Nonproliferation Detection Technology Graduate

Transcript:Nonproliferation Detection Technology Graduate:
Nonproliferation Detection Technology Graduate Course Framework Utilizing Nontraditional Learning J. Davidson1, S. Landsberger2, W. Charlton2, M. Borrego3, C. Egozi1 1Los Alamos National Laboratory, Los Alamos, P.O. Box 1663, New Mexico, USA 87545 2University of Texas, Nuclear and Radiation Engineering Program, Walker Department of Mechanical Engineering Austin, Texas, USA 78712 3University of Texas, Walker Department of Mechanical Engineering, Austin, Texas, USA 78712 Overview Introduction Nuclear nonproliferation NTL Framework NTL Class Categories Student Perception (Survey Results) Conclusions Introduction The intention of this work is to: Approach a technical course in a novel/non-traditional way and Create a graduate level course framework on Nonproliferation Detection Technology (NDT) Study student perception and experience with non-traditional learning Why Non-traditional Learning? Nuclear security is a multi-disciplinary field Combination between science, technology, policy, behavior sciences, military strategy, and tactics These educational disciplines are taught differently More closely represents the workplace Why Nuclear Nonproliferation Detection Technology? Growing importance of nuclear nonproliferation Need experts who understand related technology and policy implications Unique focus Many courses on nuclear nonproliferation, but few focused on technical aspects of detection with military and political considerations Non-traditional learning is well suited, given professional structures (think tanks, political appointments, national labs, etc.) throughout nonproliferation New graduate level course on nuclear nonproliferation technology at UT Austin would fill gap in existing courses and provide students with unique perspective to aid in employment opportunities NUCLEAR NONPROLIFERATION NTL FRAMEWORK Understanding by Design (UbD) A 3-step approach to student centered learning that promotes a “backwards design” Identify learning goals and objectives Identify assessment methods Planning instructional activities and experiences that support the achievement of learning goals Student Feedback Loops Provides an insight mechanism, fosters continuous improvement, and enhances overall student engagement Various methods Minute papers Online surveys Suggestion box Student Resistance Multi-faceted problem Perceived time commitments Difficulty with change Aversion to peer-to-peer interactions Examples of NTL Class Categories Pre-recorded lecture Professor pre-records PowerPoint presentation (~30 mins) as “homework” portion Class time used for problem sets and discussions on topic material Just-in-time learning, decision making, and debate Students given reading topics in advance of simulated activity War-game scenario (e.g. simulated Russia/Ukraine conflict) Mock debate (e.g. Nuclear Weapons Council type discussion/decision) Potential assignment to create presentation on technology or write white paper and persuade “the Council” to select yours Discussions on scholarly work Students read article and related works outside class, lecturer discusses and moderates article discussion during class NTL classes are