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Cyber-Informed Engineering Adoption in University Engineering Programs: An Overview of CIE Integration Successes at Nine U.S. Educational Institutions

This report examines the adoption of Cyber-Informed Engineering (CIE) in university engineering programs, driven by the need to protect critical energy infrastructure from adversarial threats. CIE equips current and future engineers and technicians with the necessary mindset, skills, and competencies to enhance the resilience of engineered systems against cyber attacks. This report highlights nine academic partners who are incorporating CIE into their curricula through various approaches, including lectures, courses, and certificates.

42 ENGINEERING↗

2019 Community Involvement Report

Sandia National Laboratories is committed to being an informed, compassionate and contributing neighbor in our local communities. This commitment has been demonstrated throughout Sandia's history, and is an enduring part of our future. New Mexico faces many challenges, including one of the highest childhood poverty rates in the United States and one of the lowest educational proficiency rates. Lack of affordable housing and insufficient educational achievement are issues in the Bay Area near our Livermore site. To address the greatest challenges faced in Sandia's communities of Albuquerque, NM, and Livermore, CA, and other remote sites, Sandia's contributions leverage resources in three critical focus areas. In 2019, National Technology and Engineering Solutions of Sandia, contributed $1.4M to our local communities, including $151K in the Livermore area.

99 GENERAL AND MISCELLANEOUS↗

Clean Energy Education and Training Resources and Opportunities in New York's Southern Tier Region

New York's Southern Tier Region is experiencing high growth and investment in the clean energy sector and is anticipating more jobs to come in energy efficiency, renewable energy, and manufacturing in the coming years. The Network for a Sustainable Tomorrow (NEST) is a nonprofit network of programs working to develop a regional backbone system for education and training programs as well as curricula to support the workforce needed for the region's growing industries to succeed. Through its participation in the US Department of Energy's Better Buildings Workforce Accelerator, NEST requested technical assistance in conducting a landscape and needs assessment of the region's existing clean energy education and workforce development assets. This report supports NEST's efforts by providing a baseline of clean energy employment data, an inventory and gap analysis of the education and workforce development assets currently available and serving the Southern Tier Region, and case studies of innovative and successful regional clean energy education and workforce coalitions from around the county.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗

Mind the Gap: Building Simulation in the Architectural Design Studio

Building modelling and simulation approaches are increasingly being utilized in architectural design studios to guide and inform the design process and offer evidence-based feedback on proposed building performance. The development of intuitive and simplified simulation interfaces has greatly contributed to achieving this integration. One aspect that is often overlooked is the workflow that governs and regulates integrated design, which can have significant impacts on final design outcomes. Currently there are numerous software packages available for building performance simulations. This makes it challenging to select an appropriate tool that provides accurate results yet allows a designer to make informed architectural decisions with a designer-friendly interface. Furthermore, workflows to incorporate simulations into the design process proved to highly impact student’s project design integration. Yet, it is not clear what type of workflows are successful to achieve this goal, under what conditions, and/or for which building and site typologies. This paper addresses these issues by first reviewing three different workflows for integrating building performance simulation processes and highlighting their strengths and weaknesses. Second, a comparative case study approach was employed to test three of the most common workflows in three different integrated design architectural studios at the senior and vertical studio levels as well as in two courses that run parallel and complementary to the design studios. The workflows, processes, and the resultant student projects were further analyzed based on criteria for better integrated design and architectural excellence as outlined in the American Institute of Architects Committee on the Environment (AIA COTE) Top 10 Student’s Competition. Third, to situate the pedagogical case studies’ results within a larger context, a survey of the AIA COTE Top 10 student competition award recipients over the last five years was conducted. The results are summarized in a pedagogical framework that outlines best strategies of the type of workflows, software, design process used, methods to achieve desired interaction between design process and analytical feedback, and metrics for educators to evaluate the success of this integration and their learning outcomes in the design studio. The goal is to help bridge the gap between the building design and simulation within the design studio’s creative process for more integrated design outcomes.

Elzeyadi, Ihab↗

“Did you eat a MOLEcule today?” An Interactive Demonstration of Molecular Weight with Real-Time Breath Analysis Using Mass Spectrometry for All Ages

Although mass spectrometry is a widely used analytical tool, age-appropriate, interactive outreach activities for laboratory visitors, especially children, are lacking. Furthermore, the presented interactive demonstration, “Did you eat a MOLEcule today?”, introduces all ages to molecular weight concepts and mass spectrometry in a research laboratory, while connecting the concepts to real-world applications. Through real-time breath analysis, participants explore the concepts of molecular weight, electrostatic field manipulation of charged molecules, and analyte identification by mass analysis. This module is rapid and highly adaptable for outreach activities but also includes age- or classroom-appropriate variations to decrease or increase difficulty levels. The presented interactive demonstration has repeatedly been implemented, with over 2300 participants during six annual “Take Our Daughters & Sons to Work Day” and two corporate “Family Day” outreach activities, successfully engaging, exciting, and educating both kids and parents.

36 MATERIALS SCIENCE↗

Advancing ocean monitoring and knowledge for societal benefit: the urgency to expand Argo to OneArgo by 2030

The ocean plays an essential role in regulating Earth’s climate, influencing weather conditions, providing sustenance for large populations, moderating anthropogenic climate change, encompassing massive biodiversity, and sustaining the global economy. Human activities are changing the oceans, stressing ocean health, threatening the critical services the ocean provides to society, with significant consequences for human well-being and safety, and economic prosperity. Effective and sustainable monitoring of the physical, biogeochemical state and ecosystem structure of the ocean, to enable climate adaptation, carbon management and sustainable marine resource management is urgently needed. The Argo program, a cornerstone of the Global Ocean Observing System (GOOS), has revolutionized ocean observation by providing real-time, freely accessible global temperature and salinity data of the upper 2,000m of the ocean (Core Argo) using cost-effective simple robotics. For the past 25 years, Argo data have underpinned many ocean, climate and weather forecasting services, playing a fundamental role in safeguarding goods and lives. Argo data have enabled clearer assessments of ocean warming, sea level change and underlying driving processes, as well as scientific breakthroughs while supporting public awareness and education. Building on Argo’s success, OneArgo aims to greatly expand Argo’s capabilities by 2030, expanding to full-ocean depth, collecting biogeochemical parameters, and observing the rapidly changing polar regions. Providing a synergistic subsurface and global extension to several key space-based Earth Observation missions and GOOS components, OneArgo will enable biogeochemical and ecosystem forecasting and new long-term climate predictions for which the deep ocean is a key component. Driving forward a revolution in our understanding of marine ecosystems and the poorly-measured polar and deep oceans, OneArgo will be instrumental to assess sea level change, ocean carbon fluxes, acidification and deoxygenation. Emerging OneArgo applications include new views of ocean mixing, ocean bathymetry and sediment transport, and ecosystem resilience assessment. Implementing OneArgo requires about $100 million annually, a significant increase compared to present Argo funding. OneArgo is a strategic and cost-effective investment which will provide decision-makers, in both government and industry, with the critical knowledge needed to navigate the present and future environmental challenges, and safeguard both the ocean and human wellbeing for generations to come.

ARGO↗

Cybersecurity Center for Secure Evolvable Energy Delivery Systems (SEEDS)

The SEEDS Center has successfully completed its mission to research and develop a plethora of technologies during its six-year timeframe. The Center institutions of the University of Arkansas, the University of Arkansas at Little Rock, Carnegie-Mellon University, Florida International University, Lehigh University, and MIT all worked together with industry partners to define relevant energy sector cybersecurity issues, create projects to address those issues, and execute those projects in roughly two and three-year increments. The short project descriptions below indicate some really keystone areas of research. The teams generally met all of their objectives with only a few exceptions, which is tremendous in an R&D center. In fact, the success of one project led to the creation of a startup company, Bastazo, Inc. that is commercializing the SPARTAN project. In addition to creating new technologies, the Center helped to educate a desperately needed workforce. Lastly, a big success is that the UA seriously followed the mandate of the original program manager to try to become self-sustaining. This effort has resulted in a combined NSF center with the CREDC Center at the University of Illinois, Urbana-Champaign. To summarize the SEEDS effort, great research was funded, students were educated and put into the workforce, technology is being commercialized and offered to the electric sector, and the research efforts are being sustained through additional funding. The effort was an unqualified success.

03 NATURAL GAS↗

Transforming U.S. Particle Physics Education: A Snowmass 2021 Study

The pursuit of knowledge in particle physics requires constant learning. As new tools become available, new theories are developed, and physicists search for new answers with ever-evolving methods. However, it is the case that formal educational systems serve as the primary training grounds for particle physicists. Graduate school (and undergraduate school to a lesser extent) is where researchers learn most of the technical skills required for research, develop scientific problem-solving abilities, learn how to establish themselves in their field, and begin developing their career. It is unfortunate, then, that the skills gained by physicists during their formal education are often mismatched with the skills actually required for a successful career in physics. We performed a survey of the U.S. particle physics community to determine the missing elements of graduate and undergraduate education and to gauge how to bridge these gaps. In this contributed paper, part of the 2021-22 Snowmass Community Planning Exercise, we report the results of this survey. We also recommend several specific community actions to improve the quality of particle physics education; the "community" here refers to physics departments, national labs, professional societies, funding agencies, and individual physicists.

Bitter, O.↗

The Hydropower Game: An Interactive Learning Tool for the Future Hydropower Workforce

This report documents a Seedling project supported by the U.S. Department of Energy (DOE) Water Power Technologies Office (WPTO), conducted by Argonne National Laboratory (ANL) and the National Laboratory of the Rockies (NLR). The Seedling and Sapling Program provides small grants over short duration to enable early-stage research at national laboratories. This funding mechanism is intended to cultivate innovative ideas and expand research road maps in hydropower and marine energy technologies. Under this Seedling award, the project team developed an educational outreach tool, or “serious game”, built in Python and powered by the Pygame library, aimed at teaching fundamental hydropower concepts through an engaging, interactive learning experience. The game features multiple lessons covering several hydropower topics while allowing for expansion and customization in the instance of future funding availability: • Hydropower Plant Types: Players explore and compare the mechanics and applications of run-of-river, dam hydropower, and pumped-storage hydropower. • Flow Dynamics and Power Generation: Interactive tasks demonstrate how release rate and hydraulic head combine to determine power output. • Grid Operations and Load Following: Simulations illustrate how hydropower facilities respond to fluctuating electricity demand to balance the grid. • Market Integration: Levels scaffold understanding of how hydropower interfaces with the broader energy market, including operational and economic considerations. The tool was showcased at several science, technology, engineering, and mathematics (STEM) outreach events, where it was demoed to students, educators, and the general public. These events provided valuable opportunities to collect feedback on the gameplay, storyline, and educational objectives from a wide audience. The game was presented at STEMapalooza, Introduce a Girl to Engineering Day, STEMCON, and Clean Currents 2025. Insights gathered during these demonstrations informed refinements to the game’s user experience and strengthened its effectiveness as an educational tool for teaching hydropower concepts. This report outlines the game’s design philosophy, educational objectives, technical implementation, user experience insights, and potential for broader deployment within educational and workforce development contexts. It emphasizes how gamified learning can demystify complex hydropower science and inspire interest in water-power technologies. The project’s success demonstrates the value of Seedling funding in fostering creative, lowcost educational tools that support DOE’s mission to advance energy literacy and innovation. The report concludes with recommendations for expanding the tool by adding new levels, integrating assessment metrics, and exploring commercialization or deployment pathways through future Sapling funding. The official webpage of the Hydropower Game, which includes a link to the educational tool, can be accessed at www.anl.gov/hydropower/hydropower-game.

13 HYDRO ENERGY↗

Properties, Theory, and Measurements for Understanding the Function of Heavy Elements (Project 20180474CR, Final Technical Report)

The FY18-20 Laboratory Directed Research and Development (LDRD) funded Properties, Theory, and Measurements for Understanding the Function of Heavy Elements Project aim has been to advance heavy element science in a comprehensive project connecting targeted research with Los Alamos mission imperatives. The mechanisms for project implementation were (1) support of a multi-year broad-based postdoctoral fellows project, (2) a summer student fellows research project and two seminar series, and (3) organization of structured workshops and integrated educational and career development opportunities. The project was successfully administered by the Glenn T. Seaborg Institute (GTSI) for Transactinium Science and has shown to be an exceptional investment in supporting the Los Alamos National Laboratory (LANL) mission areas requiring heavy element and actinide science by attracting and funding the future generation of scientists and engineers. This project exhibited its value across the laboratory in heavy element and actinide science areas include materials, material properties, signatures, modeling, predictions, fabrication, detection, disposal, global security implications, forensics, and the specialized science surrounding plutonium, uranium, and their surrogates as fuels for energy and nuclear weapons. In this report, the GTSI project staff documents the “high return on investment” implementation as measured against the successes of previous actinide research and science-based projects and as evidenced by the retention of 30% of G.T. Seaborg Postdoctoral Fellows as permanent employees. With additional funding through LDRD Reserve funding during this project period, the GTSI expanded its support for heavy element and actinide science research with a Visiting Research Seaborg Scholar and a Rapid Response Small Projects call. These innovations have served to advance GTSI pursuits as communicated in our FY21-23 LDRD Proposal Project#: 20210527CR Seaborg Institute: Center for Advancing Actinide Science and Technology at LANL

36 MATERIALS SCIENCE↗

Educating HPC Users in the use of advanced computing technology

We examine a multi-modal approach to educating and training users of an advanced computing technology testbed at the Institute for Advanced Computational Science at Stony Brook University. Ookami provides researchers worldwide with access to 176 Fujitsu A64FX compute nodes, this being the same processor technology powering the Japanese Fugaku supercomputer, the fastest computer in the world since June 2020. However, achieving high-performance on this Arm-based, leadership computing technology requires that users be familiar with details of computer architecture, performance analysis and modeling, and high-performance programming models that are commonly omitted in introductory programming courses. Indeed, regardless of their seniority, many of the testbed users are surprisingly unfamiliar with basic concepts such as vectorization, pipelining, latency/bandwidth, roofline models, computing energy/power, threads, and non-uniform memory access. These same concepts also pervade mainstream x86 technologies, so this is of widespread concern. Due to the national/global nature of our user community that is also very diverse in both discipline and experience, the inability to offer formal classes, and our experience that most people do not tend to read online documentation or training materials in sufficient depth, we have consciously employed multiple approaches that heavily emphasize (online) personal interactions and transfer of skills. Online documentation has been organized around best-practices and FAQs; twice-weekly hackathons and office hours via Zoom enable deep dives by both the team and the user community with multiple broad benefits; a Slack channel provides both real time and archived answers and discussions; and workshops, training and webinars target community needs as they arise. Furthermore, the perspective that these tools are being used in an educational setting rather than just for project communication makes them more effective and contributes to community success.

A64FX↗

2020 Solar Decathlon Education Partner: Cooperative Research and Development (Final Report, CRADA Number CRD-19-00802)

The U.S. Department of Energy Solar Decathlon (DOE/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. The DOE/SD is comprised of two Challenges--Design Challenge (annual, in April of each year at NREL in Golden, Colo.) and Build Challenge (biennial, held next in June/July 2020 in Washington D.C.). NREL provides competition management for DOE/SD. For over 35 years, EEBA has provided the most trusted resources for building science information and education in the construction industry. EEBA delivers turn-key educational resources and events designed to transform residential construction practices through high performance design, marketing, materials, and technologies. NREL and EEBA establish this CRADA to enable the success of the DOE/SD program in managing sponsorship funds and creating a professional education program. EEBA acted as an Education Partner to DOE/SD, which included: 1) accepting and dispersing sponsorship funds for DOE/SD; and 2) providing professional development content.

14 SOLAR ENERGY↗

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↗

Hands-On Computer Science: The Array of Things Experimental Urban Instrument

Chicago's Array of Things (AoT) project is aptly described as a technology experiment or a "smart city" prototype. The concept of such an extensible "instrument" arose within a larger translational research vision applying computer science and engineering research for the multidimensional benefit of people and communities in cities. The AoT project hypothesized that wireless intelligent sensor networks could enable both quantitative social science and urban monitoring while also stimulating youth interest in science and technology. Successful deployment of such sensor networks could provide open data from urban measurements not only in support of diverse research questions-in environmental dynamics, urban architecture, engineering, and social sciences-but also informing community groups and city planners. Further, the AoT project and its successor SAGE project are a computer science and engineering experiment, but its success is inextricably tied to community engagement and experiential education. Simply put, community acceptance is a prerequisite to installing and testing the instrument.

97 MATHEMATICS AND COMPUTING↗

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↗

Artificial Intelligence/Machine Learning Technologies for Advanced Reactors (Workshop Summary Report)

A workshop on artificial intelligence and machine learning (AI/ML) for advanced reactors (AR) was held October 5-6, 2021. The workshop was to be attended in-person at ANL but COVID restrictions forced the workshop to go virtual. The objectives of the workshop were to identify the most promising AI/ML opportunities for improving advanced reactor design, optimizing plant performance, and enhancing economic competitiveness and to develop an understanding of the scientific, engineering and licensing challenges facing their application. The workshop planning committee included GAIN, EPRI and NEI and members of three national laboratories (ANL, INL, and ORNL). The workshop was attended by more than 200 individuals representing academic and scientific institutions and the nuclear power industry. The definition put forth for an AI/ML system was one that perceives its environment and takes actions that maximize its chance of achieving its goals. In this report AI/ML refers to next generation algorithms that include deep learning, statistical analysis and data analytics and associated scientific computing and their potential application to the design, licensing, operation and maintenance of ARs. These methods typically incorporate models built from process data and may also include data generated by simulations that represent the behavior of a system. The workshop was organized in response to the growing interest in application of AI/ML for improving the economic competitiveness of nuclear energy. Increasingly more resources are being allocated to investigating the benefits of AI/ML methods. The DOE created the Artificial Intelligence & Technology Office to promote their development. And within the Office of Nuclear Energy, resources have been allocated to explore and understand the potential benefits of AI/ML. Additionally, the national laboratories are strategically positioned with DOE computing facilities such as Summit, Perlmutter, Aurora and Frontier that support large-scale simulations, hybrid HPC models with AI surrogates, and the exploration of new types of generative models emerging from multi-model data streams and sources. The workshop was organized with members of the AR community to understand the effort and to identify the level of interest and progress in this emerging technology. The workshop discussions focused on identifying opportunities for AI/ML across diverse areas of the nuclear industry and identifying current scientific and engineering challenges for advanced reactors that might be addressed through transformational uses of AI/ML. Discussion panels focused on four high-interest technical domains for advanced reactors: design, maintenance and operations, energy storage, and materials. The results of those discussions are summarized in this report. This includes opportunities that were identified for exploiting AI techniques and methods to improve the efficacy and efficiency of reactor analysis and to improve the operation and optimization of advanced reactors. Advanced reactor developers expressed an interest in learning more about AI/ML methods and their application. This included understanding whether ML methods can provide an advantage over existing nonlinear data regression methods for collapsing high-fidelity simulation results into faster running models. A consensus emerged that AR advances planned for the next decade will benefit from the use of AI/ML tools. The need exists to understand and model complex systems across length scales and modalities. AI/ML is a tool for discovery that can yield a set of engineering principles for use by nuclear engineers, licensing bodies, and operators to solve problems in plant design, safety analyses, autonomous operation, and predictive maintenance. While AI/ML represents a new set of tools, an awareness by the nuclear community of the full potential is still in the early stages so there is a need to increase awareness. It appears that the wide-spread adoption of AI/ML tools for ARs would be facilitated by future educational workshops that describe foundational methods and capabilities and describe successful applications.

21 SPECIFIC NUCLEAR REACTORS AND ASSOCIATED PLANTS↗

The Gulf Nuclear Energy Infrastructure Institute: A Multidisciplinary Educational Approach for Integrated Nuclear Energy Safety Security and Safeguards in the Middle East

The Gulf Nuclear Energy Infrastructure Institute (GNEII) at Khalifa University of Science and Technology was created as a regional institute offering education, research and technical services to support nuclear energy safety, security and safeguards (3S) objectives. A mixed methods approach—using the (1) Course Evaluation, (2) GNEH Alumni Survey, (3) Capstone Project and, (4) GNEII-Related Literature data sets—was used to evaluate the effect of implementing this multidisciplinary `3S' educational program and the broader impact of the associated `3S' multidisciplinary institute on nuclear energy human resource development. Data sets (1), (2) and (3) illustrate how well GNEII implemented this novel 3S curriculum and resulted in successful knowledge transfer. Data sets (2), (3) and (4) illustrate how well GNEII's impact has positively influenced professional workplace behaviors and the institute's broader reputation to support responsible nuclear energy program education. Furthermore, GNEII demonstrates one option for successfully providing a multidisciplinary, 3S curriculum to support broader nuclear infrastructure and human resource development aims.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗