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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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All sourcesNASA NTRSDOE OSTI
DOE OSTI2025

“When I talk about it, my eyes light up!” Impacts of a national laboratory internship on community college student success

Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued "warm" social environments. We propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students.

careers↗
DOE OSTI2025

Correction: “When I talk about it, my eyes light up!” Impacts of a national laboratory internship on community college student success

The ORCID iDs are missing for the second, fourth, sixth, seventh, eighth and ninth author. Please see the authors’ respective ORCID iDs here: Author Seth Van Doren’s ORCID iD is: 0000-0003-0674-277X (https://orcid.org/0000-0003-0674-277X). Author Julio Jaramillo Salcido’s ORCID iD is: 0000-0002-4113-5345 (https://orcid.org/orcid.org/0000-0002-4113-5345) Author Gabriel Otero Munoz’s ORCID iD is: 0000-0002-1444-8020 (https://orcid.org/0000-0002-1444-8020) Author Aparna Manocha’s ORCID iD is: 0000-0001-7824-9971 (https://orcid.org/0000-0001-7824-9971) Author Colette L. Flood’s ORCID iD is: 0000-0002-8674-0872 (https://orcid.org/0000-0002-8674-0872) Author Anne M. Baranger’s ORCID iD is: 0000-0002-1973-4632 (https://orcid.org/0000-0002-1973-4632)

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS1999

NASA Educational Product Development and Post-Secondary Program Assessment Planning

Producing "value-added students" involves proactively addressing how successfully students develop their skills, knowledge, and personal, social, and ethical growth due to their association with a program. NASA programs for higher education can certainly be responsive in aiding the academic community strive for quality in terms of "valueadded" students. By identifying essential characteristics of exemplary assessment practices, the standards developed by accrediting agencies serve as guides for developing quality practices and policies. Such a process is an effective tool for communicating the expectations of the educational components of a program to all concerned with the program and its expected results. When standards are connected to student performance, they provide a very compelling argument for refocusing the definition of quality in higher education. By linking standards and performance, student learning and development becomes the starting point for examining program quality. If the multiple stakeholders - faculty, peers, the professional community, addressed assessment issues, then accreditation can be a link among various constituencies, the parties can better understand the needs of each other and develop the necessary trust needed for understanding and support.

Salmons, Phyllis A.↗
DOE OSTI2022

Estella Atekwana: Autobiographical Notes

I describe my career journey from a young girl in Cameroon, West Africa, to a trailblazing geophysicist to my current role as dean. I chronicle my time as a student, the transition to being an early career faculty, launching my research career, and ultimately finding my way to administration. Along the way I helped pioneer biogeophysics as a subdiscipline in geophysics while simultaneously maintaining an international research program in continental rift tectonics. I also describe the many intersectionalities in my life including being the first Black woman in many spaces, being a champion for student success, developing a diverse talent pipeline by enhancing diversity in the geosciences, and navigating academic job searches as part of a dual-career couple. Finally, I acknowledge all those who helped shape my career including the many students I had the opportunity to mentor. • Many underrepresented minority geoscientists lack the social capital and professional networks critical for their success. • Geoscience departments must be intentional and deliberate in promoting and ensuring more inclusive workplace environments. • Dual-career couples remain a major challenge, impacting retention and recruitment of top talent; universities should provide resources to alleviate this challenge. • Biogeophysics has untapped potential for advancing understanding of subsurface biogeochemical processes and the search for life in extreme environments. • To date, considerable speculation remains regarding the fundamental geodynamic processes that initiate and sustain the evolution of magma-deficient rifts.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS1997

Recruitment and Retention of Indians in Science and Engineering (RISE)

Fifteen students from Turtle Mountain Community College were selected to participate in activities of the RISE project last summer. Eight students successfully completed project activities and received stipends for their participation. These eight students are (1) Jamie Gable, (2) John Morin, (3) Patrick Belgarde, (4) Jason Laducer, (5) Alex Johnson, (6) Eric Houle, (7) Gary Renault, and (8) Kenny DeCoteau. In the fall of 1998, Jamie Gable and Gary Renault went to North Dakota State University to pursue their undergraduate degrees in mechanical engineering, and John Morin and Alex Johnson joined the University of North Dakota's electrical engineering and industrial technology programs, respectively. Remaining four students will continue to participate in the RISE activities this year and transfer to the universities next year. Seven students who failed to complete the RISE project activities during the current award period are encouraged to participate again this fall. The RISE students were enrolled in a special course called "Introduction to Engineering Materials." The project director, Dr. Kamawat, taught the course on Saturdays and Sundays. Theoretical and mathematical background on engineering materials and careers in various engineering professions were discussed in this course. The students attended guest lectures given by engineers and professors and visited local industries. In addition, the students went to North Dakota State University (NDSU) at Fargo, ND, and the University of Minnesota (UMN) at Minneapolis, MN, to tour their engineering departments. At NDSU, they conducted laboratory tests on various engineering materials, such as concrete, steel, wood, plastics, and carbon composites. The students investigated the mechanical behavior of these materials under various loading conditions, collected data, interpreted data, identified possible errors, determined the mechanical properties, and wrote reports on their findings. The students created posters describing their results on the behavior of engineering material. The posters were displayed in the TMCC's student lounge.

Karnawat, Sunil↗
DOE OSTI2023

A qualitative study of marginalized students’ academic, physical, and social self-efficacy in a multiweek geoscience field program

Undergraduate summer field programs are valuable experiences that can foster or reduce students’ self-efficacy, an important factor in students’ success and retention in geoscience. Growing research findings show that science field experiences can be hostile and unwelcoming to students with marginalized identities, which may negatively impact their self-efficacy in geoscience, a discipline with a dearth of students from underrepresented, marginalized identities. We conducted an interpretive qualitative study examining how summer geoscience field programs affected two undergraduate, marginalized students’ self-efficacy. Adding to existing theoretical explanations of self-efficacy, we identified three types of self-efficacy impacted positively and negatively by geoscience field experiences: academic, physical, and social self-efficacy. We developed a nuanced understanding of the specific field experiences that influenced the ‘ups and downs’ of students’ self-efficacy and, ultimately, their intent in continuing to pursue a geoscience education or career. Despite negative experiences, including gender discrimination, crude sexual jokes, and a lack of belonging, the students described their intent to persist in geoscience. Here, our findings can assist geoscience educators (and others in field-based sciences) to consider experiences that support and hinder marginalized students’ self-efficacy. Also, our findings can guide efforts to improve geoscience field programs to create more inclusive environments.

case study↗
DOE OSTI2022

High Efficiency InGaN LEDs Emitting in Green, Amber and Beyond (Final Report)

This project focuses on developing high efficiency light emitting diodes (LEDs) with green, amber, and longer wavelengths using two compatible material systems based on III-nitride and II-IV-nitride semiconductor heterostructures. The proposed approach uses low-indium-content InGaN and ZnGeN 2 or ZnSnN 2 heterostructure quantum wells (QWs) as the active regions for high efficiency green and amber LEDs, and therefore to advance high efficiency color-mixed white LED technology. This approach takes advantage of the increased flexibility, afforded by the incorporation of the II-IV-nitrides into the III-nitride layers, to tune the QW active region to lower the emission wavelengths and to increase the electron-hole wave function overlap. This strategy paves a new way to extend the InGaN QW LED emission wavelength without using high-indium-content InGaN. An industrially preferable metalorganic chemical vapor deposition (MOCVD) method was used to develop the growth of ZnGeN 2 and ZnSnN 2 that are compatible with the InGaN growth. The unique dual chamber MOCVD instrument at OSU was used in this project. This program created an opportunity for the two institutions (The Ohio State University and Case Western Reserve University) with complementary expertise to perform this work. Two graduate students (Md Rezaul Karim (OSU) and Benthara Hewage Dinushi Jayatunga (CWRU)) gained experience in MOCVD growth and various characterization methods including scanning electron microscopy, x-ray diffraction spectroscopy, x-ray photoemission spectroscopy, Hall measurements, cathodoluminescence and photoluminescence. Both students successfully defended their PhD dissertations in April/May 2021. Both Karim and Jayatunga have joined Intel as engineers in June/July 2021. Another two graduate students Kaitian Zhang (OSU) and Chenxi Hu (CWRU) joined the project team since spring 2021 to continue on this project. They were trained on MOCVD epitaxy of InGaN QWs and materials characterization including SEM, AFM, PL, CL, XRD, Hall measurements and electroluminescence. A third student, Vijay Gopal Thirupakuzi Vangipuram (OSU), who joined the group in fall 2021 to perform LED fabrication and characterization. The key research accomplishments of the project include: (1) Successful development of MOCVD epitaxy of single crystalline ZnGeN 2 and ZnSnN 2 . MOCVD growth parameters that determine the stoichiometry of ZnGeN 2 and ZnSnN 2 films were identified. (2) Experimentally determined the band offsets between GaN/ZnGeN 2 and GaN/ZnGaSnN 2 hetero-interfaces, which agree very well with the theoretical predictions. (3) Demonstrated the incorporation of thin ZnGeN 2 layer in InGaN QWs. Proof-of-concept of the InGaN-ZnGeN 2 QW design demonstrated as much as 80 nm of red shift without increasing In composition or QW thickness. (4) InGaN/ZnGeN 2 QWs emitting at 480 nm achieved IQE of 47%. Resulted from this project, 7 journal articles were published, and 9 conference papers were presented.

36 MATERIALS SCIENCE↗
NASA NTRS2007

Navigating the Obstacles in Science Education for School Outreach

This paper gives an overview of the education outreach initiatives that the authors have personally been involved with, their successes and shortcomings are discussed with ways to overcome the difficulties encountered. Recommendations are given on how to navigate the obstacles. Industry professionals, college professors and even church groups participate in education outreach initiatives. For a successful experience, one has to navigate through various phases of the process. The strategy is to convince stakeholders that there is value in doing the outreach activity, form a partnership with the school, circumnavigate the security and administrative procedures, and finally deliver the material to the students. Successful education outreach programs have well-defined objectives, roles and expectations. Success depends on the level of commitment of all parties involved. Taking a look at individual programs, focusing on their shortcomings and best practices, this paper serves as a compilation of useful ideas for effective science and math education outreach. Navigation techniques mentioned in this paper systematically address each obstacle encountered, making solid recommendations for the future. One of the biggest challenges is showing the direct benefits of the outreach activity to stakeholders, so they can see how they profit from sacrificing their workers as outreach mentors.

Rincon, Diana↗
NASA NTRS2021

Modernizing Mechatronics Course With Quantum Engineering

Mechatronics is the synergistic application of mechanics, electronics, control engineering, and computer science in the development of electromechanical products and systems, through integrated design. This paper proposes to extend the mechatronics course beyond traditional engineering topics, and to modernize the mechatronics instructions with complementary quantum engineering topics. With the recent rapid advances in quantum technologies such as quantum communications, sensing, computers, and algorithms, it is imperative to train the next generation of engineers and prepare them for their future careers in the ever-changing industry in such areas. Furthermore, due to such progress and advances in the fields associated with quantum mechanics, the integration of quantum technologies with classical mechanical systems will be inevitable both in terms of educational and technological standpoints in future. To address the educational needs of the future engineers in such areas of significant importance, quantum entanglement and quantum cryptography experiments, as two fundamental topics in quantum mechanics, are brought into the mechatronics course in an initiative that is reported in this paper. The integrated quantum and mechatronics topics also provides opportunities for open discussions on exploring the interface of quantum technologies and classical engineering systems, which can potentially push the engineering boundaries beyond classical possibilities by accessing the quantum advantages. An innovative online remote demonstration of such quantum experiments are developed and presented to the students. This course has been offered to undergraduate students once with successful results. The students were able to remotely access the experiments, perform the experiments and collect data. The successful result of such quantum experiments is also reflected in a course survey, presented in this paper, even though the quantum mechanics topics offered in this course are unfamiliar to engineering students and hence more challenging. The paper reports, and aims to promote, the integration of selected quantum technology topics with the mechatronics course for training engineering students in this rapidly growing area.

Ghazinejad, Maziar↗
NASA NTRS2011

Longitudinal Study: Efficacy of Online Technology Tools for Instructional Use

Studies show that the student population (secondary and post secondary) is becoming increasingly more technologically savvy. Use of the internet, computers, MP3 players, and other technologies along with online gaming has increased tremendously amongst this population such that it is creating an apparent paradigm shift in the learning modalities of these students. Instructors and facilitators of learning can no longer rely solely on traditional lecture-based lesson formals. In order to achieve student academic success and satisfaction and to increase student retention, instructors must embrace various technology tools that are available and employ them in their lessons. A longitudinal study (January 2009-June 2010) has been performed that encompasses the use of several technology tools in an instructional setting. The study provides further evidence that students not only like the tools that are being used, but prefer that these tools be used to help supplement and enhance instruction.

Uenking, Michael D.↗
NASA NTRS1996

Science, Engineering, Mathematics and Aerospace Academy

The Science, Engineering, Mathematics and Aerospace Academy (SEMAA) was established in September, 1993, by Cuyahoga Community College and the NASA Lewis Research Center. Funding for SEMAA was provided by NASA Headquarters' Office of Equal Employment Opportunities. SEMAA brought together five preexisting youth programs at Cuyahoga Community College. All the programs shared the common goals of 1) Increasing the participation of underrepresented/underserved groups in science, mathematics and engineering and technology careers. 2) Increasing "success" rates of all students interested in science and mathematics. 3) Developing partnerships to recognize and support students interested in these fields. 4) Supporting continued success of highly successful students. The framework for each preexisting program allowed SEMAA to have a student population ranging from kindergarten through the twelfth-grade. This connectivness was the foundation for the many decisions which would make SEMAA a truly innovative program.

Source record↗
NASA NTRSDate not supplied

Crowd Sourcing Medical Data Collection Using Medical Students

OBJECTIVE We undertook an upgrade of the Evidence Library database of NASA HRP’s Integrated Medical Model, assessing 120 medical conditions which integrate with a novel probabilistic risk assessment (IMPACT) tool of medical risk and resource utilization for long duration exploration human spaceflight. This data collection process included a selection of these conditions crowd sourced over one year via three 4-week medical student electives at the University of Colorado School of Medicine (IDPT 8059 Space Medicine: Human Spaceflight Factors & Medical Risk Assessment). Students undertook a rapid systematic review of each medical condition, under close preceptors with backgrounds in clinical medicine, library science, epidemiology, biostatistics, and evidence-based medicine. As part of the elective, students also received instruction in core space medicine concepts, evidence based medicine and problem based learning sessions as a flight surgeon supporting a simulated Mars mission. METHODS The list of 120 medical conditions includes both common, terrestrial illness/injury (epistaxis, diverticulitis) as well as spaceflight-specific ones (space adaptation conditions, EVA-related injuries). A rapid systematic review process was developed that would allow students to find the data for determining disease incidence/prevalence, return to definitive care (often a surrogate such as hospitalization rates), loss of crew life, and treatment duration. Each data point required a tailored, specialized search process using different databases and corresponding specialized search filters. Databases were selected on their ability to provide high quality literature in an efficient manner and prioritized by their ability to provide graded evidence via a set rubrics specific to human spaceflight. Students were responsible for performing all literature searches and identifying the highest quality available evidence for each data point. Completed student data sheets underwent initial review by faculty preceptors followed by a secondary editing review by the ExMC Clinical Science Team. RESULTS Over the course of three electives, approximately 105 medical conditions were researched by students using spreadsheets with pre-crafted search strategies. Overall, this process was successful in allowing students to perform the preponderance of work to update incidence, treatment duration, return to definitive care, and loss of crew life data points. Students were successful in running searches, identifying the necessary data points within the literature, and determining the types of terrestrial data that most aligns with the astronaut population for successful completion of their tasks. Limitations included variable student experience with search methodologies [PubMed], differing values of evidence grading [best practice evidence based medicine vs. relevant to spaceflight], and students’ unfamiliarity with spaceflight specific conditions. CONCLUSION Finding the relevant literature for medical conditions in spaceflight within terrestrial databases in a systematic method is time consuming and not intuitive. However, the stepwise process that balanced sensitivity with specificity allowed for students to be highly successful in a short amount of time. Additionally, as the process was refined over the course of three electives, preceptors were better able to anticipate where students were likely to encounter barriers, which allowed the course to be adjusted to account for certain data points needing more time for completion. This replicable process may be an efficient way to accomplish rapid systematic reviews for a large volume of data in a short amount of time.

J Lemery↗
NASA NTRS1995

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 46: Technical communications in aerospace: A comparison across four countries

In this paper we describe the preliminary analysis of four groups of aerospace engineering and science students -- student members of the American Institute of Aeronautics and Astronautics (AIAA) and students from universities in Japan, Russia, and Great Britain. We compare: (1) the demographic characteristics of the students; (2) factors that affected their career decision; (3) their career goals and aspirations; (4) their training in technical communication; and (5) their training in techniques for finding and using aerospace scientific and technical information (STI). Many employers in the US aerospace industry think there is a need for increased training of engineering students in technical communication. Engineers in the US and other countries believe that technical communication skills are critical for engineers' professional success. All students in our study agree about the importance of technical communication training for professional success, yet relatively few are happy with the instruction they receive. Overall, we conclude that additional instruction in technical communication and accessing STI would make it easier for students to achieve their career goals.

Kennedy, John M.↗
NASA NTRS1999

Superwinds in Seyfert Galaxies SFGs and AGN

This project was successfully completed; three refereed publications have been published on the work and the graduate student involved successfully defended his thesis. The work done in conjunction with this project demonstrated for the first time the importance of large scale winds in most if not all Seyfert galaxies and explored the physical parameters of those winds and their effect on both the interstellar medium of the host galaxy and the activity in the active nucleus as well.

Baum, Stefi↗
NASA NTRS1997

Project Synopsis for High School/High Tech

To help increase the diversity of workers at NASA centers it is necessary to provide students with disabilities the opportunities to explore careers in high technology. HIGH SCHOOL/HIGH TECH, an enrichment program, pioneered at Goddard Space Flight Center, successfully introduces students with disabilities to high tech careers. This community-based partnership serves as a model for three additional NASA sites-Ames Research Center, Johnson Space Flight Center, and Lewis Research Center. For a three year period beginning August 15, 1995, provide financial and technical support to a local agency in each NASA center area which serves persons with disabilities to enable a High School/High Tech program to develop and stand alone. Each project will develop a basis of cooperation with Ames, Johnson, and Lewis as well as a variety of community groups including the public schools, high tech employers, post-secondary education and training programs, rehabilitation agencies, and community economic development organizations. Throughout the startup period and thereafter, local youths with disabilities will have early exposure to professions in mathematics, science, and technology-related fields. This exposure will be multifaceted to insure adequate opportunity for realistic career exploration so these youths have an opportunity to test their interests and abilities. The exposure will be presented in the most supportive environment that is feasible.

Source record↗
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 OSTI2026

Industry-driven Training and Curriculum Development Process

The development of a sustainable, skilled fusion workforce requires coordinated strategy between all sectors of fusion industry. This paper outlines a framework to align training programs with evolving technical and professional demands of fusion, including enhancing existing curricula, the establishment of new programs at educational institutions, and the identification of workforce gaps informed through industry engagement. Effective curriculum development requires input from both educators and employers to ensure that academic content reflects real-world challenges and can prepare students for successful transitions into the field. Collaborative models, such as industry-led training programs, inter-institutional partnerships, and faculty development initiatives, are highlighted as mechanisms for scalable and inclusive workforce development. Continued program success and relevance will be dependent on continuous review processes, including feedback from employers, alumni, and advisory boards. The combination of these programs supports the formation of flexible, industry-informed training pathways. This approach aims to foster a competent workforce capable of advancing fusion energy research and commercialization.

Gehrig, Monica [ORNL] (ORCID:0000000341022612)↗