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All sourcesNASA NTRSDOE OSTI
DOE OSTI2026

Enhancing segmentation fairness through curriculum learning and progressive loss: a centralized and federated perspective on radiograph analysis

Bias in medical image segmentation can lead to unequal performance across demographic subgroups, raising concerns about fairness and reliability in clinical AI systems. While deep learning models have achieved high segmentation accuracy, ensuring equitable performance across race and gender remains a significant challenge, particularly in privacy-sensitive healthcare environments. This study investigates fairness-aware medical image segmentation for hip and knee radiographs using deep learning models evaluated in both centralized and Federated Learning (FL) settings. We introduce Curriculum Learning (CL) strategies and Progressive Loss (PL) functions to regulate sample difficulty during training. In addition, we propose two novel fairness-oriented federated learning algorithms, Federated Intersection over Union (FedIoU) and Federated Intersection over Union with Outlier Analysis (FedIoUoutlier). Experiments are conducted using multiple segmentation backbones and simulated multi-site data partitions derived from the Osteoarthritis Initiative dataset. Model performance is evaluated using Intersection over Union (IoU), IoU standard deviation, Skewed Error Ratio (SER), and Min-Max Disparity across race and gender subgroups. Statistical significance was verified using paired t-tests to compare per-sample IoU performance against baseline configurations. Across both hip and knee segmentation tasks, curriculum learning and progressive loss strategies consistently improved segmentation accuracy and reduced demographic performance disparities in centralized training. In federated settings, fairness-aware aggregation further enhanced performance. Notably, FedIoUoutlier combined with balanced curriculum learning and tiered progressive loss achieved the highest mean IoU while yielding the lowest SER and Min-Max Disparity, indicating improved fairness without sacrificing accuracy. In several configurations, federated models matched or exceeded the performance of optimized centralized models, with statistically significant improvements in per-sample IoU over baseline configurations. The results demonstrate that structured training strategies and fairness-aware federated aggregation can jointly improve accuracy, stability, and demographic fairness in medical image segmentation. By integrating curriculum learning, progressive loss, and novel FL algorithms, this work provides a practical pathway toward equitable and privacy-preserving AI systems for medical imaging.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2021

Restoring Critical Loads In Resilient Distribution Systems using A Curriculum Learned Controller

In this paper, we propose a curriculum learned reinforcement learning (RL) controller to facilitate distribution system critical load restoration (CLR), leveraging RL's fast online response and its outstanding optimal sequential control capability. Like many grid control problems, CLR is complicated due to the large control action space and renewable uncertainty in a heavily constrained non-linear environment with strong intertemporal dependency. The nature of the problem oftentimes causes the RL policy to converge to a poor-performing local optimum if learned directly. To overcome this, we design a two-stage curriculum in which the RL agent will learn generation control and load restoration decision under different scenarios progressively. Via curriculum learning, the trained RL controller is expected to achieve a better control performance, with critical loads restored as rapidly and reliably as possible. Using the IEEE 13-bus test system, we illustrate the performance of the RL controller trained by the proposed curriculum-based method.

curriculum learning↗
DOE OSTI2021

Restoring Critical Loads in Resilient Distribution Systems Using a Curriculum Learned Controller: Preprint

In this paper, we propose a curriculum learned reinforcement learning (RL) controller to facilitate distribution system critical load restoration (CLR), leveraging RL's fast online response and its outstanding optimal sequential control capability. Like many grid control problems, CLR is complicated due to the large control action space and renewable uncertainty in a heavily constrained non-linear environment with strong intertemporal dependency. The nature of the problem oftentimes causes the RL policy to converge to a poor-performing local optimum if learned directly. To overcome this, we design a two-stage curriculum in which the RL agent will learn generation control and load restoration decision under different scenarios progressively. Via curriculum learning, the trained RL controller is expected to achieve a better control performance, with critical loads restored as rapidly and reliably as possible. Using the IEEE 13-bus test system, we illustrate the performance of the RL controller trained by the proposed curriculum-based method.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2026

Towards Generalizable and Efficient Circuit Topology Design: A Graph-Transformer-based Surrogate Model with Curriculum Learning

Unlike circuit parameter and sizing optimizations, the automated design of analog circuit topologies poses significant challenges for learning-based approaches. One challenge arises from the combinatorial growth of the topology space with circuit size, which limits the topology optimization efficiency. Moreover, traditional circuit evaluation methods are time-consuming, while the presence of data discontinuity in the topology space makes the accurate prediction of circuit performance exceptionally difficult for unseen topologies. To tackle these challenges, we design a novel Graph-Transformer-based Network (GTN) as the surrogate model for circuit evaluation, offering a substantial acceleration in the speed of circuit topology optimization without sacrificing performance. Our GTN model architecture is designed to embed voltage changes in circuit loops and current flows in connected devices, enabling accurate performance predictions for circuits with unseen topologies. To address the cold start problem when scaling GTN to large-scale circuits, we further introduce a curriculum learning strategy that progressively trains GTN from small-scale to large-scale circuits. This approach enables the model to first learn fundamental physical principles from simpler topologies and gradually adapt to complex configurations, effectively bridging the circuit complexity gap and improving prediction accuracy. Taking the power converter circuit design as an experimental task, our GTN model significantly outperforms an analytical approach and baseline methods directly utilizing graph neural networks. Furthermore, GTN achieves less than 5% relative error and 196× speed-up compared with high-fidelity simulation. Notably, our GTN surrogate model empowers an automatic circuit design framework to discover circuits of comparable quality to those identified through high-fidelity simulation while reducing the time required by up to 98.2%. With curriculum learning, the enhanced GTN achieves a 51% improvement for performance prediction of large-scale circuits compared to the GTN model without this strategy. These advancements establish GTN as a scalable framework for automated analog circuit design across varying circuit complexity levels.

Lu, Haoshu [New Jersey Institute of Technology (NJ↗
DOE OSTI2022

Li-ion Battery Material phase prediction through Hierarchical Curriculum Learning

Li-ion Batteries (LIB), one of the most efficient energy storage devices, are widely adopted in many industrial applications. Imaging data of these battery electrodes obtained from X-ray tomography can explain the distribution of material constituents and allow reconstructions to study electron transport pathways. Therefore, it can eventually help quantify various associated properties of electrodes (e.g., volume-specific surface area, porosity) which determine the performance of batteries. However, these images often suffer from low image contrast between multiple material constituents , making it difficult for humans to distinguish and characterize these constituents through visualization. A minor error in detecting distributions among the material constituents can lead to a high error in the calculated parameters of material properties.We present a novel hierarchical curriculum learning framework to address the complex task of estimating material constituent distribution in battery electrodes. To provide spatially smooth prediction, our framework comprises three modules: (i) an uncertainty-aware model trained to yield inferences conditioned upon global knowledge of material distribution, (ii) a technique to capture relatively more fine-grained (local) distributional signals, (iii) an aggregator to appropriately fuse the local and global effects towards obtaining the final distribution.

Tabassum, Anika↗
DOE OSTI2022

MatPhase: Material phase prediction for Li-ion Battery Reconstruction using Hierarchical Curriculum Learning

Li-ion Batteries (LIB), one of the most efficient energy storage devices, are used extensively in many industrial applications. These batteries consist of electrodes that are put together with heterogeneous material compositions. Imaging data of these battery electrodes obtained from X-ray tomography can explain the distribution of material constituents and allow reconstructions to study electron transport pathways. Such reconstructions of material constituents help quantify various associated properties of electrodes (e.g., volume-specific surface area, porosity) which determine the performance of batteries. These images often suffer from low image contrast between multiple material constituents, hence making it difficult for humans to distinguish and characterize these constituents through visual inspection. A minor error in detecting distributions of the material constituents can lead to magnified errors in the calculated parameters of material properties (e.g., porosity). We present MatPhase, a novel hierarchical curriculum learning technique to address the complex task of estimating material constituent distribution in battery electrodes. MatPhase comprises three modules: (i) an uncertainty-aware global model trained to yield inferences conditioned upon global knowledge of material distribution, (ii) a local model to capture relatively more fine-grained (local) distributional signals, (iii) an aggregator model to appropriately fuse the local and global effects towards obtaining the final distribution. On average, MatPhase improves prediction up to 8.5% relative to other sophisticated modeling pipelines and state-of-the-arts (SOTA) object detection models employed in the performance comparison.

Tabassum, Anika↗
DOE OSTI2026

Two-Stage Wildlife Event Classification for Edge Deployment

Camera-based wildlife monitoring is often overwhelmed by non-target triggers and slowed by manual review or cloud-dependent inference, which can prevent timely intervention for high stakes human–wildlife conflicts. Our key contribution is a deployable, fully offline edge vision sensor that achieves near-real-time, highly accurate wildlife event classification by combining detector-based empty-image suppression with a lightweight classifier trained with a staged transfer-learning curriculum. Specifically, Stage 1 uses a pretrained You Only Look Once (YOLO)-family detector for permissive animal localization and empty-trigger suppression, and Stage 2 uses a lightweight EfficientNet-based binary classifier to confirm puma on detector crops and gate downstream actions. Our design is robust to low-quality nighttime monochrome imagery (motion blur, low contrast, illumination artifacts, and partial-body captures) and operates using commercially available components in connectivity-limited settings. In field deployments running since May 2025, end-to-end latency from camera trigger to action command is approximately 4 s. Ablation studies using a dataset of labeled wildlife images (pumas, not pumas) show that the two-stage approach substantially reduces false alarms in identifying pumas relative to a full-image classifier while maintaining high recall. On the held-out test set (N = 1434 events), the proposed two-stage cascade achieves precision 0.983, recall 0.975, F1 0.979, accuracy 0.986, and balanced accuracy 0.983, with only 8 false positives and 12 false negatives. The system can be easily adapted for other species, as demonstrated by rapid retraining of the second stage to classify ringtails. Downstream responses (e.g., notifications and optional audio/light outputs) provide flexible actuation capabilities that can be configured to support intervention.

58 GEOSCIENCES↗
DOE OSTI2022

Curriculum-based Reinforcement Learning for Distribution System Critical Load Restoration

This paper focuses on the critical load restoration problem in distribution systems following major outages. To provide fast online response and optimal sequential decision-making support, a reinforcement learning (RL) based approach is proposed to optimize the restoration. Due to the complexities stemming from the large policy search space, renewable uncertainty, and nonlinearity in a complex grid control problem, directly applying RL algorithms to train a satisfactory policy requires extensive tuning to be successful. To address this challenge, this paper leverages the curriculum learning (CL) technique to design a training curriculum involving a simpler steppingstone problem that guides the RL agent to learn to solve the original hard problem in a progressive and more effective manner. We demonstrate that compared with direct learning, CL facilitates controller training to achieve better performance. To study realistic scenarios where renewable forecasts used for decision-making are in general imperfect, the experiments compare the trained RL controllers against two model predictive controllers (MPCs) using renewable forecasts with different error levels and observe how these controllers can hedge against the uncertainty. Results show that RL controllers are less susceptible to forecast errors than the baseline MPCs and can provide a more reliable restoration process.

24 POWER TRANSMISSION AND DISTRIBUTION↗
DOE OSTI2020

Multiple-objective Reinforcement Learning for Inverse Design and Identification

The aim of inverse chemical design is to develop new molecules with given optimized molecular properties or objectives. Recently, generative deep learning (DL) networks are considered as the state-of-the-art in inverse chemical design and have achieved early success in generating molecular structures with desired properties in the pharmaceutical and material chemistry fields. However, satisfying a large number (> 10 objectives) of molecular objectives is a limitation of current generative models. To improve the model’s ability to handle a large number of molecule design objectives, we developed a Reinforcement Learning (RL) based generative framework to optimize chemical molecule generation. Our use of Curriculum Learning (CL) to fine-tune the pre-trained generative network allowed the model to satisfy up to 21 objectives and increase the generative network’s robustness. The experiments show that the proposed multiple-objective RL-based generative model can correctly identify unknown molecules with an 83% to 100% success rate, compared to the baseline approach of 0%. Additionally, this proposed generative model is not limited to just chemistry research challenges; we anticipate that problems that utilize RL with multiple objectives will benefit from this framework.

reinforcement learning, generative model, inverse ↗
DOE OSTI2018

Multiple-objective Reinforcement Learning for Inverse Design and Identification

Inverse chemical design using generative deep learning (DL) models is an emerging tool, which has early success in generating molecular structures with desired properties. We enhance this tool by developing heuristics for curriculum-learning based multiple-objective (20+ objectives) reinforcement learning, and apply it to the context of chemical identi?cation. We develop a generative DL framework that utilizes constraints pertaining to the unknown molecule’s mass and functional group composition, and show that multiple-objective RL-based generative DL models can correctly identify unknown molecules with a 80% success rate, compared to the baseline approach of 0%. Lastly, the heuristics developed are not limited to just chemistry research challenges; we anticipate any problem that utilizes reinforcement learning with multiple-objectives will bene?t from it.

Artificial Intelligence, Data Science, deep learni↗
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 OSTI2024

Development of learning objectives to support undergraduate virology curriculum guidelines

It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course. These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2024

58966_TSQP Continuing Learning

This training is established to maintain the knowledge and skills of the Learning Specialist. It aligns with the tasks identified as overtrain and ensures continuity of learning and knowledge within the Learning Specialist Curriculum 409 and the revised curriculums. Completion of the fixed continuing training course is required once every two years for the Learning Specialist to remain in qualification.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2016

Blending Education and Polymer Science: Semiautomated Creation of a Thermodynamic Property Database

Structured databases of chemical and physical properties play a central role in the everyday research activities of scientists and engineers. In materials science, researchers and engineers turn to these databases to quickly query, compare, and aggregate various properties, thereby allowing for the development or application of new materials. The vast majority of these databases have been generated manually, through decades of labor-intensive harvesting of information from the literature, yet while there are many examples of commonly used databases, a significant number of important properties remain locked within the tables, figures, and text of publications. The question addressed in our work is whether and to what extent the process of data collection can be automated. Students of the physical sciences and engineering are often confronted with the challenge of finding and applying property data from the literature, and a central aspect of their education is to develop the critical skills needed to identify such data and discern their meaning or validity. To address shortcomings associated with automated information extraction while simultaneously preparing the next generation of scientists for their future endeavors, we developed a novel course-based approach in which students develop skills in polymer chemistry and physics and apply their knowledge by assisting with the semiautomated creation of a thermodynamic property database.

Collaborative/Cooperative Learning↗
DOE OSTI2025

DNABERT-S: pioneering species differentiation with species-aware DNA embeddings

SUMMARY: We introduce DNABERT-S, a tailored genome model that develops species-aware embeddings to naturally cluster and segregate DNA sequences of different species in the embedding space. Differentiating species from genomic sequences (i.e. DNA and RNA) is vital yet challenging, since many real-world species remain uncharacterized, lacking known genomes for reference. Embedding-based methods are therefore used to differentiate species in an unsupervised manner. DNABERT-S builds upon a pre-trained genome foundation model named DNABERT-2. To encourage effective embeddings to error-prone long-read DNA sequences, we introduce Manifold Instance Mixup (MI-Mix), a contrastive objective that mixes the hidden representations of DNA sequences at randomly selected layers and trains the model to recognize and differentiate these mixed proportions at the output layer. We further enhance it with the proposed Curriculum Contrastive Learning (C2LR) strategy. Empirical results on 28 diverse datasets show DNABERT-S's effectiveness, especially in realistic label-scarce scenarios. For example, it identifies twice more species from a mixture of unlabeled genomic sequences, doubles the Adjusted Rand Index (ARI) in species clustering, and outperforms the top baseline's performance in 10-shot species classification with just a 2-shot training. AVAILABILITY AND IMPLEMENTATION: Model, codes, and data are publically available at https://github.com/MAGICS-LAB/DNABERT_S.

Zhou, Zhihan↗
DOE OSTI2018

ODDS: Real-Time Object Detection Using Depth Sensors on Embedded GPUs

Detecting objects that are carried when someone enters or exits a room is very useful for a wide range of smart building applications including safety, security, and energy efficiency. While there has been a significant amount of work on object recognition using large-scale RGB image datasets, RGB cameras are too privacy invasive in many smart building applications and they work poorly in the dark. Additionally, deep object detection networks require powerful and expensive GPUs. We propose a novel system that we call ODDS (Object Detector using a Depth Sensor) that can detect objects in real-time using only raw depth data on an embedded GPU, e.g., NVIDIA Jetson TX1. Hence, our solution is significantly less privacy invasive (even if the sensor is compromised) and less expensive, while maintaining a comparable accuracy with state of the art solutions. Specifically, we resort to training a deep convolutional neural network using raw depth images, with curriculum based learning to improve accuracy by considering the complexity and imbalance in object classes and developing a sparse coding based technique that speeds up the system ~2× with minimal loss of accuracy. Based on a complete implementation and real-world evaluation, we see ODDS achieve 80.14% mean average precision in object detection in real-time (5-6 FPS) on a Jetson TX1.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2024

Screening Cu-Zeolites for Methane Activation Using Curriculum-Based Training

Machine learning (ML), when used synergistically with atomistic simulations, has recently emerged as a powerful tool for accelerated catalyst discovery. However, the application of these techniques has been limited by the lack of interpretable and transferable ML models. In this work, we propose a curriculum-based training (CBT) philosophy to systematically develop reactive machine learning potentials (rMLPs) for high-throughput screening of zeolite catalysts. Our CBT approach combines several different types of calculations to gradually teach the ML model about the relevant regions of the reactive potential energy surface. The resulting rMLPs are accurate, transferable, and interpretable. We further demonstrate the effectiveness of this approach by exhaustively screening thousands of [CuOCu] 2+ sites across hundreds of Cu-zeolites for the industrially relevant methane activation reaction. Specifically, this large-scale analysis of the entire International Zeolite Association (IZA) database identifies a set of previously unexplored zeolites (i.e., MEI, ATN, EWO, and CAS) that show the highest ensemble-averaged rates for [CuOCu] 2+ -catalyzed methane activation. We believe that this CBT philosophy can be generally applied to other zeolite-catalyzed reactions and, subsequently, to other types of heterogeneous catalysts. Thus, this represents an important step toward overcoming the long-standing barriers within the computational heterogeneous catalysis community.

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

Cybersecurity Training Curriculum Analysis through the application of Machine Learning Text Classification and Natural Language Processing

In the domain of cybersecurity, there are a wide variety of education and training courses offered by a variety of training providers (commercial vendors, governmental, and academic institutions). Unfortunately, a comprehensive cross-provider mapping of the body of course offerings does not currently exist. Furthermore, although individual providers have made efforts, an accepted cross-provider mapping of education and training courses (or categories) to an accepted framework of work-roles by cybersecurity work-role and competency level has not yet been developed. The inability to compare training courses by topic or cybersecurity work-role and the level of difficulty (competency level) affects all organizations in identifying and selecting potential training opportunities for their personnel performing cybersecurity duties. In this work, we report on our application of Machine Learning (ML) Text Classification and Natural Language Processing (NLP) methodologies to begin to create a process to organize an accurate and thorough catalog of course offerings by work-role and competency level. Through the analysis of text-based course attributes (description, learning objectives, prerequisites, etc.) along with the text-based attributes for identified cybersecurity work-roles, our ML efforts examined methods to determine the work-role "best-fit" for each course as well as the competency level through action-verb text comparison.

99 GENERAL AND MISCELLANEOUS↗