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This curriculum is intended to: Teach you about the Engineering Evaluation Authorization; Explain the course subject in detail; and Provide references and guides that will help beyond this training.
This curriculum is intended to: Teach you about the Product Definition Authorization; Explain the course subject in detail; and Provide references and guides that will help beyond this training.
This curriculum is intended to: Teach you about Change Product Definition Authorization; Explain the course subject in detail; and Provide references and guides to help you after viewing the training.
This curriculum is intended to: Teach you about the Engineering Authorization (EA) System; Explain the course subject in detail; Provide references and guides that will help beyond this training.
The following report summarizes the status update during this quarter for the National Nuclear Security Agency (NNSA) initiated Minority Serving Institution Partnership Plan's (MSIPP) project titled, Partnership for Advanced Manufacturing Education and Research (PAMER). In 2016, the National Nuclear Security Agency (NNSA) initiated the Minority Serving Institution Partnership Plan (MSIPP) targeting Tribal Colleges and Universities (TCUs) to offer programs that will prepare students for technical careers in NNSA’s laboratories and production plants. The MSIPP consortium’s approach is as follows: 1) align investments at the college and university level to develop a curriculum and workforce needed to support NNSA’s nuclear weapon enterprise mission, and 2) to enhance research and education at under-represented colleges and universities.
In 2016, the National Nuclear Security Agency (NNSA) initiated the Minority Serving Institution Partnership Plan (MSIPP) targeting Tribal Colleges and Universities (TCUs) to offer programs that will prepare students for technical careers in NNSA’s laboratories and production plants. The MSIPP consortium’s approach is as follows: 1) align investments at the college and university level to develop a curriculum and workforce needed to support NNSA’s nuclear weapon enterprise mission, and 2) to enhance research and education at under-represented colleges and universities. The first TCU consortium that MSIPP launched was known as the Advanced Manufacturing Network Initiative (AMNI) whose purpose was to develop additive manufacturing (AM) learning opportunities. The AMNI consortium consisted of Bay Mills Community College, Cankdeska Cikana Community College, Navajo Tech University, Salish Kootenai Community College, Turtle Mountain Community College, and United Tribes Technical College. In 2016, the American Indian Higher Education Consortium (AIHEC), the AMNI consortium and the Southwestern Indian Polytechnic Institute (SIPI), in collaboration with Sandia National Labs, using a grant by NNSA hosted the first TCU Advanced Manufacturing Technology Summer Institute (TCU AMTSI). The AMNI consortium will officially end Sept. 2022. However, building on the successes of AMNI, in FY22 NNSA’s MSIPP launched three additional consortiums: (1) the Indigenous Mutual Partnership to Advanced Cybersecurity Technology (IMPACT), which focuses on STEM and cybersecurity, (2) the Advanced Synergistic Program for Indigenous Research in Engineering (ASPIRE), which focuses on STEM and the electrical and mechanical engineering skills set needed for renewable and distributed energy systems, and (3) the Partnership for Advanced Manufacturing Education and Research (PAMER), which focuses on developing and maintaining a sustainable pathway for a highly trained, next-generation additive manufacturing workforce and a corresponding community of subject matter experts for NNSA enterprises. The following report summarizes the status update during this quarter for the ASPIRE program.
The objectives of the course were to discuss how adult learning principles influence curriculum development choices and recognize the importance of knowing your target audience.
The overall goals of the proposed project were to establish a DOE Industrial Assessment Center with Clemson University as the main center and to cement the Clemson IAC as the "go to" resource for energy efficiency expertise and assistance to manufacturing businesses in the state of South Carolina. The Clemson IAC included a satellite support center through partnership with the SCE&G Energy Innovation Center at the Clemson University Restoration Institute (CURI) in North Charleston, SC. The Clemson IAC was the first IAC based in the state with the goal to serve the entire state. The Clemson IAC provided SMEs with no-cost energy assessments, trained the next generation of energy-savvy engineers, and provided outreach to non-participating SMEs. Project objectives were structured into five 12-month Budget Periods. In the first Budget Period, the primary objective was to establish methods and materials for Clemson IAC assessments, training, and outreach. In the remaining Budget Periods, the primary objectives were to perform assessments, train students, and pursue outreach to hard-to-reach SMEs that did not participate in energy assessments. Expected outcomes in the first Budget Period included the development of standard procedures for performing energy assessments, including data acquisition, processing, and communication both within the team and in assessment reports prepared for SMEs. Outcomes related to student training in the first Budget Period included detailed curriculum and internship plans for students pursuing the DOE IAC Certificate and energy-related Clemson University certificates. Outcomes in the first Budget Period also included the development of outreach materials and plans for outreach events. In Budget Periods 2 through 5, major expected outcomes are trained students and completed energy assessments and reports for SMEs. Decision points and Go-No Go criteria for the end of each Budget Period, presented in more detail below, are based on the number of students in training and the number of energy assessments performed.
This study focused on United States nuclear weapons educational programs exploring six classroom environment factors that may or may not influence Satisfaction in a virtual/live classroom environment within the nuclear weapons community. The research explored Personalization, Involvement, Student Cohesiveness, Task Orientation, Innovation, and Individualization, controlling for Gender, Age, and Education. This study added to the nuclear weapons community by researching factors that may aid academic instructors and curriculum developers create new and inventive ways of incorporating these factors into existing or new nuclear weapons educational courses.
This study focused on a few United States nuclear weapons educational initiatives exploring six classroom environment factors that may or may not influence Satisfaction in a virtual or live classroom environment within the nuclear weapons community. The research explored Personalization, Involvement, Student Cohesiveness, Task Orientation, Innovation, and Individualization. The United States nuclear weapons community needed to attract new and talented individuals to the nuclear weapons profession. This study added to the nuclear weapons community by researching factors that may aid academic instructors, and curriculum developers create new and inventive ways of incorporating these factors into existing or new nuclear weapons educational courses. Convenience sampling was the data collection method used to gather quantitative research data. One hundred and seven voluntary participants utilized the College and University Classroom Environment Inventory with the Los Alamos National Laboratory's consent. There is not much concurrent research on Satisfaction within the live and virtual classroom environment. This research was vital for future research into how to increase participant satisfaction. The study provided the nuclear weapons community with grounded analysis to help create and guide new classes and course creation, possibly increasing Satisfaction in a live and virtual classroom environment. According to binary logistic regression, there was a statistically significant relationship among the dependent variable, Satisfaction, and two independent variables, Involvement, and Task Orientation in the classroom environment within the nuclear weapons community. Future nuclear educational programs may increase Satisfaction in the classroom environment by increasing participant Involvement and Task Orientation within a class using the CUCEI as a reference.
The International Center for Appropriate and Sustainable Technology (ICAST) is in the process of implementing a program funded by the US Department of Energy (DOE) in which they are providing cold climate heat pump (CCHP) curriculum and training to HVAC workers, ranging from entry to experienced levels. They have coordinated with Santa Fe Community College (SFCC) to develop online curricula, and through their involvement with the DOE Better Buildings Workforce Accelerator, they requested technical assistance from the National Renewable Energy Laboratory (NREL) to help them develop programs that incorporate hands-on and on-the-job skills training and job placement services in coordination with local employers. This report offers a step-by step-overview of the process for developing a new workforce development and hands-on training program in a new region, outlining practices to help understand the market, and to effectively recruit, train, and connect people to HVAC jobs installing cold climate heat pumps.
This manual will attempt to motivate the use of an automated build system for the purposes of computational science and engineering. As part of this motivation, the surrounding computational practices of version control, documen tation, compute environment management, and regression testing will also be addressed as applied to the practice of computational engineering. Specifically, this manual intends to motivate the adoption of these traditional software engineering practices for use in research and production engineering simulation projects. This manual is not the first such effort in the greater scientific computing community. In fact, the authors relied heavily on the lesson plans of the Software Carpentry, established to teach computing skills to researchers in 1998. As the intention for this manual is to lay out fundamental practices of engineering computing, it will not attempt to fully teach the underlying concepts and will instead reference the well designed lesson plans of the Software Carpentry. Where possible, this manual will explain to general computing practices and concepts and limit discussion of specific software implementations to examples or vehicles for practice in concrete application. The specific software taught by the Software Carpentry curriculum is an excellent starting point to learn the core concepts of computational engi neering. However, the authors have found that applications to engineering simulation and analysis require translation of these software development concepts into the language and workflows of computational engineers. Adopting these computational tools may require engineers to re-imagine their workflows in some combination of traditional engineer ing and software concepts. It has also been necessary to extend existing software build systems for engineering practices beyond the simple wrap ping of engineering software execution. Where necessary, examples of specific software and their method of extension to engineering simulations will be given, with reference to the User Manual for recommended practical use. Where this manual relies on specific implementation examples, it should be understood that the practicing engineer may find that different software is more amenable to their specific work. It is always the overall collection of computational practices is more important than any specific software implementation. The ability to recognize which concepts are implemented by a software package will make a practicing engineer agile to changing project needs, computing resources, numeric solvers, programming languages, and even available funding.
This presentation details the nuclear criticality safety pipeline course. An educational program from University of California, Berkeley. This course touches on nuclear criticality each fall semester. The curriculum instructs on the fundamentals of criticality safety and provides hands on experience with special nuclear material. This presentation covers lecture topics, project overview, and major criticality safety evaluation projects.
The Bright Solar Futures (BSF) program addresses national climate and energy concerns by fulfilling the need for more solar technicians. About to enter its 5th year, the program demonstrates how the need for alternative energy can be addressed through a sustainable education and employment strategy. Career and Technical Education (CTE) Solar programs in the U.S. that train young adults for employment in the solar industry are in demand. Bright Solar Futures is designed to fill this local and national need as a replicable high school solar curriculum for CTE students.
This University Engagement project challenged engineering students at universities, that do not have bachelor’s degree programs in nuclear engineering but do have research reactors and some nuclear engineering coursework, to develop capacity in Safeguards by Design concepts through the application of Tabletop Exercises. This University Engagement project was part of the U. S. Department of Energy’s (DOE) National Nuclear Security Administration (NNSA), Office of Defense Nuclear Nonproliferation, Office of International Nuclear Safeguards, Next Generation Safeguards Initiative (NGSI), Human Capital Development (HCD): University Engagement Program. This program exposed university students with Mechanical Engineering majors and Nuclear Engineering minors to the concepts of international nuclear safeguards. In FY22, three teams at the University of Rhode Island and two teams at the University of Texas Austin participated in researching, designing, building, and testing projects to support international nuclear safeguards measurements or verification. The projects involved engaging in activities at the university’s research reactors. All the projects engaged students with prototyping a design and/or tool for application at the Universities’ reactor. However, for FY23, the direction of the HCD project had changed to implementing a Tabletop Exercise in Safeguards by Design (SBD). A Tabletop Exercise was not executed during FY23, but relationships with both Universities was maintained and how to integrate the exercise into the curriculum of both programs was determined.
The Solar Decathlon Building Science Education series is designed to educate students and working professionals on building science principles that are paramount to the successful design of high-performance, energy-efficient buildings. Instructional content is presented in modules, covering specific topics. Altogether, this series aims to educate viewers on: 1) where/how energy is used in buildings; 2) how to define zero energy buildings; 3) how to apply the fundamentals of thermodynamics to building envelope design; 4) how to explain the science of how/why buildings use energy; 5) how to apply this knowledge to design comfortable energy efficient buildings. Students and working professionals can use this educational information at no cost to complement academic curriculum and continuing education activities. This is Module 7 which focuses on embodied environmental carbon.
The objective of the project is to develop and implement an advanced degree program (MS and MENG in Advanced Manufacturing for Energy Systems, AMES) responding to the long-term workforce and technology requirements of the nation’s advanced energy products manufacturing industry. The program provided an industry relevant research experience by leveraging existing energy (e.g. fuels, power electronics, electrochemical power sources) and advanced manufacturing (e.g. additive manufacturing, composites, sensing) research at UConn funded by federal and state agencies, and industry, as well as through our industry partnerships. The trainees have joined research teams, advised by faculty with relevant research interests and expertise and were co-advised by industrial mentors. The AMES program have developed a truly interdisciplinary curriculum, first graduate degree program at UConn School (now College) of Engineering not housed in an academic department, with concentrations focusing on various challenges in advanced manufacturing for energy systems, e.g. advanced materials and processing. The project also developed new courses focusing on common technical and professional skills, and integrated various components for an industry relevant training. The program has admitted 29 Master of Science (MS) students since inception in January 2019. Twenty six of these students were AMES fellows, who have received partial funding from DoE through this project. The program far exceeded the goal of admitting at least five new MS (with thesis) students. All students were required to complete a thesis (M.S.) or a capstone (M.Eng.) project that are defined in collaboration with industry partners to ensure industrial relevancy, addressing a current industrial challenges. Industrial mentors also participated in advising the students in their research. AMES fellows, in addition were also required to complete an industrial internship for further industrial experience.
The U.S. Department of Energy (DOE) Office of Energy Efficiency and Renewable Energy (EERE) funded a series of research and training programs under the Advanced Building Construction with Energy Efficient Technologies and Practices (ABC) initiative. The aim is to develop new training programs to support the development of a skilled workforce in the building energy efficiency industry. In response, the University of Illinois Smart Energy Design Assistance Center (SEDAC), in collaboration with State Energy Offices in Illinois, Hawaii, and Nevada, developed the Community College Energy Code Training Program. The program is designed to prepare a new generation of energy-literate professionals that understand energy efficiency and its relation to energy codes for new construction and existing buildings through: a) the development of a curriculum and innovative pedagogical materials, b) dissemination through a national network of state energy offices: c) outreach targeting Community College students and instructors.