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Outreach to Students and Teachers - Key to Human Resource Development
Valerie G. Segovia, Ed. D.
Nuclear Power Institute, Texas A&M University
College Station, Texas, USA
K. L. Peddicord1, Tami Davis Hollar1, John Poston1, Paulo Barretto1, Valerie Segovia1, R. Cable Kurwitz1, W. Wayne Kinnison1, Galina Tsvetkova1, Natela Ostrovskaya1 Joynee Haines1, Yassin A. Hassan2, Rudolph Henry3, and Linda Morris4
Abstract
With the numerous nuclear power plants being built globally and the prospects for many more, the challenge of the timely availability of a well-prepared, qualified workforce and educated public are a key elements in the “critical path” to commissioning (and decommissioning) these plants. All of these individuals will need a quality education that is rooted in experience and established on safety. In addition, because many of these new plants are typically built in emerging countries, education, training, recruiting, and retaining operations staff can be a significant challenge. Attracting sources of qualified employees for these nuclear power plants in local communities is paramount which implies a strong focus on the science and math education programs and a general understanding of all nuclear applications at every level. This presentation will promote the integration of human resource development strategies, education and training systems, and international cooperation to demonstrate how working in particular with the education sector can not only create interest in future careers in nuclear technology, but can also build community based support for nuclear power programmes.
Human resources are a critical element in the utilization of nuclear energy. This is a top priority for countries that are considering to deploy nuclear power plants, and is a milestone in the IAEA Milestones document. A second extremely important issue is public understanding and public acceptance of nuclear energy. These two areas are the focus of the Nuclear Power Institute (NPI), a joint institute of Texas A&M University and the Texas A&M Engineering Experiment Station. NPI accomplishes these objectives through a unique partnership of universities, community colleges, industry, secondary and primary school teachers and students, government agencies, civic and elected leaders, and communities. NPI’s goal is capacity building and developing the next generation of the nuclear workforce by informing and preparing individuals for careers in the nuclear industry, reaching out to schools, teachers and students, and fostering public acceptance and support for nuclear energy.
As shown in Figure 1, in the “U.S. model” for the technical workforce at an operating nuclear power plant requires many disciplines and at several levels of academic preparation. To prepare students in these various areas, NPI has created and delivers programs in collaboration with its partner institutions. The baccalaureate level comprises
Figure 1
about 30% of the technical staff. The needed disciplines include nuclear engineering, mechanical engineering, electrical engineering, chemical engineering, civil engineering, environmental engineering and engineering technology. As Figure 1 highlights, only a fraction of the engineers are nuclear. The other engineering disciplines are equally important. However, it is desirable that these other engineers have a nuclear background. To meet this challenge, NPI offers a distance delivery program to provide this material. The program consists of four courses: (1) nuclear power plant fundamentals, (2) nuclear power plant systems, including both pressurized water reactors and boiling water reactors, (3) nuclear power plant operations, and (4) the human performance requirements in the nuclear industry with a strong focus on the safety culture. It is extremely important to note that the curriculum was developed in strong partnership with industry and incorporates material relevant to industry’s needs. The courses can be taken as part of a student’s academic program. Upon completion, a student receives a “certificate” or “diplome”, and is well prepared to enter into training courses and employment at a nuclear power plant.
A second initiative at the baccalaureate level is the Systems Engineering Initiative (SEI). SEI involves multidisciplinary teams of students at different levels. They work together on an industry-defined problem under the guidance of a nuclear engineering professor and with an industry mentor. This gives the students an appreciation of “real-world” types of problems and the expectations when working in industry.
However, the needs extend beyond bachelor’s degree graduates from universities. Approximately 70% of the workforce is comprised of technicians or technologists. These individuals work with the physical systems in the plant such as electrical and mechanical systems, instrumentation and control, radiation protection and in non-licenses operations. To meet this need, new two-year programs were established at two-year or technical colleges, leading to an associate’s degree in nuclear power plant technology. Again the curricula were developed in close collaboration with industry, and instructors often have industry experience or are even employed at nuclear power plants. The curriculum has strong components of mathematics and science, and includes an engineering systems approach. Graduates are well positioned to be employed at nuclear power plants and enter into training programs in various areas of specialization.
To inform younger students at the secondary school level about nuclear energy and the options for careers and studies, a strong outreach program was needed. Because of the number of students with which they interact, a key component of this effort involves engaging with teachers. Figure 2 illustrates our scaffolding of educator programs that result in increasing levels of interaction that involve teachers in topics related to nuclear energy. They in turn are better prepared to inform their students about nuclear and the career opportunities.
The teacher emphasis is augmented by programs directly involving students. The participants in POWER SET (Powerful Opportunities for Women Eager and Ready for Science, Engineering and Technology) are young women in secondary schools. The group learns about nuclear energy, and visits colleges and universities, nuclear power plants, other industries and other organizations where science is utilized such as hospitals. While the theme in POWER SET is nuclear, the broader focus is on all fields involving science, technology, engineering, and mathematics (STEM). Each POWER SET group has a teacher who coordinates the activities. A companion program entitled WIT (Workforce Industry Training) involves both male and female students, and informs them of opportunities available at the technician and technologist level through the associate degree programs.
To encourage primary students to take advantage of science and mathematics offerings at the secondary level, two companion programs have also been organized. The first is Power GRID (Girls Responding to Industry Demands) is affiliated with POWER SET, and BRT (Boys Resourcing Technology) is associated with WIT. The POWER SET and WIT members meet regularly with the younger students, serve as role models and mentors, and encourage them in their STEM studies.
These programs have effectively demonstrated their impact. National averages indicate that students graduating from secondary schools and going on to further education, approximately 15% will study in STEM fields. For participants in POWER SET and WIT, the percentage is over 80%. This is seen as a dramatic demonstration of the value of these programs.
Finally, Science-on-Saturday connects with the broader community to demonstrate the excitement, appeal, and every day application of science. Again the emphasis is on science and is designed to stimulate students’ interest. Participants are family members at all levels, from primary to older generations.
To achieve its goals, the Nuclear Power Institute involves a vigorous and effective partnership of many stakeholders including industry, universities, community and technical colleges, teachers and students at the secondary and primary school levels, communities, government agencies, and elected, civic and business leaders. Funding comes from many sources, including government and industry. The result is an integrated approach through vibrant and robust partnerships to develop the human resources for the nuclear industry, and build public understanding and acceptance of nuclear energy.
In summary, the key elements of the Nuclear Power Institute initiative are:
1. An integrated approach for human resource development, especially through vital participation of government and government agencies, and elected officials and decision makers who are encouraging the effort and providing support, a voice and advocacy for NPI.
2. The critical role of certificate training programs, given that the majority of the workforce does not involve only B.S. level engineers, but graduates from two-year programs developed in collaboration with industry that prepare them for careers as technologists and technicians at nuclear power plant.
3. In education and training, ‘education’ is only part of the story. Efforts to work with industry result in receiving curricula, material, inputs and programs from industry that are incorporated into the programs at local colleges, and opportunities for students to benefit from industry mentors, be exposed to onsite experience, and work on real-world, industry defined problems.
4. Outreach plays a vital role because of the importance of engaging with the next generation both for support for nuclear power and in building the workforce of workforce, and vital contacts with the community to build public understanding and acceptance of nuclear energy.
More information is available through the NPI website at
1 Nuclear Power Institute, Texas A&M University and the Texas A&M Engineering Experiment Station
2 Texas A&M University
3 Wharton County Junior College
4 Texas State Technical College Waco
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