development of elementary science and middle school mathematics classroom products. An overview of existing classroom products will be provided, along with a list of pertinent World Wide Web URLs. Demonstrations of some hands on activities will show the audience how simple it can be to bring microgravity into the classroom.

Rogers, Melissa J. B.↗
NASA NTRS1990

NASA/State Education Cooperation

NASA is cooperating with state departments of education in a number of special education programs. An example is Maryland Summer Centers for Gifted and Talented Students sponsored by the Maryland State Department of Education. Some 2,600 students participated in the 1990 program. One of the 12 centers is the Center for Space Science and Technology at Goddard Space Flight Center, which provides instruction to students of the 9-12 grade level. This center is operated by a three organization partnership that includes the Maryland State Department of Education, the University of Maryland and Goddard Space Flight Center, which hosts the instructional program and provides volunteer scientists and engineers as instructors. Typical two-week space intern program includes panel discussions, lectures, tours, field trips and hands-on activity focusing on various space science topics. Senior high students benefit from a one-to-one mentor relationship with a volunteer scientist or engineer. Another example was the Paducah (Kentucky) NASA Community Involvement Project, a joint educational effort of Langley and Lewis Research Centers, Marshall Space Flight Center, the Kentucky Department of Education, the City of Paducah and Paducah Independent Schools. It was a 16 day exposition/symposium featuring seminars on space subjects.

Source record↗
NASA NTRS2003

NASA Education Forum at SAO on the Structure and Evolution of the Universe

NASA's Structure and Evolution of the Universe (SEU) science theme offers an unparalleled opportunity to capture the public's imagination and inspire the next generation of scientific explorers-the generation that will determine America's lead in science and technology in the 21st century. The missions and research programs of SEU science are transporting the public to some of the universe's most exotic destinations: the beginning of time, the edge of space at the entrance to a black hole, and the great cycles of matter and energy that have slowly brought life to the universe. NASA's Office of Space Science (OSS) has put in place an Education and Public Outreach (EPO) initiative designed to do just that. Spanning all of NASA's OSS science themes, the initiative is a far-reaching partnership with the education community. As a result, NASA space science now reaches every avenue of education-from the nation's schools, science museums and planetariums, to libraries, community groups and after-school programs. As a partner in this enterprise, the,SEU Forum has successfully brought SEU science to a large and diverse audience. But this is an ongoing process, and much still needs to be done. Working with our colleagues in the OSS Support Network, and with our partners in the space science and education communities, we look forward to ensuring that the public supports and participates in the great explorations of the SEU theme. Working with the SEU missions and members of the OSS Support Network, the Forum will harness the assets of the SEU science community to: Inform, inspire, and involve the public in the explorations of the SEU science theme. Use the unique resources of the SEU science theme to enhance K-14 science, technology, and mathematics education. Identify and develop high-leverage opportunities for the SEU science community to contribute to education and outreach.

Rosendhal, Jeffrey↗
NASA NTRS2008

Robotic Exploration of Moon and Mars: Thematic Education Approach

Safe, sustained, affordable human and robotic exploration of the Moon, Mars, and beyond is a major NASA goal. Robotic exploration of the Moon and Mars will help pave the way for an expanded human presence in our solar system. To help share the robotic exploration role in the Vision for Space Exploration with classrooms, informal education groups, and the public, our team researched and consolidated the thematic story components and associated education activities into a useful education materials set for educators. We developed the set of materials for a workshop combining NASA Science Mission Directorate and Exploration Systems Mission Directorate engineering, science, and technology to train informal educators on education activities that support the robotic exploration themes. A major focus is on the use of robotic spacecraft and instruments to explore and prepare for the human exploration of the Moon and Mars.

Allen, J S.↗
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.↗
DOE OSTI2020

Process intensification education contributes to sustainable development goals. Part 1

In 2015 all the United Nations (UN) member states adopted 17 sustainable development goals (UN-SDG) as part of the 2030 Agenda, which is a 15-year plan to meet ambitious targets to eradicate poverty, protect the environment, and improve the quality of life around the world. Although the global community has progressed, the pace of implementation must accelerate to reach the UN-SDG time-line. For this to happen, professionals, institutions, companies, governments and the general public must become cognizant of the challenges that our world faces and the potential technological solutions at hand, including those provided by chemical engineering. Process intensification (PI) is a recent engineering approach with demonstrated potential to significantly improve process efficiency and safety while reducing cost. It offers opportunities for attaining the UN-SDG goals in a cost-effective and timely manner. However, the pedagogical tools to educate undergraduate, graduate students, and professionals active in the field of PI lack clarity and focus. This paper sets out the state-of-the-art, main discussion points and guidelines for enhanced PI teaching, deliberated by experts in PI with either an academic or industrial background, as well as representatives from government and specialists in pedagogy gathered at the Lorentz Center (Leiden, The Netherlands) in June 2019 with the aim of uniting the efforts on education in PI and produce guidelines. In this Part 1, we discuss the societal and industrial needs for an educational strategy in the framework of PI. The terminology and background information on PI, as it relates to educational implementation in industry and academia, are provided as a preamble to Part 2, which presents practical examples that will help educating on Process Intensification.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2021

The Algae Foundation® and Algae Technology Educational Consortium

Abstract The Algae Foundation established in February 2013 has developed a diverse portfolio of algal‐based education and workforce development programs covering education levels from kindergarten through college, aquaculture extension, and free online courses. The Algae Foundation created the Algae Technology Educational Consortium (ATEC) with five major foci including community college certificate program in algae cultivation; community college curriculum adopted for algal biotechnology degree programs; Algal Massive Open Online Courses (Algal MOOCs); Algae Academy, a kindergarten to 12th grade STEM curriculum initiative; and aquaculture extension education through the Algae Cultivation Extension Short courses (ACES). The results include the education and training of over 102,000 students, aquaculturists, entrepreneurs, and bioeconomy‐based professionals aged 8–75 years in all 50 U.S. states and 66 countries. ATEC has completed agreements with 21 community colleges and universities located in Arizona, California, Connecticut, Hawaii, Louisiana, Maine, New Mexico, North Carolina, Oregon, Texas, and Washington. The first ATEC‐sponsored certificate degree program graduation was in May 2018. The Algae MOOC #1 has had over 15,752 students enrolled. ATEC initiated the Algae Academy in spring 2016 in Carlsbad, CA, and expanded to serving over 34,000 students in 46 states during the academic year 2019–2020. ACES has enrolled over 1,550 students from 66 countries.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2015

Building bridges between neuroscience, cognition and education with predictive modeling

As the field of Mind, Brain, and Education seeks new ways to credibly bridge the gap between neuroscience, the cognitive sciences, and education, various connections are being developed and tested. In this article, we present a framework and offers examples of one approach, predictive modeling within a virtual educational system that can include representations from the neural level to the policy level. Researchers could calibrate, test, and question the model, potentially providing quicker, more efficient, and more responsible ways of making advances in the developing educational field. Likewise, virtual investigations using models with this sort of capability can supplement the valuable information derived from carrying out policy and instructional experiments in real educational contexts.

60 APPLIED LIFE SCIENCES↗
DOE OSTI2024

Dynamic and Responsive Distributed Energy Resource Education Solutions for Building, Fire, and Safety Department Officials (Final Technical Report)

From April 2021 through March 2024, the Interstate Renewable Energy Council (IREC) led a collaborative project to develop a free online clearinghouse of educational resources about solar photovoltaics (PV), energy storage systems (ESS), electric vehicle supply equipment (EVSE), and grid-interactive efficient building (GEB) technologies. Two websites—the Clean Energy Clearinghouse and CleanEnergyTraining.org—housed over 70 educational resources. Over the course of the three-year project, 154,272 unique visitors accessed the learning materials. Learner feedback was overwhelmingly positive. Even through the end of the project, there was sustained demand for education and communication. A primary innovation of the project was to drive multiple complementary audiences to the same place. Building owners, designers, installation contractors and developers, authorities having jurisdiction (AHJs), and fire service personnel all benefit from a shared understanding of clean energy technologies, including safety and code-related requirements. When considering the impact on the target audience, the project team worked with partners and advisors to inform resource creation and delivery in such a way as to address key motivational factors of the target audience and compel each user to seek additional information on the topic and return to the Clean Energy Clearinghouse website as their central location for more information. Resources were intentionally developed to be concise—five to 15 minutes—and accessible, meaning not overly technical. Providing basic information demystified the technologies and invited the professional to explore additional learning opportunities. Awardee and partner collaboration was key to project success. IREC facilitated collaboration among the other Topic 2 awardees, Southface and New Buildings Institute (NBI). The three awardees shared relevant information gained through discovery and validation questionnaires that informed product development and reduced duplication of effort by coordinating the development of complementary, and not competing, educational resources. Inspired by this collaboration, IREC brought on additional partners even in the final year of the project. Five regional energy efficiency organizations were part of the project, which expanded the connection between efficiency and distributed energy resources. We also included resources on the Clearinghouse that were developed through other federally funded projects, such as the Buildings Energy Efficiency Frontiers & Innovation Technologies (BENEFIT) program. The website was developed with the learner in mind, and not solely the funding source. Feedback from stakeholders throughout the project, and especially in its final year, indicated the need for continued education and facilitated communication among stakeholders to further the safe and widespread adoption of clean energy.

14 SOLAR ENERGY↗
DOE OSTI2026

An Educational Program on Concentrated Solar Power and Heliostats for Power Generation and Industrial Processes

The objective of this project was to design and implement a comprehensive educational and applied research program in Concentrated Solar Thermal Power (CSTP) and heliostat technologies at Northeastern University. In alignment with the U.S. Department of Energy's Heliostat Consortium (HelioCon) goals, the project aimed to expand student and public understanding of CSTP systems while simultaneously contributing to workforce development and the broader decarbonization strategy. A particular emphasis was placed on integrating hands-on student design projects and publicly disseminating educational content relevant to CSTP systems. The project addressed a critical gap in renewable energy education: CSTP and heliostats, despite their importance in utility-scale solar energy, are rarely included in standard mechanical engineering programs. This project established new pathways for students to engage with the topic through the creation of a 4-credit graduate/senior elective course, development of five industry-facing short courses, and the inclusion of CSTP-based capstone design projects. Over two academic years, 36 students across six senior design teams developed and tested technologies such as deformable heliostats, beacon-based tracking systems, and solar-powered pyrolizers for biomass-to-biochar conversion. Concurrently, 30 undergraduate and graduate students were enrolled in the new academic course centered around CSTP principles. To ensure the relevance and accessibility of the short course content, the project team engaged with industry professionals, technical policy stakeholders, and potential course participants through structured surveys and informal consultations. Feedback from 28 respondents guided the structure, length, and delivery format of the courses - resulting in a modular design broken into five workshops. The feedback emphasized the need for flexible, asynchronous delivery and practical case studies, particularly in areas such as heliostat control, thermal storage, and solar fuel production. This engagement helped align the courses with the evolving knowledge demands of the renewable energy workforce and ensured that participants from both technical and policy backgrounds could meaningfully benefit from the material. The research and educational activities advanced the understanding of heliostat control systems, optical performance under misalignment, and thermal system integration in solar-driven pyrolysis applications. Methods and designs explored in this project proved to be both technically effective and economically feasible at the lab scale. Prototypes were constructed using commercially available components and custom-fabricated elements, demonstrating that meaningful performance improvements can be achieved with modest material and fabrication costs, supporting the feasibility of student-led research in this field. The public benefit of this project is twofold. First, it cultivates a pipeline of engineers trained to be familiar with CSTP principles, an essential workforce need identified by the Department of Energy for achieving its 2030 cost and deployment targets. Second, it contributes openly accessible educational materials, course content, and experimental frameworks to the broader community, enabling other institutions to adopt or adapt similar programming. Through outreach activities, curriculum integration, and technical exposure, this project contributes to a more informed and capable renewable energy workforce while supporting innovation in heliostat and CSTP system design. A new technical report is being prepared to document the development of the course and its outcomes, with plans to publish it in the ASME Open Access Journal of Engineering to ensure global accessibility, free of cost.

14 SOLAR ENERGY↗
DOE OSTI2022

The ParFlow Sandtank: An interactive educational tool making invisible groundwater visible

Physical aquifer models are a highly effective teaching tool for hydrology education, however they come with inherent limitations that include the high cost to purchase, the static configuration of the model materials, the time required to visualize hydrogeological phenomena, and the effort to reset and clean them over time. To address these and other limitations, we have developed an interactive computer simulation of a physical aquifer model called the ParFlow Sandtank. In this gamified interface, users run the simulation using a familiar web-app like interface with sliders and buttons while learning real hydrologic concepts. Our user interface allows participants to dive into the world of hydrology, understanding assumptions about model parameters such as hydraulic conductivity, making decisions about inputs to groundwater aquifer systems such as pumping rates, visualizing outputs such as stream flow, transport, and saturation, and exploring various factors that impact real environmental systems such as climate change. The ParFlow Sandtank has already been used in a variety of educational settings with more than 9,000 users per year, and we feel this emerging educational tool can be used broadly in educational environments and can be scaled-up to provide greater accessibility for students and educators. Here we present the capabilities and workflow of the ParFlow Sandtank, two use cases, and additional tools and custom templates that have been developed to support and enhance the reach of the ParFlow Sandtank.

54 ENVIRONMENTAL SCIENCES↗
DOE OSTI2015

Contributions of the SCK.CEN Academy to education and training in nuclear science and technology

Thanks to its thorough experience in the field of nuclear science and technology, its innovative research and the availability of large and unique nuclear installations, SCK.CEN is not only a renowned nuclear research institution, but also an important partner for nuclear education and training in Belgium as well as at international level. Within the SCK.CEN Academy, more than 60 years of nuclear expertise and experience gained from our different research projects is collected and transferred. In the interest of maintaining a competent workforce in industry, Healthcare, research, and policy, and of transferring nuclear knowledge and skills to the next generations, the SCK.CEN Academy takes it as its mission to: - provide guidance for students and early-stage researchers; - organize academic courses and customized training for professionals; - offer policy support with regard to education and training matters; - care for critical-intellectual capacities for society. Specifically in the domain of nuclear instrumentation the SCK.CEN Academy provides an opportunity to students at Bachelor, Master and PhD level to make use of the SCK.CEN infrastructure to support their thesis research or to perform an internship with the aim to improve and extend their knowledge and skills in a specific research or technical domain. Further, they can contribute to new findings in the field of nuclear instrumentation. The students are guided by our scientists, engineers and technicians who have years of experience in the relevant field. In addition, the SCK.CEN Academy contributes to traditional university education programs and delivers courses in several nuclear topics such as dosimetry. We also coordinate the Belgian Nuclear higher Engineering Network (BNEN), a one year (60 ECTS) master-after-master specialization in nuclear engineering in which 6 Belgian universities and SCK.CEN are involved. Beyond the contributions to academic education, we also provide several customized training programs tailored to the needs of the learners in terms of content, duration, level, language, location, etc. Complementary to the theoretical classes, ample attention is given to practical sessions and technical visits are foreseen which enable trainees to enrich and illustrate their acquired knowledge with the practice of real-life situations. In this poster presentation an overview will be given of the activities in the domains described above. Moreover it will be shown how these initiatives are embedded in the most recent European approaches to nuclear education and training via collaboration in several EU projects and networks. (authors)

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2015

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and introduction to user facilities/equipment at BNL that are used for research in room-temperature semiconductor nuclear detectors, 2) presentations on advances on this project and on wide band-gap semiconductor nuclear detectors in general, and 3) graduate students' research presentations. - Invited speakers and lectures: This brings collaborating research scientist from BNL to give talks and lectures on topics directly related to the project. Attendance includes faculty members, researchers and students throughout the university. - Faculty-students team summer research at BNL: This DOE and National Science Foundation (NSF) program help train students and faculty members in research. Faculty members go on to establish research collaborations with scientists at BNL, develop and submit research proposals to funding agencies, transform research experience at BNL to establish and enhance reach capabilities at home institution, and integrate their research into teaching through class projects and hands-on training for students. The students go on to participate in research work at BNL and at home institution, co-author research papers for conferences and technical journals, and transform their experiences into developing senior and capstone projects. - Grant proposal development: Faculty members in the NERVE program collaborate with BNL scientists to develop proposals, which often help to get external funding needed to expand and sustain the continuity of research activities and supports for student's wages and scholarships (stipends, tuition and fees). - Faculty development and mentoring: The above collaboration activities help faculty professional development. The experiences, grants, joint publications in technical journals, and supervision of student's research, including thesis and dissertation research projects, contribute greatly to faculty development. Senior scientists at BNL and senior faculty members on campus jointly mentor junior faculty members to enhance their professional growth. - Graduate thesis and dissertation research: Brookhaven National Laboratory provides unique opportunities and outstanding research resources for the NERVE program graduate research. Scientists from BNL serve in master's degree thesis and PhD dissertation committees, where they play active roles in the supervision of the research. (authors)

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2018

Effectiveness of an e-Learning Platform for Image Interpretation Education of Medical Staff and Students

Medical staff must be able to perform accurate initial interpretations of radiography to prevent diagnostic errors. Education in medical image interpretation is an ongoing need that is addressed by text-based and e-learning platforms. The effectiveness of these methods has been previously reported. Here, we describe the effectiveness of an e-learning platform used for medical image interpretation education. Ten third-year medical students without previous experience in chest radiography interpretation were provided with e-learning instructions. Accuracy of diagnosis using chest radiography was provided before and after e-learning education. We measured detection accuracy for two image groups: nodular shadow and ground-glass shadow. We also distributed the e-learning system to the two groups and analyzed the effectiveness of education for both types of image shadow. The mean correct answer rate after the 2-week e-learning period increased from 34.5 to 72.7%. Diagnosis of the ground glass shadow improved significantly more than that of the mass shadow. Education using the e-leaning platform is effective for interpretation of chest radiography results. E-learning is particularly effective for the interpretation of chest radiography images containing ground glass shadow.

62 RADIOLOGY AND NUCLEAR MEDICINE↗
DOE OSTI2017

Luminaires for Advanced Lighting in Education

Evolving education methods and greater use of technology in the classroom are dictating the need to rethink facility designs, including classroom lighting. Advances in LED-based lighting technology have created the possibility of lighting systems that are not only cost effective and energy efficient, but also color-tunable and as durable as other facility infrastructures (a 20-30 year life expectancy). Thus, there is the opportunity that the modern lighting system can be used by educators as a tool in their teaching strategy. To meet this need, RTI International and Finelite, Inc. teamed to develop and test the Next Generation Integrated Classroom Lighting System (NICLS). The NICLS technology incorporates a high performance, color-tunable light engine into new luminaire designs (e.g., pendant, direct-indirect, downlight, troffers) that are acceptable for use in classrooms. During this project, we successfully demonstrated that the NICLS technology achieves exceptional performance and exceeds all DOE goals for the classroom of the future, including: Luminous efficacy value for NICLS luminaires in excess of 125 lpw at all CCT values; TWL range of 2,700 K to 6,500 K while maintaining a CRI of 82 or higher at all values; Capability for full-range dimming (100% to 1%) at all CCT values with flicker levels below industry guidelines; Performance of the lighting system in a classroom mock-up, incorporating daylight and occupancy sensing to provide automatic control of lighting zones to further reduce energy consumption; Rated lifetime on the system exceeding 50,000 hours with a lumen maintenance of at least 85% at 50,000 hours; and Teacher-focused UI located at the front of the classroom to operate the lighting system. A smartphone-based UI is also available to accommodate teacher movement in the classroom. A critical element of developing this technology is designing the user interface to be compatible with modern teaching methods, including increased use of icons and colors and intuitive appearance. The design of the NICLS technology and the user interface was modified with assistance from focus groups consisting of more than 80 teachers and educational professionals total. The focus groups were held in a full-sized classroom that served as a technology demonstration site for the NICLS. The NICLS technology is an advanced lighting system for educational settings that meets or exceeds all DOE photometric, electrical, and reliability goals for the COF. The NICLS technology has been demonstrated at the classroom level, and the feedback from the dozens of teachers and educational professionals who visited the demonstration site has been overwhelmingly positive. NICLS provides a state-of-the-art lighting environment that adjusts the lighting conditions—both color and illuminance levels—to the needs of students and teachers for the task at hand. Early research has suggested that such lighting conditions will improve not only teacher effectiveness but also a student’s ability to concentrate on learning activities.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2023

Building Science Education for Solar Decathlon: Emissions and the Built Environment [Slides]

The Solar Decathlon Building Science Education series is designed to educate students and working professionals on building science principles that are paramount to the successful design of high-performance, energy-efficient buildings. Instructional content is presented in modules, covering specific topics. Altogether, this series aims to educate viewers on: 1) where/how energy is used in buildings; 2) how to define zero energy buildings; 3) how to apply the fundamentals of thermodynamics to building envelope design; 4) how to explain the science of how/why buildings use energy; 5) how to apply this knowledge to design comfortable energy efficient buildings. Students and working professionals can use this educational information at no cost to complement academic curriculum and continuing education activities. This is Module 7 which focuses on embodied environmental carbon.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
NASA NTRS1972

Satellites for U.S. education - Needs, opportunities and systems.

This paper presents results of a continuing interdisciplinary study of the potential applications of Fixed- and Broadcast-Satellites for educational information transfer in the United States for the period 1975-1985. The status of U.S. education is examined and needs, trends and issues are discussed. The existing educational telecommunications infrastructure is examined and opportunities for satellite services are defined. Potential uses include networking of educational institutions and service centers for delivery of public and instructional television, computer-aided instruction, computing and information resources to regions and groups not now adequately served. Systems alternatives and some of the organizational and economic issues inherent in the deployment of an educational satellite system are discussed.-

Morgan, R. P.↗