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All sourcesNASA NTRSDOE OSTI
DOE OSTI2021

Bioinformatic Teaching Resources – For Educators, by Educators – Using KBase, a Free, User-Friendly, Open Source Platform

Over the past year, biology educators and staff at the U.S. Department of Energy Systems Biology Knowledgebase (KBase) initiated a collaborative effort to develop a curriculum for bioinformatics education. KBase is a free web-based platform where anyone can conduct sophisticated and reproducible bioinformatic analyses via a graphical user interface. Here, we demonstrate the utility of KBase as a platform for bioinformatics education, and present a set of modular, adaptable, and customizable instructional units for teaching concepts in Genomics, Metagenomics, Pangenomics, and Phylogenetics. Each module contains teaching resources, publicly available data, analysis tools, and Markdown capability, enabling instructors to modify the lesson as appropriate for their specific course. We present initial student survey data on the effectiveness of using KBase for teaching bioinformatic concepts, provide an example case study, and detail the utility of the platform from an instructor’s perspective. Even as in-person teaching returns, KBase will continue to work with instructors, supporting the development of new active learning curriculum modules. For anyone utilizing the platform, the growing KBase Educators Organization provides an educators network, accompanied by community-sourced guidelines, instructional templates, and peer support, for instructors wishing to use KBase within a classroom at any educational level–whether virtual or in-person.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2021

Bioinformatic teaching resources - for educators, by educators - using KBase, a free, user-friendly, open source platform

Over the past year, biology educators and staff at the Department of Energy Systems Biology Knowledgebase (KBase) initiated a collaborative effort to develop a curriculum for bioinformatics education. KBase is a free and easily accessible data science platform that integrates many bioinformatics resources into a graphical user interface built upon reproducible analysis notebooks. KBase held conversations with college and high school instructors to understand how KBase could potentially support their educational goals. These conversations morphed into a working group of biological and data science instructors that adapted the KBase platform to their curriculum needs, specifically around concepts in Genomics, Metagenomics, Pangenomics, and Phylogenetics. The KBase Educators Working Group developed modular, adaptable, and customizable instructional units. Each instructional module contains teaching resources, publicly available data, analysis tools, and markdown capability to tailor instructions and learning goals for each class. The online user interface enables students to conduct hands-on data science research and analyses without requiring programming skills or their own computational resources (these are provided by KBase). Alongside these resources, KBase continues to work with instructors, supporting the development of additional curriculum modules. For anyone new to the platform, KBase, and the growing KBase Educators Organization, provides a community network, accompanied by community-sourced guidelines, instructional templates, and peer support to use KBase within a classroom whether virtual or in-person.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2024

Proceedings of the 2024 Advancing Chemical Safety and Security Education Symposium at the 27th IUPAC International Conference on Chemistry Education

The inaugural Advancing Chemical Safety and Security Education symposium was held at the 27th IUPAC International Conference on Chemistry Education (ICCE2024). Speakers showcased innovative strategies for seamlessly integrating security concepts into established safety programs, addressing specific needs of diverse academic institutions, and evaluating the effectiveness of different pedagogical approaches. Here, this proceedings publication encapsulates insights from 11 oral presentations, 12 poster presentations, and panel discussions including key recommendations for future advancements in educating chemical safety and security education for academic and industry audiences.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2026

Education for PV Modeling Professionals: Survey of Educators

We report a survey of instructors at universities offering courses that address PV performance modeling. We confirm our earlier finding that most courses lack the level of detail sought by the professional community. We recommend that the PV Performance Modeling Collaborative (PVPMC), or a university, sponsor a committee to produce a curriculum outline for PV system performance modeling, and that the PVPMC solicit industry for well-documented examples of PV system designs and accompany

Hansen, Clifford [Sandia National Laboratories (SN↗
DOE OSTI2024

Computing in AEC Education: Hindsight, Insight, and Foresight

In the architecture, engineering, and construction (AEC) fields, computing and information technologies play an increasingly prevalent and complex role in day-to-day work. Consequently, educators must adjust and, in many cases, reimagine curricula and teaching methodologies to adapt to the changing landscape. Past research efforts led by the ASCE Computing Division Education Committee, formerly called the Task Committee on Computing Education of the Technical Council on Computing and Information Technology (TCCIT), have regularly surveyed AEC educators to understand computing trends in AEC curricula, with the latest survey taking place nearly a decade ago. This work presents the results of an updated survey that used this prior work as a springboard, providing timely insights into the computing skills and curricular barriers faced by AEC educators today. The results showed that the technical skills used by students have evolved, but the barriers faced in incorporating new skills into curricula have remained largely the same. In addition to comparisons with prior surveys, this work presents the results of an expanded, open-ended portion of the survey that explores educator perspectives on the future of the AEC workforce in a broader lens than used in previous surveys. Thematic analysis of these open-ended responses revealed themes that were common among responses and provided organization to the findings. For example, educators provided their vision of what competencies the future AEC workforce would need, which were thematically organized into a continuum based on the level of interaction between humans and technology. These results suggest an increasingly complex and evolving relationship between the AEC workforce and emerging technology, highlighting the need for educators to encourage the development of technological adaptability and agility. Overall, this work provides a systematic comparison of current educational practices in AEC computing with a decade ago to illustrate educational shifts and adds a prediction of AEC trends from experts in AEC education, providing crucial discussion of curricular transformations that will better position students for success in the workforce.

42 ENGINEERING↗
DOE OSTI2020

Chemical Safety and Security Education in ACS-Approved Chemistry Programs

To date, chemical security education practices in postsecondary institutions are poorly understood. The purpose of this study is to provide an initial understanding of the practices, attitudes, and barriers toward chemical security education for undergraduate and graduate programs in the United States (US) by surveying representatives of American Chemical Society (ACS)-approved programs. All programs with ACS-approved undergraduate chemistry programs (n = 691) were contacted for participation: 21% (n = 148) fully completed and 6% (n = 41) partially completed the survey for a combined total of 27% complete and/or partially complete surveys (n = 189). We observed that most programs currently teach chemical safety (undergraduate >99%, graduate 73%); however, only about one-third of programs teach chemical security at any education level (undergraduate 32%, graduate 34%). We also observed that safety education is provided more frequently than security education. Further, ACS-approved programs reported that their chemical safety culture was stronger than chemical security culture and felt that safety should be taught differently than security. The overwhelming majority of respondents (96%) indicated that chemical safety should be mandatory at some level, while only about half of respondents (57%) indicated that chemical security should be mandatory at some level. More efforts are needed by the chemistry community to raise awareness of the importance of chemical security education so that more institutions commit to training their faculty and students on the topic. The authors suggest that adoption of chemical security education could be increased if ACS were to advocate for chemical security by including it in its guidelines for educational program approval.

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

Accelerating Ocean-Based Renewable Energy Educational Opportunities to Achieve a Clean Energy Future

The United Nations has named 2021–2030 the Decade of Ocean Science for Sustainable Development with goals to 'strengthen the international cooperation needed to develop the scientific research and innovative technologies that can connect ocean science with the needs of society' (IOC 2019 The science we need for the ocean we want: the United Nations decade of ocean science for sustainable development (2021–2030) (Paris) p 24). Important actions that have been identified in support of sustainable development goals include capacity-building, training, and education. This includes educational opportunities for ocean-based renewable energy development in support of a healthy planet and ocean. Offshore wind is experiencing rapid development globally and, while the U.S. offshore wind market is still nascent, it is on the brink of exponential growth based on large cost reductions driven largely by European development and technology advances. Growth is also expected in wave and tidal energy with significant opportunities identified for various distributed markets through the Powering the Blue Economy™ initiative, with longer-term implications for expansion at the utility scale (LiVecchi et al 2019 Powering the blue economy; exploring opportunities for marine renewable energy in maritime markets p 207). In order to expedite progress and maximize benefits to the national, state, and local economies, these development actions will require a broad, diverse, and appropriately trained workforce. The ocean-based renewable energy workforce needs engineers and scientists to develop cost-effective technologies, as well as trade and maritime workers to eventually deploy the technologies at scale. In the United States, educational institutions, state governments, and private developers are taking action to understand job skills and capability requirements and to develop educational and training programs to meet offshore workforce needs; most are focused on offshore wind power, with gaining interest in marine energy. This article explores the workforce requirements of the growing ocean-based renewable energy industry and the current state of education and training programs to meet those requirements in order to identify gaps and make recommendations for further workforce development activities and initiatives. An international view needs to be adopted that incorporates the education and skill needs of early-stage marine energy technologies and evolving offshore wind technologies together with more market-ready offshore renewable energy markets. By accelerating educational development opportunities in ocean-based renewable energy, these growing blue economy markets can deliver significant economic and social benefits.

50 EE - Wind and Water Power Program - Water (EE-4↗
DOE OSTI2023

Bridging Place-Based Astrobiology Education with Genomics, Including Descriptions of Three Novel Bacterial Species Isolated from Mars Analog Sites of Cultural Relevance

Democratizing genomic data science, including bioinformatics, can diversify the STEM workforce and may, in turn, bring new perspectives into the space sciences. In this respect, the development of education and research programs that bridge genome science with “place” and world-views specific to a given region are valuable for Indigenous students and educators. Through a multi-institutional collaboration, we developed an ongoing education program and model that includes Illumina and Oxford Nanopore sequencing, free bioinformatic platforms, and teacher training workshops to address our research and education goals through a place-based science education lens. High school students and researchers cultivated, sequenced, assembled, and annotated the genomes of 13 bacteria from Mars analog sites with cultural relevance, 10 of which were novel species. Students, teachers, and community members assisted with the discovery of new, potentially chemolithotrophic bacteria relevant to astrobiology. This joint education-research program also led to the discovery of species from Mars analog sites capable of producing N-acyl homoserine lactones, which are quorum-sensing molecules used in bacterial communication. Whole genome sequencing was completed in high school classrooms, and connected students to funded space research, increased research output, and provided culturally relevant, place-based science education, with participants naming three novel species described here. Students at St. Andrew's School (Honolulu, Hawai‘i) proposed the name Bradyrhizobium prioritasuperba for the type strain, BL16A T , of the new species (DSM 112479 T = NCTC 14602 T ). The nonprofit organization Kauluakalana proposed the name Brenneria ulupoensis for the type strain, K61 T , of the new species (DSM 116657 T = LMG = 33184 T ), and Hawai‘i Baptist Academy students proposed the name Paraflavitalea speifideiaquila for the type strain, BL16E T , of the new species (DSM 112478 T = NCTC 14603 T ).

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2022

Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents

This study aims to identify and characterize the understanding of the concept of Sustainable Development in the official scientific educational documents of basic education in Portugal. Methodologically, it is a qualitative study that fits into the interpretive paradigm; its implementation is based on an interpretative-descriptive strategy of exploratory nature. The study involved the organization of the analysis corpus and the subsequent content analysis of the selected documents. The documents included in this corpus are the official educational documents on the teaching and learning of Natural Sciences in Basic Education (1st to 9th grade—ages 6 to 15): the Essential Learning and two transversal documents (the Student Profile on Leaving Compulsory Schooling and the Environmental Education Framework for Sustainability). The obtained results show that these documents frame and guide the implementation of Education for Sustainable Development, in all its dimensions, throughout basic education. However, this does not happen in an equitable way, neither in all documents nor in all years of schooling.

João, Patrícia (ORCID:0000000201021191)↗
DOE OSTI2020

Process intensification education contributes to sustainable development goals. Part 1

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

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

The Algae Foundation® and Algae Technology Educational Consortium

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

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2024

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

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

14 SOLAR ENERGY↗
DOE OSTI2026

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

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

14 SOLAR ENERGY↗
DOE OSTI2022

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

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

54 ENVIRONMENTAL SCIENCES↗
DOE OSTI2023

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

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

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2025

National Energy Education Development Project (NEED Project) (CRADA Final Report)

The U.S. Department of Energy Building Technologies Office (BTO) funds student competitions that introduce students to careers in the building sciences and increase public awareness around high-performance buildings to support the goal of developing, demonstrating, and accelerating the adoption of cost-effective technologies, techniques, tools, and services that enable high-performing, energy-efficient and demand-flexible residential and commercial buildings in both the new and existing buildings markets. The U.S. Department of Energy Solar Decathlon® (DOE/SD) is a flagship, high-visibility international competition started in 2002 that advances the goals of BTO by introducing students to building science careers; educating students and the public about the latest technologies and materials in high-performance buildings; encouraging student-led projects and research centered around building science; and demonstrating to the public the comfort and savings of homes that combine energy-efficient construction, home systems, appliances and innovative design with onsite renewable energy production. SD is a collegiate competition, comprising 10 contests, that challenges student teams to design and build highly efficient and innovative buildings powered by renewable energy. The winners will be those teams that best blend architectural and engineering excellence with innovation, market potential, building efficiency, and smart energy production. Solar Decathlon is comprised of two Challenges – Design Challenge (annual) and Build Challenge (biennial). The National Renewable Energy Laboratory (NREL) provides competition management for Solar Decathlon. NREL and Participant establish this CRADA to enable the success of the overall Solar Decathlon program by managing sponsorship funds and creating a K12 education program. Participant is to act as an Education Partner to Solar Decathlon, which includes: 1) accepting and dispersing sponsorship funds for DOE/SD; and 2) providing K12 education program to support Solar Decathlon Competition Events in April each year.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

A frugal CRISPR kit for equitable and accessible education in gene editing and synthetic biology

Equitable and accessible education in life sciences, bioengineering, and synthetic biology is crucial for training the next generation of scientists, fostering transparency in public decision-making, and ensuring biotechnology can benefit a wide-ranging population. As a groundbreaking technology for genome engineering, CRISPR has transformed research and therapeutics. However, hands-on exposure to this technology in educational settings remains limited due to the extensive resources required for CRISPR experiments. Here, we develop CRISPRkit, an affordable kit designed for gene editing and regulation in high school education. CRISPRkit eliminates the need for specialized equipment, prioritizes biosafety, and utilizes cost-effective reagents. By integrating CRISPRi gene regulation, colorful chromoproteins, cell-free transcription-translation systems, smartphone-based quantification, and an in-house automated algorithm (CRISPectra), our kit offers an inexpensive (~$2) and user-friendly approach to performing and analyzing CRISPR experiments, without the need for a traditional laboratory setup. Experiments conducted by high school students in classroom settings highlight the kit’s utility for reliable CRISPRkit experiments. Furthermore, CRISPRkit provides a modular and expandable platform for genome engineering, and we demonstrate its applications for controlling fluorescent proteins and metabolic pathways such as melanin production. We envision CRISPRkit will facilitate biotechnology education for communities of diverse socioeconomic and geographic backgrounds.

59 BASIC BIOLOGICAL SCIENCES↗