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DOE OSTI2016

Expanding geothermal resource utilization through directed research, education, and public outreach: Final Technical Report

The University of Nevada, Reno (UNR) conducts research and outreach activities that will lead to increased utilization of geothermal resources in the western US. The Great Basin Center for Geothermal Energy (GBCGE) is working in partnership with US industry to establish geothermal energy as a sustainable, environmentally sound, economically competitive contributor to energy supply in the western US. Task 1 involves conducting geoscience and engineering research and developing technology to improve the assessment, exploration, and stimulation of geothermal resources. Subtask projects were selected based on peer review of proposals submitted to the GBCGE from Nevada System of High Education (NSHE) institutions for short project development and seed awards intended to develop background and establish viability of approaches for future activities. Task 2 includes project management and organization of workshops periodically requested by DOE and others to satisfy other mission goals of the GBCGE and the DOE geothermal program. GBCGE supports interaction with national and international geothermal organizations, with brochures, presentations, and materials describing GBCGE accomplishments and current research. We continue to maintain and develop an internet-based information system that makes geothermal data and information available to industry, government, and academic stakeholders for exploration and development of geothermal resources. This award also partially supported post-doctoral scholar Drew Siler and research scientist Betsy Littlefield Pace whose effort is included under developing future research projects. Task 2 also focuses on education and outreach through a competitive graduate fellowship program. The budget is for two-year stipends for three graduate students to work collaboratively with GBCGE faculty on Master’s or PhD degrees in geoscience and engineering fields. This grant supported three MS students in full for two years toward the degree and contributed bridge money for four other students to finish their degrees. In total, eight graduate degrees were supported by this grant, either through the faculty seed grants or the fellowship program.

15 GEOTHERMAL ENERGY↗
DOE OSTI2019

DE-SC0016684 - DOE Final Scientific and Technical Report

The Computing Research Association’s Committee on the Status of Women in Computing Research (CRA-W) aims to increase the number of women who participate and succeed in computer science research at every stage of the research pipeline. Achieving these objectives requires that an increasing number of women start and progress to the next stage. The CRA-W Grad Cohort Workshop is focused at the graduate level to maximize the likelihood participants will successfully complete their graduate degrees. Factors such as role models, skills, competence, confidence, mentoring, social support, and development of identity as a researcher help students to persist in graduate school, while factors such as sexism, racism, and dissatisfaction with their graduate program may cause them to leave. We, therefore, help first, second, and third year students build their skills, research strategies, and confidence; meet potential mentors from outside their institutions; develop connections with each other and with their research communities; and inform them about strategies for successful publishing, speaking, and advisor management strategies. By targeting early graduate students, we seek to help them stay in graduate school and in research.

Russell, Erik↗
DOE OSTI2021

Implementing Zero Energy Design with the U.S. Department of Energy Solar Decathlon

The U.S. Department of Energy Solar Decathlon® Design Challenge is a collegiate competition that challenges student teams to design high performance buildings that push the boundaries of the industry. In the 2020 competition, DOE is piloting Design Partners, a low-risk opportunity for builders and building owners to harness student innovation and explore zero energy design for current or upcoming projects. Design Partners provide a student team of architects and engineers with project requirements. By the end of the Challenge, Design Partners receive a zero energy alternative and cost estimate for their project. The collaboration allows Design Partners to incorporate innovative concepts such as grid-interactivity, resilience, and low embodied carbon in a low-risk environment and provides the future generation of engineers and architects with invaluable experience designing a building for a client under real-world circumstances. Attendees will leave understanding the “perfect storm” of policy, technology, health, and economic trends that make zero energy buildings desirable and feasible and the value of the U.S. DOE Solar Decathlon to industry. They will also get a sneak peek at innovative solutions 2020 Design Partner pilot projects are bringing to the building industry and how becoming a Design Partner in 2021 could benefit their organization.

30 DIRECT ENERGY CONVERSION↗
DOE OSTI2021

U.S. Department of Energy Solar Decathlon

The U.S. Department of Energy (DOE) Solar Decathlon® Design Challenge is a collegiate competition that challenges student teams to design high-performance buildings that push the boundaries of the industry. In the 2020 Design Challenge, DOE piloted the Design Partners Program, a low-risk opportunity for builders and building owners to harness student innovation and explore zero energy design for current or upcoming projects. Design Partners provide a student team of architects and engineers with project requirements. By the end of the Design Challenge, Design Partners receive a zero-energy design alternative and cost estimate for their project. The collaboration allows Design Partners to incorporate innovative concepts such as grid-interactivity, resilience, and low embodied carbon in a low-risk environment. It also provides the future generation of engineers and architects with invaluable experience designing a building for a client under real-world circumstances. This article summarizes the current policy, technology, health, and economic trends that make zero energy buildings desirable and feasible, and presents the value of the Solar Decathlon to industry. We highlight innovative solutions 2020 Design Partner pilot projects are bringing to the building industry.

30 DIRECT ENERGY CONVERSION↗
DOE OSTI2022

Building the Next Generation Through 20 Years of Solar Decathlon: From Collegiate Prize to Multifaceted Clean Energy Workforce Program: Preprint

The U.S. Department of Energy Solar Decathlon, initiated in 2002 as a collegiate competition that challenges student teams to design and build high-performance, low-carbon buildings powered by renewables, has always been about developing students to be the next generation of buildings professionals. As we celebrate the 20th anniversary of the Solar Decathlon in 2022, this paper highlights its evolution from a singular prize to a multi-faceted platform preparing the broader buildings workforce to address the challenges of climate change. The original program challenged students to design and construct a residence. To improve the accessibility of the competition, the Design Challenge -- a 1-2 semester design-only competition-- was added to the Solar Decathlon platform. The Solar Decathlon has also scaled globally with events in Europe, the Middle East, China, Latin America and the Caribbean, Africa, and India. In 2021, the Solar Decathlon broadened its reach once again by introducing Solar Decathlon Pro, a zero-energy design practicum for professional architects and engineers. This paper utilizes participation data, surveys, alumni profiles, project submissions, and more to understand how changes to the program have expanded program reach to minority-serving institutions, environmental justice communities, and impacted the building industry's capacity to construct high performance and zero energy buildings. As one of the oldest federal government prizes, the Solar Decathlon offers a roadmap for dramatically increasing prize impact and demonstrates that it continues to push boundaries to tackle decarbonization and environmental justice.

build↗
DOE OSTI2022

Solar Decathlon Celebrates 20 Years of Building Impact

The U.S. Department of Energy Solar Decathlon® is a collegiate competition that has inspired students worldwide to enter the clean energy workforce since its inception. Celebrating its 20th anniversary in 2022, the Solar Decathlon has challenged more than 25,000 students to create efficient, affordable buildings powered by renewables, while promoting student innovation, STEM education, and workforce development opportunities in the buildings industry. Compelling graphics, videos, and visuals are being developed to launch a 20th anniversary campaign in January 2022. These graphics include an interactive 20th anniversary infographic, a "Solar Decathlon - By the Numbers" video, and a graphic highlighting the diverse group of more than 25,000 past participants. In presenting these graphics at the ACEEE summer 2022 panel, attendees will be exposed to the latest communications techniques to apply to their own work. The Solar Decathlon invests in compelling visuals to recruit and inspire an imaginative and diverse group of participants each year - something that organizations of all sizes in the energy efficiency sector also need to do as they recruit for new talent. The Virtual Village of the 2020 Build Challenge homes (with more than 11,000 unique views) and the map of past competition houses highlight the competition's emphasis on multimedia that connects with competitors and the general public. Using more than 4,400 publicly available photos, including engaging virtual event snapshots with Department of Energy leaders, the Solar Decathlon captures the innovate ideas of the Build Challenge and Design Challenge teams in a way that everyone can understand.

collegiate competition↗
DOE OSTI2013

Teaching Radioactive Waste Management in an Undergraduate Engineering Program - 13269

The University of Ontario Institute of Technology is Ontario's newest university and the only one in Canada that offers an accredited Bachelor of Nuclear Engineering (Honours) degree. The nuclear engineering program consists of 48 full-semester courses, including one on radioactive waste management. This is a design course that challenges young engineers to develop a fundamental understanding of how to manage the storage and disposal of various types and forms of radioactive waste, and to recognize the social consequences of their practices and decisions. Students are tasked with developing a major project based on an environmental assessment of a simple conceptual design for a waste disposal facility. They use collaborative learning and self-directed exploration to gain the requisite knowledge of the waste management system. The project constitutes 70% of their mark, but is broken down into several small components that include, an environmental assessment comprehensive study report, a technical review, a facility design, and a public defense of their proposal. Many aspects of the project mirror industry team project situations, including the various levels of participation. The success of the students is correlated with their engagement in the project, the highest final examination scores achieved by students with the strongest effort in the project. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
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

Education and training in the field of nuclear instrumentation and measurement: CEA/INSTN (National Institute for Nuclear Sciences and Technologies) strategy to improve and develop new pedagogical tools and methods

Part of the French Alternative Energies and Atomic Energy Commission (CEA), the National Institute for Nuclear Science and Technology (INSTN) is a higher education institution whose mission is to provide students and professionals a high level of scientific and technological qualification in all disciplines related to nuclear energy applications. In this frame, INSTN carries out education and training (E and T) programs in nuclear instrumentation and radioprotection. Its strategy has always been to complete theoretical courses by training courses and laboratory works carried out on an extensive range of training tools that includes a large panel of nuclear instrumentation as well as software applications. Since its creation in 1956, the INSTN has conducted both education and vocational programs on ionizing radiation detection. An extensive range of techniques have commonly been used during practical works with students and employees of companies who need to get the knowledge and specialization in this field. Today, the INSTN is mainly equipped with usual detectors and electronics in large numbers in order to be able to accommodate up to 48 trainees at the same time in two classrooms, with only two trainees for one workstation in order to optimize their learning. In the field of the neutron detection systems, the INSTN has strongly developed its offer taking advantage of the use of research reactors, such as ISIS reactor (700 kW) at Saclay. The implementation of neutron detection systems specific to the courses offers a unique way of observing and analysing the signal coming from neutron detectors, as well as learning how to set the parameters of the detection system in real conditions. Providing the trainees with an extensive overview of each part of the neutron monitoring instrumentation apply to a nuclear reactor, hands-on measurements on the ISIS reactor play a major role in ensuring a practical and comprehensive understanding of the neutron detection system and their integration in the safety system of nuclear reactors. It also gives a solid background for the follow up and the development of the neutron detection systems. Another field of activity of the INSTN is the development of new teaching tools using software applications. We describe hereafter two applications that have recently been developed by the institute, O.S.I.R.I.S and DOSIMEX. The INSTN and the company OREKA have developed an innovative teaching tool named O.S.I.R.I.S. The tool is built on a virtual 3D environment in which users operate in a totally free way. The action is located in a pressurised water reactor in the environment of a steam generator building. The users are students or professionals who want to learn and train on concrete situations on how to protect the workers against radiation. Through the use of this serious game, users must: establish a predictive dose evaluation, implement the principles of radiation protection, perform the dose result of the operation, analyse the gap between the predictive collective dose and the collective dose achieved, and decide about the lessons to provide feedback. Taking into account the increasing constraints related to radiation protection, it is essential to use computer codes to evaluate the dose rates generated by sources of ionizing radiation. Many powerful codes exist but are often relatively complex to implement and are dedicated to experts. In addition, these codes are often 'black boxes' that does not allow the user to understand the underlying physics. The objective of DOSIMEX codes developed by the INSTN is to give, by the means of a VBA code with a simple interface, the ability to easily conduct a wide range of radiological exposure situations: calculation of gamma, beta, neutron equivalent dose rate, calculation of internal contamination and atmospheric transfer.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
DOE OSTI2017

Overview of the Carnegie Mellon University Robotics Institute DOE Trainee-ship in Environmental Management - 17493

The Robotics Institute of Carnegie Mellon University (CMU), through support from the Department of Energy (DOE), is offering an Environmental Management (EM) Trainee-ship program that is shaped by the inherent challenges in EM-related missions and seeks to cultivate the technical foundation and practical skills required to address these challenges. The trainee-ship program includes multiple new fellows per year of support (MS and/or PhD students) and builds on the existing core robotics curricula while introducing specialized topics that ensure a thorough understanding of EM-relevant concerns. The trainee-ship incorporates supervised research opportunities with CMU faculty advisors and through collaborations with DOE national labs (Pacific Northwest National Laboratory and Savannah River National Laboratory). These research opportunities aim to produce specialists who have the skills required to envision, develop, and deploy autonomous and semi-autonomous systems that directly address DOE-EM needs. Specifically, the Robotics Institute identifies two specializations in addition to the three core areas that students must master in order to develop these kinds of systems: (1) a theory perspective of how to develop autonomous systems for applications in constrained environments, and (2) a practicum that challenges students to build systems that can operate in constrained EM-relevant environments. The DOE Trainee-ship in Robotics is formulated to provide a course of study that balances theory and practice with opportunities for field evaluation in collaboration with domain partners toward addressing relevant DOE-EM challenges through robotics. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
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 OSTI2019

Building a Decommissioning Army - 19259

It is safe to say that Canada has, for the greater part, seen the end of large-scale commercial nuclear new build projects. In spite of a renaissance in the last decade, and the fact that nuclear is now widely viewed by many as the original green energy, refurbishment projects both underway and scheduled will likely be the last of the megaprojects. In a sense, the future of large-scale nuclear power generation is the end of large scale nuclear power generation. Just as the construction and operation of these facilities has, for decades, employed scores of highly skilled workers, so too will the decommissioning process. Today, Canadian decommissioning activities are first-of-kind (FOAK)projects. There are very few experts in the field and certainly no plan in place to educate and prepare the numbers of workers we will need to safely and successfully execute the programs. It is to this end that I propose a national education centre be created to recruit, educate and mobilize all manner of professionals needed to meet this challenge. In an effort to meet the human and technological needs of the industry in the future, I propose the development of a Canadian Institute where the students study and learn how to decommission a nuclear power plant. The student body of the institute would comprise graduate students with backgrounds in a wide variety of studies such as engineering, physics, chemistry, commerce, environmental studies, and communications. Collectively, their time spent at the institute shall not only prepare them for a career in nuclear but will also vastly improve the technical readiness level of the Canadian nuclear industry to transition from large-scale nuclear utilities to a future of small modular reactors (SMRs) and renewable energy resources. Staff at the institute would be selected from leaders in the industry -those who have shown a passion for nuclear and have demonstrated innovative problem solving and leadership. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
DOE OSTI2015

The conduct of the united states department of energy nuclear criticality safety program hands-on training and education courses - 14621

The United States Department of Energy (DOE) Nuclear Criticality Safety Program (NCSP), funded and managed by the National Nuclear Security Administration (NNSA), offers courses to educate nuclear criticality safety (NCS) engineers, process supervisors, and others, and to provide experimental, hands-on training addressing important characteristics of neutron multiplying systems. This training satisfies the American National Standard Institute/American Nuclear Society (ANSI/ANS)-8.26-2007 requirement for participating in hands-on experiments with fissionable materials and provides awareness and understanding of DOE Orders, Guides and Rules, ANS standards, and hazard identification techniques, as well as control design, implementation, and maintenance in criticality safety evaluations. Since the pilot course was developed in 2011, a variety of courses have been developed for NCS practitioners and process supervisors. Attendees have come from several US and international sites. Through NCSP international collaborations and relationships, students from the Atomic Weapons Establishment (AWE) in the United Kingdom, Atomic Energy of Canada, and the Institute for Radiation Protection and Nuclear Safety in France have participated in these courses in the US. Manager courses are available for process supervisors and operations managers with NCS responsibilities in their daily jobs. Manager courses are taught at Sandia National Laboratory (SNL) and the National Criticality Experiments Research Center (NCERC); they offer a combination of hands-on experiments and classroom discussions. A two-week course is also offered for NCS practitioners, with a week of classroom instruction at Los Alamos National Laboratory (LANL) focused on generation of NCS evaluations, and a week of hands-on training utilizing the critical assemblies at either SNL or NCERC. Cleared students can attend the hands-on training at either SNL or NCERC, and uncleared students can attend at SNL. Courses continue to evolve and continuously improve as important elements of NCS evaluations (e.g., human factors, non-destructive assay (NDA) techniques, process criticality accident lessons-learned, and hand calculation methods) are integrated with criticality safety evaluation exercises. Courses include tours of process operations at SNL, NCERC, and LANL, and interaction with instructors experienced in conducting critical experiments and working in NCS. The NNSA NCSP provides management, funding, and technical direction for these courses and makes them available with no tuition cost to NCS practitioners. This paper provides a status report to the NCS community on the conduct of these courses and how they will likely evolve in the future. (authors)

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
DOE OSTI2024

U.S. Department of Energy Collegiate Wind Competition 2025 Rules - Phase 1

The U.S. Department of Energy (DOE) Wind Energy Technologies Office's (WETO) Collegiate Wind Competition (CWC, also referred to as the "Competition" in this rules document) invites interdisciplinary teams of undergraduate students from a variety of academic programs to solve complex wind energy challenges. Through the competition, WETO intends to offer students direct industry experience, valuable exposure to wind energy career pathways, and greater knowledge of wind energy's potential to contribute to a clean energy future. The competition will select up to 35 teams to start, making them eligible to compete for a cash prize pool of up to $280,000 . Each year, the competition identifies a new challenge and set of activities that address real-world research questions, thus demonstrating skills that students will need to work in the wind or wider renewable energy industries. The Collegiate Wind Competition 2025 challenge requires participants to compete simultaneously in four contests: 1) Turbine Prototype Contest: Design, build, and present a unique, wind-driven power system based on market research; 2) Turbine Testing Contest: Test the wind turbine in a competition wind tunnel at the final event; 3) Project Development Contest: Research wind resource data, transmission infrastructure, and environmental factors to create a site plan and financial analysis for a hypothetical wind farm; and Connection Creation Contest: Partner with wind industry professionals, raise awareness of wind energy in your local community, and work with local media to promote your team's accomplishments. The competition does not prescribe a power system market or wind regime. It is expected that each team will participate in all four contests.

collegiate wind competition↗
DOE OSTI2024

U.S. Department of Energy Collegiate Wind Competition 2025: Rules - Phases 2 and 3

The U.S. Department of Energy (DOE) Wind Energy Technologies Office's (WETO) Collegiate Wind Competition (CWC, also referred to as the "competition" in this rules document) invites interdisciplinary teams of undergraduate students from a variety of academic programs to solve complex wind energy challenges. Through the competition, WETO intends to offer students direct industry experience, valuable exposure to wind energy career pathways, and greater knowledge of wind energy's potential to contribute to a clean energy future. The competition will select up to 35 teams to start, making them eligible to compete for a cash prize pool of up to $280,000. Each year, the competition identifies a new challenge and set of activities that address real-world research questions, thus demonstrating skills that students will need to work in the wind or wider renewable energy industries. The Collegiate Wind Competition 2025 challenge requires participants to compete simultaneously in four contests: 1) Turbine Design Contest: Design, build, and present a unique, wind-driven power system. 2) Turbine Testing Contest: Test the wind turbine in a competition wind tunnel at the final event. 3) Project Development Contest: Research wind resource data, transmission infrastructure, and environmental factors to create a site plan and financial analysis for a hypothetical wind farm. 4) Connection Creation Contest: Partner with wind industry professionals, raise awareness of wind energy in your local community, and work with local media to promote your team's accomplishments. The competition does not prescribe a power system market or wind regime. It is expected that each team will participate in all four contests.

Collegiate Wind Competition↗
DOE OSTI2024

Mathematics Integrated with Computer Science through Scratch: Curricular Modules for the Middle Grades

A project funded by the National Science Foundation, Computer Science Integrated with Mathematics in Middle Schools (CSIMMS) (DRL-1640039), brought middle-school mathematics teachers together with university computer science (CS) faculty and STEM education faculty to design, develop, and test curriculum modules in which CS is integrated into instruction for middle-school general-mathematics courses. The project developed integrated math/CS curriculum modules (for grades 6, 7, and 8), complete with student tasks and teacher materials to guide classroom implementation. Across the project, sixteen teachers from four middle schools representing different school contexts (both urban and suburban, serving students from a range of demographic and socioeconomic backgrounds) participated as members of the design team and trial testers of the math/CS modules. All modules underwent multiple years of testing and refinement, with extensive input from the teachers who co-designed and implemented them. Approximately 50-100 middle-school students participated in the classes of those who taught each year. The modules in this volume feature a range of models for integrating mathematics and computer science at the 6th and 7th grade levels. All modules foreground the teaching of grade-level mathematics content, with computer science functioning to motivate and/or reinforce these ideas.

Andrews larson, Christine↗
DOE OSTI2024

Energy Technology Commercialization and Entrepreneurship: Insights From the U.S. Department of Energy's Office of Technology Transitions 2024 Energy Technology University Prize Faculty Track

The Energy Technology University Prize (EnergyTech UP) was established in 2022 with the goal of challenging student teams to develop impactful business plans for energy technologies of their choosing. EnergyTech UP is part of the The American Made Challenges program portfolio, funded by the U.S. Department of Energy. EnergyTech UP is specifically funded by the Department of Energy's Office of Technology Transfer (OTT) and is administrated by staff at the National Renewable Energy Laboratory (NREL). Since its inception, the annual prize has attracted applications from approximately 1,948 students across nearly every U.S. state and territory, awarding over $1 million in funds to student teams. In 2024, the prize expanded to include a Faculty Track, which invited faculty members from degree-granting institutions across the U.S. to design entrepreneurship-based curricula or educational activities. This new track aims to foster innovation in energy entrepreneurship education by leveraging the expertise of faculty to create robust, practical, and inclusive learning experiences. This report summarizes the themes, strategies and impacts identified in proposals from EnergyTech UP's inaugural Faculty Track. Our primary data for organizing insights are the Faculty Track applications themselves. This evaluation of 2024 EnergyTech UP Faculty Track applications aims to support future EnergyTech UP Faculty Track applicants as well as others who are interested in promoting, developing, and/or implementing educational activities that focus on energy commercialization and entrepreneurship at their institutions. By presenting insights from 2024 entries to the Faculty Track, we hope to contribute to a growing inventory of open-source curriculum development resources and provide materials to facilitate the growth of similar programs at a variety of collegiate institutions.

adoption readiness level↗
DOE OSTI2021

Evaluating Gaussian process metamodels and sequential designs for noisy level set estimation

Abstract We consider the problem of learning the level set for which a noisy black-box function exceeds a given threshold. To efficiently reconstruct the level set, we investigate Gaussian process (GP) metamodels. Our focus is on strongly stochastic simulators, in particular with heavy-tailed simulation noise and low signal-to-noise ratio. To guard against noise misspecification, we assess the performance of three variants: (i) GPs with Student- t observations; (ii) Student- t processes (TPs); and (iii) classification GPs modeling the sign of the response. In conjunction with these metamodels, we analyze several acquisition functions for guiding the sequential experimental designs, extending existing stepwise uncertainty reduction criteria to the stochastic contour-finding context. This also motivates our development of (approximate) updating formulas to efficiently compute such acquisition functions. Our schemes are benchmarked by using a variety of synthetic experiments in 1–6 dimensions. We also consider an application of level set estimation for determining the optimal exercise policy of Bermudan options in finance.

97 MATHEMATICS AND COMPUTING↗