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At least 145 records · Page 8
All sourcesNASA NTRSDOE OSTI
DOE OSTI2023

LSST Undergraduate Internships at Fermilab

Fermi National Accelerator Laboratory (Fermilab) plans to leverage the laboratory’s long tradition of hosting internships in high-energy physics and cosmology by setting up a mentoring laboratory program for undergraduate students to study data and model driven Large Synoptic Survey Telescope (LSST) science at the laboratory’s Center for Particle Astrophysics. The laboratory program will form an intern group that will explore the science of combining of LSST analysis using DC2 simulations and CosmoSIS modeling. Interns will be empowered to learn from each other while under the supervision of experienced cosmic frontier scientists, a model that has been successful in the laboratory setting. In addition, many of these undergraduate interns will form future candidate graduate student classes

79 ASTRONOMY AND ASTROPHYSICS↗
NASA NTRS2013

Modeling the Skills and Practices of Scientists through an “All-Inclusive” Comparative Planetology Student Research Investigation

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of "all-inclusive" investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

Graff, Paige↗
DOE OSTI2025

Construction Methodology Transformation for the Benefit of Workforce Development

Construction is a key economic engine driving both national and global economies. While manual, onsite construction methods dominate the U.S. construction industry, a major shift towards offsite methods has been underway due to its efficiency, speed, and potential cost savings. The workforce necessary for offsite construction growth does not exist in its current form because of the focus on onsite methodologies and the lack of exposure to offsite building methods at all levels of a student’s learning journey. The growth of the U.S. construction industry and competitiveness in an increasingly global construction market over the coming decades can only be supported by a dramatic increase in the use of offsite methods, which requires ramping up workforce training for certain skillsets. The goal of Construction Methodology Transformation for the Benefit of Workforce Development was to understand the opportunities and barriers in both education and industry and to identify best practices for offering curriculum and training to educators, industry, and students that would support skills needed for careers in offsite construction. Our team proposed combining three offsite construction workforce development needs: content development, exposure and training, and job placement - under a single Platform model that would increase experience and career opportunities for students and help match them with potential industry members. Through our proposed solution we expected to see: developed offsite curriculum being utilized by educators and students; an increase in the identification of construction technology and offsite construction methods; an average increase in knowledge gain of at least 25% after participation in pilots; better equipped candidates who are prepared for jobs in offsite construction; and a beta workforce development platform that helps build more pathways for students looking for careers in offsite construction. The two pilots included almost 250 students and resulted in an average knowledge gain of 37 percent. Our research has identified areas of opportunity, for both education and industry to make collaborative training programs more efficient and successful. The chosen techniques for this program are extremely effective when both the school and factory have solid processes and cultures in place to accept students into training programs. This project serves as an important stepping stone to industrywide collaboration to move workforce development for offsite construction forward across the country. With continued collaboration programs like this can provide much needed early exposure and training in offsite construction and we can begin to fill important positions for the future of construction.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS1997

School Science Comes Alive

Phase 3 of the School Science Comes Alive Program (S(sup 2)CAP) created an exciting, science - enrichment experience for third, fourth and fifth graders and their teachers and enhanced the science-teaching skills of teacher teams at each of four participating elementary schools on Virginia's Peninsula. The schools involved enroll a majority of Black students, many of whom are from economically disadvantaged households. Designed to build on the highly successful S(sup 2)CAP program of the preceding two years, this project brought college faculty together with classroom teachers and trained volunteers in a cooperative effort to make a lasting difference in the quality of science education at the four schools. In total, this program touched approximately 1000 the school children, more than half of whom are black, giving them direct and indirect exposure to the spirit of inquiry and adventure of the world-wide science community. In S(sup 2)CAP Phase 3, a large measure of responsibility was placed on the classroom teachers, thus creating a more sustainable partnership between college faculty and grade school teacher. Our college physics professors coached and supported teams of teachers from each school at intensive training workshops. A volunteer program provided each teacher with one or more trained volunteers to assist in class with the hands-on activities that have been central to the S2CAP program. Most of the equipment for these activities was constructed during the workshops by the teachers and volunteers from low cost materials provided by the program. Two types of volunteers were enlisted: science smart black college students and technically trained retirees (many of whom are ex-NASA employees). One goal of this program was to increase the numbers of minority students who see science as an interesting and exciting subject, to make the science period a time which students look forward to in the school day. Such an attitude is expected to translate naturally into a higher interest in science and engineering as a career for these students. A second goal was to create a sustainable improvement in the way science is taught at the elementary level. By the end of the program we expected that our teachers would be significantly more self reliant in using hands-on-activities as a part of their science curricula than they were prior to their involvement with S2CAP. In summary, S2CAP Phase 3 offered intensive training workshops for teachers and supporting volunteers followed by stimulating hands-on activities in the classroom for the children. These components combined to amplify the experience, enthusiasm, and ideas of our scientists in a way that complements the normal elementary school curriculum in each of the two school systems involved.

Hartline, Frederick F.↗
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↗
NASA NTRS1992

Building a generalized distributed system model

The key elements in the second year (1991-92) of our project are: (1) implementation of the distributed system prototype; (2) successful passing of the candidacy examination and a PhD proposal acceptance by the funded student; (3) design of storage efficient schemes for replicated distributed systems; and (4) modeling of gracefully degrading reliable computing systems. In the third year of the project (1992-93), we propose to: (1) complete the testing of the prototype; (2) enhance the functionality of the modules by enabling the experimentation with more complex protocols; (3) use the prototype to verify the theoretically predicted performance of locking protocols, etc.; and (4) work on issues related to real-time distributed systems. This should result in efficient protocols for these systems.

Mukkamala, R.↗
NASA NTRS1997

Inherit Space

The objective of the proposed research was to begin development of a unique educational tool targeted at educating and inspiring young people 12-16 years old about NASA and the Space Program. Since these young people are the future engineers, scientists and space pioneers, the nurturing of their enthusiasm and interest is of critical importance to the Nation. This summer the basic infrastructure of the tool was developed in the context of an educational game paradigm. The game paradigm has achieved remarkable success in maintaining the interest of young people in a self-paced, student-directed learning environment. This type of environment encourages student exploration and curiosity which are exactly the traits that future space pioneers need to develop to prepare for the unexpected. The Inherit Space Educational Tool is an open-ended learning environment consisting of a finite-state machine classic adventure game paradigm. As the young person explores this world, different obstacles must be overcome. Rewards will be offered such as using the flight simulator to fly around and explore Titan. This simulator was modeled on conventional Earth flight simulators but has been considerably enhanced to add texture mapping of Titan's atmosphere utilizing the latest information from the NASA Galileo Space Probe. Additional scenery was added to provide color VGA graphics of a futuristic research station on Titan as well as an interesting story to keep the youngster's attention. This summer the game infrastructure has been developed as well as the Titan Flight Simulator. A number of other enhancements are planned.

Giarratano, Joseph C.↗
NASA NTRS1996

Research and Development of Satellites, Small Expendable Deployer System (SEDS)

The work proposed in this task order was successfully accomplished. This is reflected in the approval by three NASA centers of the Students for the Exploration and Development of Space Satellite (SEDSAT) to fly as a payload on the shuttle. All documentation necessary for evaluation of the satellite as a Shuttle payload was submitted and approved by the appropriate safety boards. The Small Expendable Deployer System - SEDS - Earth Atmosphere and Space Imaging System (SEASIS) instrument was demonstrated to work and its inclusion as a SEDSAT payload was accomplished in the task period. Finally, the SEDSAT interface to the NASA GSFC PES was approved by MSFC and GSFC with no substantive issues outstanding. As of the end of the contract date all milestones were met. However the NASA MSFC SEDS program was canceled by the center. Since that time SEDSAT has gone on to be manifested on a Delta vehicle.

Wingo, Dennis Ray↗
DOE OSTI2023

Strengthening the US Department of Energy’s Recruitment Pipeline: The DOE/NNSA Predictive Science Academic Alliance Program (PSAAP) Experience

The US Department of Energy (DOE) oversees a system of 17 national laboratories responsible for developing unique scientific capabilities beyond the scope of academic and industrial institutions. These labs strive to keep America at the forefront of discovery and are home to some of the Nation’s best minds and the world’s best scientific and research facilities. Collaborations between national laboratories and academic institutions are critical to develop and recruit talent for the DOE workforce. Academia’s cooperative education model poses challenges for DOE recruitment pipelines centered around traditional internships. This paper discusses a promising DOE recruitment pipeline, the National Nuclear Security Administration’s (NNSA) Predictive Science Academic Alliance Program (PSAAP) initiative. As a part of this, experiences capturing the successes and challenges faced by the University of Utah’s Carbon Capture Multidisciplinary Simulation Center (CCMSC) through their participation in the PSAAP-II initiative are shared. These experiences demonstrate the success of Utah’s PSAAP center as a recruitment pipeline with approximately 43% of CCMSC students going to a national laboratory after graduation. Potential opportunities to strengthen the DOE’s recruitment pipeline are also discussed.

Holmen, John↗
DOE OSTI2024

Engineered Microorganisms for Enhanced Rare Earth Element Bio-mining and Separations (Final Technical Report)

Rare earth elements (REE) are critical ingredients of sustainable energy technologies, but their extraction from ore and separation from one another pose formidable challenges. To solve the challenge of REE supply, we used advanced genomics, high-throughput screening with synthetic REE minerals, and synthetic biology to engineer two sets of exotic microbes to (1) extract REE from ores, spent cracking catalysts, coal ash and electronic waste with high efficiency and selectivity, and (2) to purify REE into single element batches, all under benign conditions without the need of harsh solvents and high temperatures. This work integrated our expertise in systems and synthetic biology (Buz Barstow); rare-earth geochemistry (Esteban Gazel) and mineral synthesis (Megan Holycross); and microsystems engineering (Mingming Wu) by first elucidating the set of rules that predict an organism’s phenotype and then applying them to solve this critical problem in sustainable energy. These new technologies could help to revitalize the US rare earth industry and provide a new source of these critical elements for future energy technologies. We have already had some big success in tech transfer. Two of our team members (postdoctoral fellow Alexa Schmitz and graduate student Sean Medin) were able to study the supply chain for REE in the United States, and identify an opportunity to commercialize our REE mineral-dissolution technology. Alexa and Sean recently founded REEgen, Inc., an REE biomining company. Dr. Schmitz was recently awarded a fellowship from the Activate Foundation to support the first two years of REEgen. Cornell showed its support for this technology and company, and Dr. Schmitz was awarded the Rising Women Innovator’s award. These two awards unlocked support from Cornell’s Praxis Incubator.

58 GEOSCIENCES↗
NASA NTRSDate not supplied

DRF Intern Highlights

Interns are a large part of our success at NASA. Let's take a look at the important work and contributions these students have made to the Data & Reasoning Fabric project.

Aeronautics↗
NASA NTRS2002

Louisiana NASA EPSCoR Project

In 1994, the National Aeronautics and Space Administration issued a Cooperative Agreement (CA) to the State of Louisiana, through the Louisiana Board of Regents (BOB), for the performance of scientific research under the Experimental Program to Stimulate Competitive Research (EPSCoR) Project. Originally constructed as a three-year program with an optional two-year follow on, this federal-state partnership culminated on 31 October 2001, including two CA extensions. The total value of the project reached $3.3M in NASA funding, matched by $2.75M in BOB funds, and supplemented by several million dollars in institutional contributions. Three Research Clusters comprised the state-wide research effort coupled with scientific/technical management and a teacher involvement component. The three research clusters addressed the Enterprises of Space Science, Earth Science and Aerospace Technology with research in High Energy Astrophysics, the Global Carbon Cycle, and Propulsion. Ten universities, over two dozen faculty, over 150 students and numerous support personnel were involved. All of the scientific and technical objectives were met or exceeded. In aggregate, the clusters generated about $18M in outside support, better than a 2:1 return on investment (better than 5:1 considering only the NASA investment). Moreover, two of the clusters have advanced to the level of applying for major NSF research center designation. This project was a trial of the model of building research infrastructure through mentoring. While not completely successful, the results at the smaller institutions were, none the less, positive. Faculty were engaged in major research and involved their students. Administrations improved their capabilities to handle grants and contracts. Faculty release time was granted, research space was provided and, in some cases, equipment was made available for the research. Some of the faculty at these schools have remained involved in research and/or formed collaborations for new endeavors, demonstrating that the mentoring model can be successful.

Wefel, John P.↗
DOE OSTI2024

Western States Building Energy & Controls Apprenticeship (BECA) Program

How does this project help to understand the challenges of workforce development in the commercial building energy management industry? The purpose of this project was to create a replicable, scalable, and portable apprenticeship program for building energy management and controls. This paper will demonstrate how local processes can be more adaptable and inclusive than federal processes in achieving workforce development goals. Our work provides insights into the technical effectiveness of the program, enabling others to achieve greater success in their workforce development initiatives. The project required more time and financial resources than initially anticipated and spent a year in a no-cost extension working to accomplish the Statement of Project Objectives. The original goal was to create an Industry Related Apprenticeship Program (IRAP). The development of this apprenticeship presented challenges due to the lack of existing programs for reference and the absence of relevant industry classification codes by the Department of Labor (DOL). Notably, the role of a commercial building energy analyst is not recognized by the DOL. The SIC (industry codes) do not have a good description of this job. There are many that may fall into related categories, but none are the actual duties of an energy analyst. Discussions with the DOL indicated that substantial groundwork was necessary before a national apprenticeship program could be implemented, causing delays in the program’s commencement. As a result, students experienced longer wait times before starting their apprenticeship component. The apprenticeship program officially launched on September 14, 2021. The success of the State of Oregon’s apprenticeship program, the first of its kind in the state, underscored the flexibility and effectiveness of local initiatives compared to federal efforts. The COVID-19 pandemic also significantly impacted the project’s success. Beginning in March 2020, the pandemic led to widespread closures of schools and colleges by fall 2020. By September 2021, when the apprenticeship option became available, enrollment in colleges and universities nationwide had decreased, affecting student participation in the program. Moreover, as employers transitioned their employees to remote work, there was limited interaction with external personnel, influencing the willingness of training agents (employers) to integrate additional workers into their teams. This paper addresses several challenges encountered during the project, with the hope that future workforce development efforts will benefit from these experiences. We Final Technical Report 4 | Page encourage others to engage with state and federal agencies to enhance and update pathways for workforce development and apprenticeship programs.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
NASA NTRS2002

Neutron Stars in Supernova Remnants

The grant provided funds for a conference entitled 'Neutron Stars in Supernova Remnants' held in Boston on 14-17 August 2001, in part to support invited speakers and students attending the meeting. The conference was completed on the specified dates and was a considerable success, attracting over 100 scientists from around the world. The conference included talks and papers on the most recent work in this field, including results from the Chandra X-ray Observatory, XMM-Newton, the Parkes Multibeam Pulsar Survey, the Very Large Array, and many other facilities. Theoretical work based on the latest results was also highlighted. The Proceedings of the conference have now been published as 'Neutron Stars in Supernova Remnants'. In addition, a large fraction of the papers from the conference have been submitted to astro-ph, and the volume in indexed through the Astronomical Data System.

Slane, Patrick↗
NASA NTRS2004

Infrared Development and Testing Laboratory with Development of Atmospheric CO Imaging Instrument

NASA Langley Research Center provided support to the Infrared Development and Thermal Testing Laboratory (IDTTL) to enhance its capabilities with new instrumentation and offer new professional activities. The IDTTL offers an undergraduate research environment that focuses on precision noncontact measurement techniques. The IDTTL supports senior project activities and both funded and non-funded projects that enhance the educational mission of the Department of Integrated Science and Technology. During the term of this support fifteen students benefited directly, several of these students participated in an international conference and were published in conference proceedings. The IDTTL was also successful in proposals to NASA for further support and to NSF for new instrumentation and imaging equipment.

Little, Alan↗
NASA NTRS2014

Flight Testing of a Low Cost De-Orbiting Device for Small Satellites

Use of small and very small spacecraft is rapidly becoming more common. Methods to intentionally deorbit these spacecraft at the end of useful satellite life are required. A family of mass efficient Roll-Out De- Orbiting devices (RODEO"TM") was developed by Composite Technology Development, Inc. (CTD). RODEO"TM" consists of lightweight film attached to a simple, ultra-lightweight, roll-out composite boom structure. This system is rolled to stow within a lightweight launch canister, allowing easy integration to the small satellite bus. The device is released at the end of useful lifetime and the RODEO"TM" composite boom unrolls the drag sail in a matter of seconds. This dramatically increases the deployed surface area, resulting in the higher aerodynamic drag that significantly reduces the time until reentry. A RODEO"TM" flight demonstration was recently conducted as part of the Colorado Space Grant Consortium's (COSGC) RocketSat-8 program, a program to provide students hands-on experience in developing experiments for space flight. The experiment was ultimately a success and RODEO (trademark) is now ready for future CubeSat missions.

Turse, Dana↗
DOE OSTI2021

Expert Text Analysis in the Inclusion of History and Philosophy of Science in Higher Education

The history and philosophy of science (HPS) plays a special role in education. An elective HPS course onthe philosophy of scientific experimentation for young scientists and graduate students of natural scienceis presented. The course bears a pragmatic character, and its main aims include the development of criticalthinking (CT), familiarization with philosophical problems in the relevant areas of knowledge, and thecultivation of a taste for reflective, critical analysis, both individual and group-based, which contributes todeeper understanding of the features of scientific practice in the context of modern complex groupcooperation. Students are offered a classical HPS program that included debates on the relationship betweenempiricism and rationalism, the role of Kant’s transcendental philosophy, modern topics associated withthe practical success of rationalism in the emergence of modern natural science, and the theory-ladennessof experimentation. Particular attention during the course is paid to the problems of megascience, theinclusion of which is justified by the specifics of the students’ engagement with science, technology,engineering, and mathematics (STEM). Emphasis is placed on the structure and typology of the collectivesubject in the modern educational process as well as in experimental practice. Lessons on the methodologyof expert text analysis (META), which are aimed at the development of critical thinking skills and thecreation of an interdisciplinary discussion space, are included in the course and relied on the example ofthe history and philosophy of high energy physics to motivate professional reflection. META classesincluded in the course prepare graduate students for teamwork in big science, proto-megascience, andmegascience. The course offers practical recommendations that could be applied to students’ own researchand could be useful for practitioners.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS2017

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

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

Veggie↗