SEARCH · Engineering Papers

Results for “Graduate Courses”

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.

SourceResearch connectionFrom yearThrough year

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 127 records · Page 7

All sources NASA NTRS DOE OSTI

DOE OSTI2019

The Wind Energy Workforce in the United States: Training, Hiring, and Future Needs

Researchers received 247 completed interviews from wind industry employers and 50 completed interviews from representatives from educational institutions with wind energy courses, to better understand the wind industry workforce, hiring needs, and educational pathways . The interviews revealed that 68% of wind industry firms interviewed had difficulty hiring across most occupations. Twenty-five percent of firms searched outside of the United States to find candidates with appropriate skills and experience, which some employers consider lacking, among domestic candidates. At the same time, interview results showed that people who graduate from wind energy educational programs often do not enter the wind industry upon graduation - the majority find employment outside of the wind industry. In addition, some educational and training institutions with wind or renewable energy-specific programs reported difficulty filling courses. This difficulty of employers finding well qualified workers while wind and renewable energy graduates report difficulty finding jobs in the wind industry is the wind energy workforce gap. Narrowing this workforce gap - decreasing hiring difficulty while increasing graduates' ability to find jobs in the wind industry - could reduce recruiting costs, better satisfy employer needs, and grow the domestic wind workforce. Narrowing the gap would simultaneously help educational institutions more efficiently fill classrooms and communicate wind-industry career options to potential students. Twenty-five percent of firms searched outside of the United States to find candidates with appropriate skills and experience, which some employers consider lacking, among domestic candidates. At the same time, interview results showed that people who graduate from wind energy educational programs often do not enter the wind industry upon graduation - the majority find employment outside of the wind industry. In addition, some educational and training institutions with wind or renewable energy-specific programs reported difficulty filling courses. This difficulty of employers finding well qualified workers while wind and renewable energy graduates report difficulty finding jobs in the wind industry is the wind energy workforce gap. Narrowing this workforce gap - decreasing hiring difficulty while increasing graduates' ability to find jobs in the wind industry - could reduce recruiting costs, better satisfy employer needs, and grow the domestic wind workforce. Narrowing the gap would simultaneously help educational institutions more efficiently fill classrooms and communicate wind-industry career options to potential students.

17 WIND ENERGY↗

DOE OSTI2024

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

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

54 ENVIRONMENTAL SCIENCES↗

DOE OSTI2013

DOE/NNSA Next‐Generation Safeguards Initiative: Presentations by MIIS-LLNL Safeguards Policy Interns

As part of its Next‐Generation Safeguards Initiative (NGSI), DOE/NNSA’s Office of Nuclear Safeguards and Security has funded each year since 2008 a summer internship program in International Safeguards Policy jointly organized by the James Martin Center for Nonproliferation Studies at the Monterey Institute of International Studies (MIIS) and the Lawrence Livermore National Laboratory (LLNL). Graduate students selected for the program first attend an intensive one‐week course in Monterey on International Safeguards Policy and then, with NNSA‐funded stipend support from MIIS, spend a 10‐week internship at LLNL learning more about international nuclear safeguards and interacting with LLNL mentors and other Laboratory staff. As one component of the internship experience, each intern undertakes a project designed to expand knowledge of international safeguards or other relevant nuclear nonproliferation topics, culminating in a final presentation and paper. Attached are slides from this year’s intern project presentations, held August 16, 2013 at LLNL and attended by LLNL staff and by Bryan Lee from CNS. In the course of their work at LLNL, students had access only to unclassified, open source information, and no classified or controlled information was used in their projects. The views and recommendations in the slides are strictly their own, and should not be construed to represent views or conclusions of Lawrence Livermore National Laboratory, the Department of Energy, the U.S. Government, or the MIIS James Martin Center for Nonproliferation Studies.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗

DOE OSTI2016

Final Technical Report DE-FG02-02ER45999

Over the course of this period of funding, the PI published 62 papers and graduated 15 Ph.D. students supported by the grant. In addition 17 undergraduate students, 10 postdocs and 16 Visiting Scholars were also involved in this research. Over 150 talks at national and international conferences on the topic were given by the PI and her research group. Research topics included the following: geometrical and electronic control of anisotropy in mononuclear complexes, incorporation of titanium ions into magnetic materials, trans-dicyanide building blocks for chains, cyanometallate chemistry of highly anisotropic metal ions, and compounds with dianionic organocyanide ligands.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

DOE OSTI2016

The Escaramujo Project: Instrumentation Courses During a Road Trip Across the Americas

The Escaramujo Project was a series of eight hands-on laboratory courses on High Energy Physics and Astroparticle Instrumentation, in Latinamerican Institutions. The Physicist Federico Izraelevitch traveled on a van with his wife and dogs from Chicago to Buenos Aires teaching the courses. The sessions took place at Institutions in Mexico, Guatemala, Costa Rica, Colombia, Ecuador, Peru and Bolivia at an advanced undergraduate and graduate level. During these workshops, each group built a modern cosmic ray detector based on plastic scintillator and silicon photomultipliers, designed specifically for this project. After the courses, a functional detector remained at each institution to be used by the faculty to facilitate the training of future students and to support and enable local research activities. The five-days workshops covered topics such as elementary particle and cosmic ray Physics, radiation detection and instrumentation, low-level light sensing with solid state devices, front-end analog electronics and object-oriented data analysis (C++ and ROOT). Throughout this initiative, about a hundred of talented and highly motivated young students were reached. With the detector as a common thread, they were able to understand the designing principles and the underlying Physics involved in it, build the device, start it up, characterize it, take data and analyze it, mimicking the stages of a real elementary particle Physics experiment. Besides the aims to awaken vocations in science, technology and engineering, The Escaramujo Project was an effort to strengthen the integration of Latinamerican academic institutions into the international scientific community.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

DOE OSTI2015

Mechanical properties of materials with nanometer scale dimensions and microstructures

The three-year grant for which this final report is required extends from 2011 to 2015, including a one-year, no-cost extension. But this is just the latest in a long series of grants from the Division of Materials Sciences of DOE and its predecessor offices and agencies. These include contracts or grants from: the Metallurgy Branch of the U.S. Atomic Energy Commission (from the late 1960s to the mid-1970s), the Materials Science Program of the U.S. Energy Research and Development Administration (from the mid- to late- 1970s), and the Division of Materials Science of the Office of Basic Energy Sciences of the U.S. Department of Energy (from the early 1980s to the present time). Taken all together, these offices have provided nearly continuous support for our research for nearly 50 years. As we have said on many occasions, this research support has been the best we have ever had, by far. As we look back on the nearly five decades of support from the Division of Materials Sciences and the predecessor offices, we find that the continuity of support that we have enjoyed has allowed us to be most productive and terms of papers published, doctoral students graduated and influence on the field of materials science. This report will, of course, cover the three-year period of the present grant, in summary form, but will also make reference to the output that resulted from support of previous grants from the Division of Materials Sciences and its predecessor offices.

36 MATERIALS SCIENCE↗

DOE OSTI2019

Application of Next-Generation Sequencing to Engineering mRNA Turnover in Cyanobacteria

This early career project began on July 15th, 2013, and concluded on July 14th, 2018. The project was staffed by three post-doctoral fellows and two graduate students. Three rotation students, one undergraduate, one high school student, and two summer REU have also worked on the project. The chief objective of the project was to develop a deeper understanding of how messenger RNA molecules are recycled in two bacterial species 1.) Escherichia coli and 2.) cyanobacteria Synechococcus sp. PCC7002 by applying next generation nucleic acid sequencing technologies. We succeeded in developing tools and approaches for performing these experiments and developed a better understanding of RNA turnover in each organism. We now have a better understanding of RNA molecules cut by RNase III, a common class of endonuclease, in both organisms and a global map of RNA turnover in cyanobacteria – the first of its kind for this class of microbe. To disseminate our findings, we published six primary research manuscripts as of the deposition of this report and expect to publish two others in 2019. We have deposited two sets of RNA sequencing data into a public database in support of our manuscripts. We have also published three reviews and commentaries of related topics. Dr. Gina Gordon, a funded graduate student defended her thesis in 2018 based on work performed in the course of the project. Dr. Travis Korosh defended his thesis in 2018 based in part on work performed in the course of the project. Dr. Jeffrey Cameron, now an Assistant Professor at CU-Boulder, Dr. Andrew Markley, and Dr. Michael Engstrom also worked on the project as post-doctoral researchers. In summary, the project has discovered new molecular biology information, trained five full-time researchers, deposited novel datasets in a public repository, and published research articles and presentations to disseminate our findings.

59 BASIC BIOLOGICAL SCIENCES↗

NASA NTRS2007

The X-43A Flight Research Program: Lessons Learned on the Road to Mach 10

During an aerospace engineer's undergraduate studies, he or she will attend classes in aerodynamics, thermodynamics, structures, stability and control, dynamics, design, propulsion, and computer science, along with the related courses in mathematics, physics, statistics, and chemistry required to understand the material. Upon graduation, the new engineer will have acquired a basic knowledge of how to build an aerospace vehicle. What only comes through experience, however, is the understanding of the inevitable imperfect process through which an aerospace vehicle is built. This is the adventure of turning a basic concept into functional hardware. Engineers working on a project must often deal with ambiguous situations. They are routinely asked by management to provide risk assessments of a project, yet even after careful analysis uncertainties remain. The project must be accomplished within finite limits of time and money. The question an engineer answers is whether the solution to potential problem is worth the cost and schedule delay, or if the solution might actually be worse than the problem it is meant to solve. Review protocols are established to ensure that an unknown has not been overlooked. But these cannot protect against an unknown unknown. Examples of these situations can be found in the history of the X-43A Hyper-X (Hypersonic Experiment) program. In this NASA project, a supersonic combustion ramjet (scramjet) engine was flight tested on a subscale vehicle. The X-43A Hyper-X Research Vehicle (HXRV) was launched from a B-52B mothership, then boosted to the test speed by a modified Pegasus rocket first stage, called the Hyper-X Launch Vehicle (HXLV). Once at the proper speed and altitude, the X-43A separated from the booster, stabilized itself, and then the engine test began. Although wind-tunnel scramjet engine tests had begun in the late 1950s, before the Hyper-X program there had never been an actual in-flight test of such an engine integrated with an appropriate airframe. Thus, while the scramjet had successfully operated in the artificial airflow of wind tunnels, the concept had yet to be proven in real air. These conditions meant changes in density and temperature, as well as changes in angle of attack and sideslip of a free-flying vehicle. A wind tunnel is limited in its ability to simulate these subtle factures, which have a major impact on almost any vehicle, but especially that of a scramjet's performance. The Hyper-X project was to provide a real-world benchmark of the ground test data. The full scale X-43A engine would be operated in the wind tunnel, and then flown, and the data from its operation would then be compared with projections. If these matched, the wind tunnel data would be considered a reliable design tool for future scramjet. If there were significant differences, the reasons for these would have to be identified. Until such information was available, scramjets would lack the technological maturity to be considered for future space launch or high-speed atmospheric flight vehicles.

Peebles, Curtis↗

NASA NTRS1992

Aerospace engineering educational program

The principle goal of the educational component of NASA CORE is the creation of aerospace engineering options in the mechanical engineering program at both the undergraduate and graduate levels. To accomplish this goal, a concerted effort during the past year has resulted in detailed plans for the initiation of aerospace options in both the BSME and MSME programs in the fall of 1993. All proposed new courses and the BSME aerospace option curriculum must undergo a lengthy approval process involving two cirriculum oversight committees (School of Engineering and University level) and three levels of general faculty approval. Assuming approval is obtained from all levels, the options will officially take effect in Fall '93. In anticipation of this, certain courses in the proposed curriculum are being offered during the current academic year under special topics headings so that current junior level students may graduate in May '94 under the BSME aerospace option. The proposed undergraduate aerospace option curriculum (along with the regular mechanical engineering curriculum for reference) is attached at the end of this report, and course outlines for the new courses are included in the appendix.

Craft, William↗

NASA NTRS1989

Computer aided system engineering for space construction

This viewgraph presentation covers the following topics. Construction activities envisioned for the assembly of large platforms in space (as well as interplanetary spacecraft and bases on extraterrestrial surfaces) require computational tools that exceed the capability of conventional construction management programs. The Center for Space Construction is investigating the requirements for new computational tools and, at the same time, suggesting the expansion of graduate and undergraduate curricula to include proficiency in Computer Aided Engineering (CAE) though design courses and individual or team projects in advanced space systems design. In the center's research, special emphasis is placed on problems of constructability and of the interruptability of planned activity sequences to be carried out by crews operating under hostile environmental conditions. The departure point for the planned work is the acquisition of the MCAE I-DEAS software, developed by the Structural Dynamics Research Corporation (SDRC), and its expansion to the level of capability denoted by the acronym IDEAS**2 currently used for configuration maintenance on Space Station Freedom. In addition to improving proficiency in the use of I-DEAS and IDEAS**2, it is contemplated that new software modules will be developed to expand the architecture of IDEAS**2. Such modules will deal with those analyses that require the integration of a space platform's configuration with a breakdown of planned construction activities and with a failure modes analysis to support computer aided system engineering (CASE) applied to space construction.

Racheli, Ugo↗

DOE OSTI2023

Ultrafast Laser Pulse Generation by Mode Locking: MATLAB-Based Demonstrations

Ultrafast laser spectroscopy is a valuable and increasingly accessible technique for studies of rapid chemical reactions. Critical to ultrafast spectroscopy is the concept of mode locking, a technique that enables a fixed phase relationship between laser modes, resulting in laser pulses with very short duration (in the fs or ps range). Despite the increasing importance of ultrafast lasers in chemistry, the introduction of key concepts behind their operation into the undergraduate and graduate chemistry coursework has been limited. To help the incorporation of these topics into chemistry courses, we report here a hands-on activity that helps students develop an intuitive understanding of the factors that impact electromagnetic wave evolution in optical cavities and the process of mode locking. We first provide the theoretical background by introducing cavity modes and contrasting them with well-known propagating electromagnetic waves. We then explore what happens when modes are added and how the relative phase between the modes affects their behavior. In the second section of this report, three teaching modules are provided, along with associated MATLAB codes and animated images, that can be used in the classroom to introduce concepts of cavity modes and mode locking. These teaching modules start by contrasting propagating electromagnetic waves with cavity modes and then illustrate what happens when multiple modes are present in the cavity and how the relative phase between the modes affects the overall electromagnetic field in the cavity.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

DOE OSTI2016

Enhancement of Nuclear Engineering Technology Degree with a Web-Based PWR Simulator

Reactor plant simulators are used in the nuclear industry for initial and continuous training of reactor operators and senior reactor operators. The use of the generic pressurized water reactor (GPWR) plant simulator is valuable for the nuclear industry as it will ensure graduates of the Bachelor of Science in Nuclear Engineering Technology (BSNET) program will be better trained employees for the nuclear industry and address forecasted workforce shortages in the nuclear industry. By adopting simulation for education, a proven teaching and training method applied extensively in the plant environment, work quality among entrants to the nuclear power workforce will be improved, elevating performance in the field. This includes a positive influence on safety which is paramount to retaining public support of this clean energy source. Much of the research on the use of simulations within courses has argued that simulations are good tools to help students learn key concepts, terminology, and theories within courses. The GPWR simulator provides an opportunity for nuclear engineering technology students to improve their understanding of theoretical concepts associated with nuclear power plants. This hands-on experience will ensure graduates of the BSNET program will be better trained employees for the nuclear industry and address forecasted workforce shortages in the nuclear industry by providing a real-world experience in plant operations. The GPWR simulator will be utilized in five nuclear courses to begin, while providing opportunities for future expansion of the curriculum. All students graduating with a BSNET degree will interact with the simulator, experience better preparing them for further simulator training provided throughout the industry for licensure of operators. (authors)

21 SPECIFIC NUCLEAR REACTORS AND ASSOCIATED PLANTS↗

DOE OSTI2016

Supply and Demand for Radiation Oncology in the United States: Updated Projections for 2015 to 2025

Purpose: Prior studies have forecasted demand for radiation therapy to grow 10 times faster than the supply between 2010 and 2020. We updated these projections for 2015 to 2025 to determine whether this imbalance persists and to assess the accuracy of prior projections. Methods and Materials: The demand for radiation therapy between 2015 and 2025 was estimated by combining current radiation utilization rates determined by the Surveillance, Epidemiology, and End Results data with population projections provided by the US Census Bureau. The supply of radiation oncologists was forecast by using workforce demographics and full-time equivalent (FTE) status provided by the American Society for Radiation Oncology (ASTRO), current resident class sizes, and expected survival per life tables from the US Centers for Disease Control. Results: Between 2015 and 2025, the annual total number of patients receiving radiation therapy during their initial treatment course is expected to increase by 19%, from 490,000 to 580,000. Assuming a graduating resident class size of 200, the number of FTE physicians is expected to increase by 27%, from 3903 to 4965. In comparison with prior projections, the new projected demand for radiation therapy in 2020 dropped by 24,000 cases (a 4% relative decline). This decrease is attributable to an overall reduction in the use of radiation to treat cancer, from 28% of all newly diagnosed cancers in the prior projections down to 26% for the new projections. By contrast, the new projected supply of radiation oncologists in 2020 increased by 275 FTEs in comparison with the prior projection for 2020 (a 7% relative increase), attributable to rising residency class sizes. Conclusion: The supply of radiation oncologists is expected to grow more quickly than the demand for radiation therapy from 2015 to 2025. Further research is needed to determine whether this is an appropriate correction or will result in excess capacity.

62 RADIOLOGY AND NUCLEAR MEDICINE↗

DOE OSTI2018

The Wind Energy Workforce Gap in the United States

There are more than 100,000 jobs in the U.S. wind industry today, and the second-fastest growing job in the United States in 2017 was wind technician. A vibrant wind industry needs workers, and students who graduate from wind energy education and training programs need jobs. The goal of this research is to better understand the needs of wind-related businesses, education and training requirements, and the make-up of current and future domestic workforces. Educators are developing and training future workers. Educational institutions need to know which courses to provide to connect students with potential employers and to justify their wind energy programs by being able to place graduates into well-paying jobs. In interviews with 250 wind energy firms and 50 educational institutions, many respondents reported difficulty hiring qualified candidates, while many educational institutions reported graduates not finding jobs in the wind industry. We refer to this mismatch as the 'workforce gap.' This conference poster explores this gap.

17 WIND ENERGY↗

DOE OSTI2018

The MidAmerica Regional Microgrid Education and Training (MARMET) Consortium

The primary goal of this project was to integrate cutting-edge research and advanced instructional methods to create a flexible, evolving approach to microgrid and distributed energy resources training for all levels of student. This goal entailed the rapid development of modular material to capture and reflect the newest trends in electric power microgrid engineering and to make it available in traditional and non-traditional settings. It was our goal to develop course material that can be readily integrated into either existing courses or organized into new courses. The target audiences include technicians, contractors and consultants, inspectors, policy makers, supervisors, and engineers and undergraduate and graduate students. The main project objectives were to: 1) Perform a gap analysis to identify the research/educational/training needs and define specific implementation plans for these activities in distributed technology and Smart Grid power engineering by working with Department of Energy, the National Network Administrator (NNA) and other Distributed Technology Training Consortia (DTTC). 2) Develop learning content related to, and driven by, microgrid research, consisting of one or more multimedia-based modules. Over the life of the project MARMET provided training to 11,012 students and developed 154,432 contact hours of material (see the IREC NNA, DE-EE0006342, final project report for added details on MARMET evaluation and assessment metrics, as well as an overview of the entire GEARED network. 3) Provide a variety of delivery mechanisms and venues for face-to-face and on-line instruction in power system engineering and related smart grid operations, including university-based courses, short courses, and workshops. 4) Assemble and engage highly-qualified advisory and steering committees of experts from utilities, universities, national laboratories, and product suppliers for this DTTC, to guide and advise the activities of the DTTC, and to assist in creating student internships, coops, research projects and academic competitions for GEARED students within the DTTC and nationally. 5) Convene regular meetings of Consortia partners to disseminate research results among the participants (universities, utilities, and industry). 6) Develop recruitment mechanisms to publicize GEARED student opportunities and highlight the educational benefits of GEARED participation to assure long-term sustainability of student recruitment and retention. 7) Participate in GEARED National Network activities to identify and adopt best practices across all GEARED consortia. 8) Organize, host and manage at least one annual Student-Centered Research Conference on behalf of the GEARED Network during the period of performance; participate in each annual national Student-Centered Research Conference.

14 SOLAR ENERGY↗

DOE OSTI2015

MO-DE-201-03: This course presents a review of radiologic anatomy and physiology as it applies to projection radiography, fluoroscopy, CT, MRI, U/S, and nuclear medicine

Fundamental knowledge of radiologic anatomy and physiology is critical for medical physicists. Many physicists are exposed to this topic only in graduate school, and knowledge is seldom formally evaluated or assessed after Part I of the ABR exam. Successful interactions with clinicians, including surgeons, radiologists, and oncologists requires that the medical physicist possess this knowledge. This course presents a review of radiologic anatomy and physiology as it applies to projection radiography, fluoroscopy, CT, MRI, U/S, and nuclear medicine. We will review structural anatomy, manipulation of tissue contrast, the marriage between anatomy and physiology, and explore how medical imaging exploits normal and pathological processes in the body to generate contrast. Learning Objectives: Review radiologic anatomy. Examine techniques to manipulate tissue contrast in radiology. Integrate anatomy and physiology in molecular imaging.

60 APPLIED LIFE SCIENCES↗

DOE OSTI2020

An Atmospheric Aerosol Short Course for Early Career Scientists

The first Department of Energy (DOE) Environmental and Molecular Science Laboratory (EMSL)/Atmospheric Radiation Measurement (ARM) aerosol summer school was held July 15-19, 2019 at the EMSL user facility located at Pacific Northwest National Laboratory. The school set out to provide graduate students and early-career scientists an overview of atmospheric aerosol science and an introduction to the measurement techniques available through the EMSL and ARM user facilities to address current aerosol science issues. Instructors for the course were drawn from scientists from the EMSL (Laskin et al., 2016; China et al., 2018) and ARM facilities (McComiskey and Ferrare, 2016) as well as from the DOE Atmospheric System Research (ASR) program. Student support for the summer school was also jointly provided by EMSL, ARM, and ASR. The school spanned five days with each day covering a particular theme. 25 students from 21 institutions attended morning lectures on aerosol composition, properties, theory, measurements, and modeling. During afternoons, the students explored instruments that collect and analyze aerosol samples at EMSL and PNNL’s Atmospheric Measurements Laboratory. They also tested relevant computer modeling simulations and learned about NWChem, EMSL’s open-source computational chemistry software suite.

54 ENVIRONMENTAL SCIENCES↗

NASA NTRS1999

Geospatial Education and Research Development: A Laboratory for Remote Sensing and Environmental Analysis (LaRSEA)

Old Dominion University has claimed the title "University of the 21st Century," with a bold emphasis on technology innovation and application. In keeping with this claim, the proposed work has implemented a new laboratory equipped for remote sensing as well as curriculum and research innovations afforded for present and future faculty and students. The developments summarized within this report would not have been possible without the support of the NASA grant and significant cost-sharing of several units within the University. The grant effectively spring-boarded the university into major improvements in its approach to remote sensing and geospatial information technologies. The university has now committed to licensing Erdas Imagine software for the laboratory, a campus-wide ESRI geographic information system (GIS) products license, and several smaller software and hardware utilities available to faculty and students through the laboratory. Campus beneficiaries of this grant have included faculty from departments including Ocean, Earth. and Atmospheric Sciences, Political Science and Geography, Ecological Sciences, Environmental Health, and Civil and Environmental Engineering. High student interest is evidenced in students in geology, geography, ecology, urban studies, and planning. Three new courses have been added to the catalog and offered this year. Cross-cutting curriculum changes are in place with growing enrollments in remote sensing, GIS, and a new co-taught seminar in applied coastal remote sensing. The enabling grant has also allowed project participants to attract external funding for research grants, thereby providing additional funds beyond the planned matching, maintenance and growth of software and hardware, and stipends for student assistants. Two undergraduate assistants and two graduate assistants have been employed by full-time assistantships as a result. A new certificate is offered to students completing an interdisciplinary course sequence in remote sensing and coastal environments. Subsequent phases of the project are under planning. including seminars for regional coastal managers and public dissemination of remote sensing science through the local media and university publications.

Allen, Thomas R., Jr.↗