**Building a Network for Neutron Scattering Education**

Sponsored by

National Science Foundation

UT-Battelle, LLC

University of Tennessee Joint Institute for Neutron Sciences

Oak Ridge Associated Universities

CONTENTS

**Page**

[ABBREVIATED TERMS v](#__RefHeading___Toc197404656)

[EXECUTIVE SUMMARY vii](#__RefHeading___Toc197404658)

[1. INTRODUCTION AND GOALS 1](#introduction-and-goals)

[2. ROADMAP GOALS 1](#roadmap-goals)

[3. GOALS AND RECOMMENDATIONS BY TARGET AUDIENCE
2](#goals-and-recommendations-by-target-audience)

[3.1 GENERAL PUBLIC 2](#general-public)

[3.1.1 Current Status and Gaps 2](#current-status-and-gaps)

[3.1.2 Proposed Actions 2](#proposed-actions)

[3.2 SCIENTISTS WHO DO NOT CURRENTLY USE NEUTRON SCATTERING
5](#scientists-who-do-not-currently-use-neutron-scattering)

[3.2.1 Current Status and Gaps 5](#current-status-and-gaps-1)

[3.2.2 Proposed Actions 6](#proposed-actions-1)

[3.3 SCIENTISTS WHO CURRENTLY USE NEUTRON SCATTERING
9](#scientists-who-currently-use-neutron-scattering)

[3.3.1 Current Status and Gaps 9](#current-status-and-gaps-2)

[3.3.2 Proposed Actions 10](#proposed-actions-2)

[4. RECOMMENDED PRIORITIES 10](#recommended-priorities)

[APPENDIX A. ATTENDEES OF THE WORKSHOP ON NEUTRON SCATTERING EDUCATION
A-1](#__RefHeading___Toc197404672)

[APPENDIX B. AGENDA B-1](#__RefHeading___Toc197404673)

[APPENDIX C. REFERENCES C-1](#__RefHeading___Toc197404675)

[APPENDIX D. SURVEY RESULTS D-1](#__RefHeading___Toc197404677)

[APPENDIX E. SUMMARY OF CONTRIBUTED TALKS
E-1](#__RefHeading___Toc197404679)

[APPENDIX F. SCHOOLS AT NEUTRON SCATTERING FACILITIES
F-1](#__RefHeading___Toc197404681)

[APPENDIX G. SCHOOLS AND CLASSES ORGANIZED AT SCIENTIFIC SOCIETY
MEETINGS G-1](#__RefHeading___Toc197404682)

[APPENDIX H. RECENT TOPICAL WORKSHOPS H-1](#__RefHeading___Toc197404683)

[]{#__RefHeading___Toc197404656 .anchor}Abbreviated Terms

ABENS North American Advisory Board for Education in Neutron Scattering

DOE U.S. Department of Energy

HBCU historically black college or university

IGERT Integrative Graduate Education and Research Traineeship

K--12 kindergarten through twelfth grade

MEI minority educational institution

MRS Materials Research Society

NIST National Institute of Standards and Technology

NSF National Science Foundation

NSSA Neutron Scattering Society of America

ORNL Oak Ridge National Laboratory

SANS small angle neutron scattering

SNS Spallation Neutron Source

[]{#__RefHeading___Toc197404658 .anchor}Executive Summary

During March 27--28, 2008, a workshop entitled "Building a Network for
Neutron Scattering Education" was held in Washington, D.C. The goal of
the workshop was to define and design a roadmap for a comprehensive
neutron scattering education program in the United States. Successful
implementation of the roadmap will maximize the national intellectual
capital in neutron sciences and will increase the sophistication of
research questions addressed by neutron scattering at the nation's
forefront facilities. The workshop brought together U.S. academicians,
representatives from international neutron sources, scientists who have
developed nontraditional educational programs, educational specialists,
and managers from government agencies to create a national structure for
providing ongoing neutron scattering education.

The workshop participants agreed upon the following overarching goals
for a roadmap for a comprehensive neutron scattering education program
in the United States:

-   educate scientists and nonscientists about neutron scattering as a
    research tool for advancing many fields of science and

-   ensure that the highest impact science is conducted and the highest
    societal impact is obtained from neutron scattering experiments
    conducted by an expanded user community that includes
    underrepresented minorities and scientists from a broad range of
    fields.

The workshop participants developed recommendations for three audiences:
the general public, scientists who do not currently use neutron
scattering, and scientists who currently use neutron scattering. For
each audience, the participants developed goals, metrics, the current
status, gaps, and proposed actions. The proposed actions were
partitioned into those that should be initiated now, those that should
be initiated within a year, and those that are long-term. Four primary
actions were identified that have the highest priority for
implementation: developing a neutronsources.org website, enhancing
university-based teaching, enhancing neutron schools, and developing
advanced software and virtual tools.

# Introduction and goals

In a concerted effort supported by the National Science Foundation, the
Department of Commerce, and the Department of Energy, the United States
is rebuilding its leadership in neutron scattering capability through a
significant investment in U.S. neutron scattering user facilities and
related instrumentation. These unique facilities provide opportunities
in neutron scattering to a broad community of researchers from academic
institutions, federal laboratories, and industry. However, neutron
scattering is often considered to be a tool for "experts only" and in
order for the U.S. research community to take full advantage of these
new and powerful tools, a comprehensive education and outreach program
must be developed. The workshop described below is the first step in
developing a national program that takes full advantage of modern
education methods and leverages the existing educational capacity at
universities and national facilities.

During March 27--28, 2008, a workshop entitled "Building a Network for
Neutron Scattering Education" was held in Washington, D.C. The goal of
the workshop was to define and design a roadmap for a comprehensive
neutron scattering education program in the United States. Successful
implementation of the roadmap will maximize the national intellectual
capital in neutron sciences and will increase the sophistication of
research questions addressed by neutron scattering at the nation's
forefront facilities. (See Appendix A for the list of attendees,
Appendix B for the workshop agenda, Appendix C for a list of references.
Appendix D contains the results of a survey given at the workshop;
Appendix E contains summaries of the contributed talks.)

The workshop brought together U.S. academicians, representatives from
neutron sources, scientists who have developed nontraditional
educational programs, educational specialists, and managers from
government agencies to create a national structure for providing ongoing
neutron scattering education. A concerted effort was made to involve
representatives from historically black colleges and universities
(HBCUs) and minority educational institutions (MEIs). The roadmap
contained herein provides the path to a national infrastructure for
education of students, faculty, and professional researchers who wish to
make use of national neutron scattering facilities but do not have (or
do not believe they have) the educational background to do so. Education
of other stakeholders, including the public, students in kindergarten
through twelfth grade (K--12), and policy makers is also included.

The opening sessions of the workshop provided the current status of
neutron scattering education in North America, Europe, and Australia.
National neutron sources have individually developed outreach and
advertising programs aimed at increasing awareness among researchers of
the potential applications of neutron scattering. However, because their
principal mission is to carry out scientific research, their outreach
efforts are necessarily self-limiting. The opening session was designed
to build awareness that the individual programs need to be coupled with,
and integrated into, a broader education program that addresses the
complete range of experience, from the student to the experienced
researcher, and the wide range of scientific disciplines covered by
neutron scattering. Such a program must also take full advantage of
existing educational programs and expertise at universities and expand
them using modern distance learning capabilities, recognizing that the
landscape of education is changing.

# Roadmap Goals

The workshop participants agreed upon the following overarching goals
for a roadmap for a comprehensive neutron scattering education program
in North America:

-   educate people (including both the public and scientists) about
    neutron scattering as a research tool for advancing many fields of
    science and

-   ensure that the highest impact science is conducted and the highest
    societal impact is obtained from neutron scattering experiments
    conducted by an expanded user community that includes
    underrepresented minorities and scientists from a broad range of
    fields.

# Goals and Recommendations by Target Audience

The workshop participants developed recommendations for curriculum,
delivery methods, and goals, metrics and logistics during breakout
sessions. Independently, each group structured their recommendations
based upon the intended audience. The recommendations below are listed
according to audience and provided without bias to importance or
urgency. The subsequent section identifies priorities.

## General Public

The 'general public' audience is extremely broad, covering everyone who
is not a neutron user or a potential neutron user. Important
specifically identified subcategories are school grades K--12, teachers,
opinion makers (e.g., funding agencies, politicians) and local
communities. The goals for these audiences can be summarized as

1.  promote general interest in scientific research and an understanding
    of the benefits it brings to society;

2.  ensure that neutron scattering becomes widely known as an important
    scientific tool; and

3.  create a positive association that neutron scattering is used to
    carry out interesting and exciting research, which also has benefits
    for society.

The metrics for reaching the general public audience could be

1.  the number of instances that the term "neutrons" appears in public
    literature,

2.  hits on neutron websites (broken down by category of information
    provided), and

3.  the number of facility visits/visitors in different categories.

### Current Status and Gaps

All facilities have some level of activity for the general public, but
there is little coordination and little targeted activity aimed at the
identified subcategories. Given that the effort expended in educating
this audience has a predominantly long-term payback, it is important to
be extremely efficient. A high degree of coordination between the
different activities is therefore required, at both national and
international levels, with multiple reuses of information and materials.

### Proposed Actions

***Develop an understanding of the usefulness of neutron scattering by
building* a *collection of "stories and images*."** The collection
should comprise examples of research that can be understood by the
public and that illustrate the benefits of neutron scattering to
society. The examples should illustrate both past success and future
potential. Stories and images generated from any facility in the world
can be used as long as they clearly illustrate the benefits of neutron
scattering. Many potential stories are easily found, either being well
known within the community or already used in publications (e.g.,
facility annual reports or other publications). However, most currently
available material is written for trained scientists and engineers
rather than for general audiences. The use of a **professional science
writer** to prepare material for the public is recommended, but
appropriate training in this area for either suitable facility staff or
interested users should also be instituted. **Journalists and/or
photographers in residence** have had success in some cases (e.g.,
George Whitesides' group at Harvard University). Collaboration of
facilities with suitable university departments might be of long-term
benefit in this respect. Today young people often respond better to
images than to written publications or stories; currently there is no
picture or image that represents neutron scattering well. An image (or
images) should be found that will represent neutron scattering in
general and that will facilitate reaching out to a wider audience.

Stories and images can be used in a variety of ways:

-   **printed material**---brochures, leaflets, hand-outs, posters,
    PowerPoint slides;

-   **animations**, **graphics**;

-   **exhibits**;

-   **web pages** (including links from Wikipedia);

-   **video clips** (potentially in combination to produce a complete TV
    program);

-   **podcasts** (e.g., iTunes U \[access to educational content via
    iTunes\]); and

-   verbal examples during tours and talks.

Once appropriate stories and images are identified, they should be
exploited in a consistent manner through multiple media. A regular
"production line" approach to preparation of such material is
recommended as an ongoing part of facility activity. An **international
'library'** of 40 stories and images, with 20 new ones produced each
year, will probably be sufficient.

***Develop simplified explanations of how neutron scattering works.***
Although the emphasis in education for the general public audience must
be on the applications and impacts of neutron scattering, an
understanding of how it works, (e.g., sources and instruments), is also
important. Suitable media are

-   printed material---brochures, leaflets, handouts, posters, and
    PowerPoint slides;

-   animations and graphics, including simplified virtual experiments;

-   exhibits;

-   web pages (including links from Wikipedia); and

-   video clips (potentially in combination to produce a complete
    television program).

***Use the internet as the repository for relevant information and
material.*** A website such as
[www.neutronsources.org](http://www.neutronsources.org/) should provide
all relevant information and material. This site needs to be organized
on an international basis. As part of this web site, an **"Ask a neutron
scientist"** forum should be provided. This moderated site might provide
several levels of information, of which one should be for the general
public audience.

***Develop specific activities for K--12 education.*** Reaching the
K--12 audience could occur through **visits** and use of innovative
learning technology. The opportunities for useful personal visits by
groups of K--12 students is likely limited to local schools and older
students (because of restrictions on access to radiation controlled
areas). To overcome this, two types of "**virtual visit**" might be
arranged:

-   **passive**, e.g., a video tour available on DVD or the web (plus
    additional explanatory material as required), and

-   **interactive**, e.g., a live tour using video, where the tour guide
    can interactively answer questions from the remote audience. There
    is little or no experience with this type of activity, so careful
    trials will be necessary.

**Video games** are a modern method of interactive learning with the
potential to reach a very wide, young audience. However, this is
relatively expensive to do in a professional manner and is not effective
to do on a small budget. It should only therefore be considered if an
appropriate funding source can be found.

**Essay contests** and a **neutron summer camp** for high school
students would provide additional opportunities to reach approximately
grades 8--12.

One possibility that was discussed at the workshop and that provides a
useful case study is **an exhibit** similar to the *Strange Matter*
exhibition, a traveling, interactive materials science exhibition
initiated by the Materials Research Society (MRS). The MRS wrote a
proposal to the National Science Foundation (NSF) with their idea, which
included not only building the exhibition, but also providing outreach
using MRS members in each of the communities to which it traveled. This
combination of informal education and involvement of scientists in the
community was very attractive to the NSF, which provided partial
funding, challenging the MRS to raise matching funds. Ultimately, the
exhibition received sponsorship from five major corporate sponsors.

In the design and construction period, MRS hired the Ontario Science
Center to be the construction company. Teams of scientists were formed
to assess and submit ideas, and a cast of paid consultants from the
museum and education community helped to formulate the structure of the
two shows (one 1700 sq. ft and the other 6000 sq. ft) and the very
serious relationship between the show and the visitors. The website for
the exhibition was professionally designed, and an outside advisory
company helped in sorting out goals and narrowing scope to come up with
the content of the web page, which also includes informal education
packets (in English and in Spanish) for teachers and for families and
demonstration guides that are updated regularly. Eighty percent of the
website is designed for children.

***Develop specific activities for teachers.*** The opportunities to
educate teachers are broader than those for students. For example, small
groups of teachers could visit a facility for a few weeks during the
year (e.g., summer vacation) and participate directly in appropriately
chosen research. The aim is to provide a deeper understanding of the
research process in practice as well as to provide an introduction to
neutron scattering that can form the basis of future instruction in
schools. Personal visits by small groups of teachers will not have the
same restrictions as those for K--12 students and should certainly be
the method of choice for local schools. Virtual visits can be used for
remote schools.

Suitably motivated facility scientists should be encouraged to become
**"Science Ambassadors"** to local schools. Their primary role would be
to encourage general interest in science; neutron scattering is only a
secondary aspect. A financial incentive or other recognition, perhaps
through professional societies, would accelerate the development of
these types of relationships. There is a significant benefit for the
scientists involved in improving their personal
teaching/presentation/communication skills at an appropriate level.

The Neutron Scattering Society of America (NSSA) should form a link to
the **National Science Teachers Association** for the purpose of
developing the activities for K--12 students and teachers.

***Develop specific activities for local communities.*** Organized
visits are always appreciated by local community groups; however, they
need to be restricted in number because they can take up a lot of time
and are not particularly high impact (unless there is a requirement to
deal with some particular local controversy). Open days are a way of
focusing local visits, but if done properly, they may be more expensive
and time consuming. Staff presentations to local business groups and
other community forums can be very effective. This type of community
outreach can be fostered by the facilities through the development of
champions that lead the mentoring of a wide range of experts to
participate in these activities.

## Scientists who Do Not Currently Use Neutron Scattering

The majority of scientists do not use neutron scattering for their
research, and many of them find results from neutron scattering
experiments difficult to interpret or to assess. Accordingly, our
principal goals for this community are to

-   lower the barriers that currently prevent scientists from seeking to
    use neutron scattering to address their research problems,

-   encourage scientists from those fields that do not traditionally use
    neutron scattering to introduce the technique into their research
    arsenal, and

-   expand the pool of scientists who appreciate the contributions that
    neutron scattering makes to solving important scientific problems.

The metrics for gauging success in reaching the scientists who do not
currently use neutron scattering could be

1.  inclusion of neutron scattering results in undergraduate or graduate
    texts on subjects such as physics, chemistry or biology;

2.  publication of neutron scattering results in more diverse journals;

3.  increasing the number of users and the diversity of scientific
    fields using neutron scattering;

4.  increasing the degree of participation in neutron scattering
    experiments by industry; and

5.  increasing diversity within the community using neutron scattering.

### Current Status and Gaps

All of the major **North American neutron scattering facilities run
schools** that provide various types of information and training on
neutron scattering to graduate students, post docs, active researchers,
and teachers. These schools, which are aimed primarily at those who do
not already use the facilities, currently host about 150 students per
year. The material taught at the various schools includes

-   introduction to the theory of neutron scattering;

-   introduction to specific (popular) instruments such as small angle
    neutron scattering (SANS), reflectometers and strain scanning;

-   data analysis of various types (such as powder and single crystal
    diffraction; and

-   neutron scattering methods applied to specific scientific areas such
    as magnetism, catalysis, or hydrogen storage.

All of the facility schools involve some hands-on training in the use of
a few neutron spectrometers as well as an opportunity for students to
present the results of their experiments to other school participants
and to create networks of peers and mentors. A list of these schools and
a summary of what each of them teaches is provided in Appendix F.
Because the schools involve use of neutron instruments at the
facilities, there is a natural limit to the amount of time that can be
dedicated to the schools as well as a limit to the number of
participants at each school. Workshop participants agreed that those
facilities already offering schools have, in general, reached their
limit.

**Various schools and classes have been organized in conjunction with
the meetings of scientific societies**, such as the MRS and the American
Physical Society, to educate scientists in particular fields about the
use of neutron scattering. As far as we know, there is no systematic
targeting of particular organizations or conferences. Rather, the
courses have been organized at the initiative of individuals who are
members of the societies in question and who also use neutron scattering
(see Appendix G for a partial list of meetings to date).

A number of **topical workshops** have been organized by various
institutions to interest particular scientific communities in neutron
scattering and to persuade them to integrate the tool into their
discipline. For example, the Spallation Neutron Source (SNS) organized
several such workshops during its construction phase on topics such as
"neutrons in biology" and "neutrons in earth sciences." A partial list
of workshops that have occurred over the past 5 years is provided in
Appendix H. To some extent, these workshops have resulted in books or
reports that are available to a wider audience, although little has been
done to promote the sale of such texts.

Many scientists (see survey in Appendix D) appear to get their start in
neutron scattering as graduate students, mostly supervised by professors
who use neutron scattering as a tool. Often these instructors are not
experts in neutron scattering, so they rely on schools run by the
national facilities and on instruction from instrument scientists to
teach their graduate students the rudiments of neutron scattering and to
introduce them to standard data analysis protocols. Only a few
universities have a **graduate class on neutron scattering**, and such
classes tend to be given infrequently because enrollment is small.

An impediment to the expanded use of U.S. neutron scattering facilities
that has been identified many times over during the past 20 to 30 years
is the **availability of travel support for users of national
facilities**. The fact that approved experiments receive travel support
for both the principal investigators (PIs) and their students at
European facilities is seen as a clear reason for the continuing
increase in the strength and breadth of the European neutron scattering
community. No such broadly based program exists in the United States,
although various facilities (including both Department of Energy
facilities and the National Institute of Standards and Technology
\[NIST\]) have small programs that contribute to (rather than defray)
travel costs for first-time users and students. Funding to support such
activities is not generally provided by U.S. federal funding agencies
unless the funds are included in the PI's proposal for research. Funding
agencies oppose attempts by facilities to provide such funding,
interpreting such actions as "the facility acting as the funding
agency." This conundrum urgently needs a solution that is acceptable to
all parties.

### Proposed Actions 

***Develop a single website as a source of information on neutron
scattering.*** The major neutron sources worldwide have almost completed
negotiations to establish a website called "neutronsources.org," which
would be similar in function to the existing website
http://lightsources.org, which coordinates information about X-ray
synchrotron sources. The new neutronsources.org web site could serve as
a portal to several internet-based educational activities. The following
examples were proposed at the workshop.

1.  A **wiki or a bulletin board** that would support conversations
    about multiple aspects of neutron scattering, such as data analysis
    techniques and instrumentation.

2.  A **"neutron-pedia,"** which would provide hyperlinked information
    about neutron scattering for a scientifically literate audience. The
    notion here is that scientists could easily look up various aspects
    of neutron scattering by typing in relevant terms. This
    neutron-pedia could probably begin life as a hyperlinked version of
    the *Neutron Data Booklet*, published by the Institut Laue-Langevin,
    but would eventually include more material than that booklet. The
    neutron-pedia would need to be controlled (i.e., scientifically
    peer-reviewed) to a greater extent than the current Wikipedia to
    maintain the quality of the information presented.

3.  A **database of teaching material**, such as lecture notes,
    downloadable video lectures and podcasts that are catalogued and
    archived in a manner that allows users to easily find material,
    either introductory or advanced, on topics of interest. Several
    university departments already give occasional neutron scattering
    graduate courses that could be included in such a database, and it
    is clear that the material presented at the major-facility neutron
    schools could also play a central role. In addition, one could
    imagine videotaping and including topical lectures given at
    universities, conferences, or facilities. A user-generated rating
    system might make the database more user-friendly.

4.  A **"neutron pathfinder"** similar to and linked to that available
    at the European Neutron-Muon Portal that provides a database of all
    neutron instruments available in North America. This would be
    designed to

    a.  provide general information about neutron methods,

    b.  identify instruments used in various fields of work, and

    c.  allow searching for centers and instruments for specific
        experiments.

5.  An evolving **"story and images database"** containing scientific
    stories and images. The database would provide up-to-date
    information (both descriptive and visual) about exciting and novel
    scientific results that could be used by anyone to promote and
    explain neutron scattering to a variety of audiences.

The neutronsources.org website would also serve to provide information
about conferences, job openings, calls for proposals, and other
information directly relevant to the services provided by the major
neutron sources. The site would not be intended to take over the
community development, recognition, or advocacy roles that are already
supported by the NSSA and that are described on its web page.

***Develop workshops, classes, and lectures.*** It was recognized that
the continued organization of **topical workshops**, at which neutron
scattering is only one of several techniques described to researchers
with common scientific interests and backgrounds, would be useful. The
SNS and the Joint Institute for Neutron Sciences have jointly organized
a number of such workshops during the construction phase of the SNS
project. The workshops have attracted new communities to neutron
scattering. Future topical workshops could be organized by the major
neutron facilities, by universities, or by groups of like-minded
individuals, just as they have been in the past.

The NSSA awards several prizes each year (e.g., the Shull Prize, the
sustained research prize, and the outstanding research prize). It was
suggested that an additional lecture prize might be established,
together with travel support with the mandate for recipients to present
lectures to four or five university departments during the year
following the awarding of their prize. Participants stressed that it
would be important to ensure that at least one or two minority or
undergraduate institutions be included in the visits. It was also
recognized that the success of such a **travelling lectureship program**
would depend strongly on the pedagogical ability of the lecturer as well
as on the scientific results presented. The model for this lectureship
is the David Turnbull lecture, sponsored by the MRS.

In a similar vein, a **speakers' bureau** could be established (perhaps
by the NSSA), populated by knowledgeable scientists who are able to
present scientific stories that integrate neutron scattering at whatever
level is suitable for the intended audience.

Each of the above workshops and lectures, together with the "story"
database described earlier would go a long way toward satisfying the
needs for neutron scattering education among scientists and students who
simply want to gain a better understanding of what neutron scattering
experiments tell us but who have little or no interest in actually
performing such an experiment themselves.

Obtaining beam time at national user facilities is often difficult,
especially for first-time users who are not familiar with the type of
case they need to make to persuade reviewers of the importance of their
experiment. Accordingly, the suggestion was made that classes on the
**dos and don'ts of proposal writing** could usefully be held, either in
conjunction with neutron education workshops at facilities or
independently (e.g., at American Conferences on Neutron Scattering
meetings). It was also recognized that comfortable access to human
advice and uniform guidelines, easily available electronically, could be
helpful.

***Provide Practical Training.*** Because neutron scattering is an
experimental science, carrying out experiments is an important part of
any training. Some scientists will want to use neutron spectrometers as
"black boxes" simply to get information about their samples. For those
individuals the experience they get at neutron schools run by the major
neutron facilities may be sufficient, especially if it can be
complemented by **virtual experiments** performed using a computer.
Tools for carrying out such on-line experiments are in their infancy but
are expected to be developed more fully over the coming years.
Participants learned that Dr. Kim Lefmann in Copenhagen has already
begun such a development and that some of the required tools are
becoming available through the DANSE project funded by the NSF. A
similar initiative (coordinated with that in Europe) should be
undertaken in North America.

A potentially very useful goal would be to encourage national neutron
scattering facilities to develop case studies for each of the
instruments in the user program. These case studies would address the
question, "What can this instrument do for me and how?" and would
document a successful experiment from proposal through data analysis
(and reprint of publications).In particular it would be very useful for
scientists seeking to determine whether an instrument is appropriate for
their research to have access to example proposals; sample data; and a
tutorial on data reduction for the instrument using the sample data,
data analysis examples, and discussion. Providing such **start-to-finish
case studies** would be a valuable resource for new users or experienced
users looking to explore the capabilities of a new instrument. In
addition, these case studies could be used by faculty allowing them to
easily add neutron scattering examples to their classes. Currently, most
instruments in user programs at national facilities have a page that
lists detailed specifications for the instrument and has a collection of
references to recent publications, but this does little to help users
understand how to actually use the instrument.

Although important education occurs during real experiments at national
user facilities, the amount of beam time that the facilities can
dedicate to specific training activities for students is constrained by
the fact that their principal mission is to carry out user-originated
research. There are **three university-based neutron scattering
facilities in the United States** (at the Massachusetts Institute of
Technology, the University of Missouri, and Indiana University) that
have neutron scattering instrumentation that could be used to train
scientists. While these facilities do not have the complete range of
instrumentation found at national user facilities, many of the
components (such as counting electronics, detectors, polarizers, and
data analysis methods) are common. **Hands-on instruction** of the type
that these smaller facilities can provide will be particularly important
for those scientists who eventually either work at one of the major
neutron sources or whose research interests lead them in the direction
of inventing new neutron scattering methods and devices. It was
suggested by participants that an Integrative Graduate Education and
Research Traineeship **(IGERT)** grant from the NSF involving one or
more of the university-based neutron sources could provide a way of
providing detailed hands-on training in neutron scattering to a small
cadre of students. Absent the use of these small facilities for hands-on
training, it is hard to see how the availability of such training can be
greatly expanded without jeopardizing the core missions of the national
facilities.

A different form of practical training is available to university
faculty who spend **sabbaticals at a national neutron scattering
facility**. Clearly, a period of several months or a year of close
collaboration with scientists on instruments and experiments at such a
facility would do much to prepare faculty to introduce their graduate
students to the variety of possibilities that neutron scattering offers.
It is plausible that some sabbaticals will lead to **joint
appointments** between universities and national facilities that can
offer both educational and other benefits.

## Scientists WHO Currently Use Neutron Scattering

A survey of university-based and industry-based NSSA members, most of
whom currently use neutron scattering in their research, indicated that
the following goals are appropriate for this community:

-   enable scientists to design and propose experiments that provide
    scientific information with higher impact and

-   provide scientists with a more in-depth understanding of the ways in
    which information can be extracted from neutron scattering
    experiments.

Subsidiary goals that were also espoused, though to a lesser extent, by
this community included

-   provide scientists with a better understanding of the power and
    limitations of the neutron scattering technique,

-   provide individuals with the ability to contribute more during the
    conduct of a neutron scattering experiment, and

-   enable scientists to better describe their experiments to others.

The measures of success for this community are similar to those for
scientists who do not currently use neutron scattering.

### Current Status and Gaps

About 75 scientists responded to a survey of university-based members of
the NSSA that was distributed before the workshop. About 80% reported
that they use national neutron scattering facilities frequently (52%) or
occasionally (38%). Fully 85% of respondents claimed to have an adequate
understanding of the basic theory of neutron scattering. The biggest
impediments to carrying out neutron scattering experiments according to
this group are the availability of funding to support travel to
facilities (63%); availability of beam time at facilities (59%); and, a
distant third, inadequate knowledge about the technique (39%). While
about 50% of people in this group had attended a course on neutron
scattering at some time, by far the majority (67%) claimed to have
learned about neutron scattering from a professor or senior colleague. A
significant fraction (60%) also claimed to have learned through
self-study.

### Proposed Actions 

***Provide distance learning opportunities.*** In spite of the fact that
most neutron scattering researchers surveyed felt they had a sufficient
understanding of neutron scattering theory, nearly 85% of those surveyed
told us that they would use distance learning classes either for
themselves or their students if such classes were available.

***Develop workshops on neutron scattering techniques.*** It was
proposed that short workshops on particular neutron scattering
techniques could be very useful for individuals that had used one
instrument but wanted to learn about an alternative instrument. For
example, a scientist may be quite familiar with SANS and have a need to
examine the dynamics of a system of interest. These scientists already
have a fair amount of background in neutron scattering so that general
neutron schools at national facilities would cover ground that was
already familiar. Many people in this category are already practicing
scientists who cannot afford the time commitment of such a school.
Virtual experiments may also provide adequate instruction for this
group, although they would need to be designed to a sufficient level of
sophistication.

***Develop internships and sabbaticals at national facilities.***
Short-term visits can be very useful in providing insights about neutron
methods for those already somewhat familiar with the technique.

# Recommended Priorities

A summary of the proposed recommendations is provided in Table 1. The
table also provides an indication of actions that should or could be
started immediately, and those which are reasonable to consider in the
medium or long term.

The varied stakeholders or groups who are best positioned to carry out
the proposed actions include neutron facilities (large and small), the
NSSA, universities, funding agencies, and individual neutron users.
While we anticipate that various groups of stakeholders will
self-assemble to seek funding for and to pursue the various initiatives
discussed at the workshop, some degree of coordination of the activities
of these groups is clearly desirable and would improve both the
efficiency of implementation and overall impact. Such coordination would
lead to maximum flexibility and would maintain the ownership by the
principal actors, allowing them to fulfill their individual goals while
maintaining the overall scope of the education initiative.

Based on the level of interest expressed by participants during the
workshop, four primary actions were identified as having the highest
priority. These are developing a website, enhancing university-based
teaching, enhancing neutron schools, and developing advanced software
and virtual tools.

***Develop the neutronsources.org website.*** This web site was
identified during the workshop as providing a rapid and effective means
of hosting or enabling a large number of the recommended activities for
all target audiences. Discussions for establishing the site have already
taken place among the major international neutron facilities, and there
is general agreement on the role and scope of initial activities that
should be maintained at this site. The URL has already been reserved. It
is important that such an infrastructure be provided as soon as
possible. The website should be international in scope (with
identifiable national components where appropriate) and should be
supported and operated by contributing neutron facilities. The detailed
content of the site should be defined by representatives from all
contributing facilities and equivalent advisory groups (see text below
for one suggestion) and from reports such as this. The site would
coordinate activities with the

  --------------------------------------------------------------------------------------
  Table 1. Summary                                                      
  of                                                                    
  recommendations                                                       
  ----------------- ------------------------- ------------------------- ----------------
  Audience          Now                       Within 1 year             Long term

  General public    Stories and Images        Visits                    Wikipedia

                    Animations/graphics       Ask a neutron scientist   TV/video
                                                                        clips/podcasts

                    Relationships with local  Virtual experiments       
                    communities                                         

                    Journalist/photographer                             
                    in residence                                        

  K-12              Essay contest             Exhibits                  Video games

                                              Summer camp               

  Teachers          Research Experience for                             
                    Teachers (National                                  
                    Science Foundation)                                 

                    Ambassadors                                         

                    National Science Teachers                           
                    Association                                         

  Non-user          Neutron sources.org       Neutron-pedia             Hands-on
  scientists                                                            experiments at
                                                                        small facilities

                    Volunteers                Picture/lecture           Articles in
                                              /PowerPoint database      magazines in
                                                                        other
                                                                        disciplines

                    Wikis/bulletin boards     Topical workshops         

                    Stories and Images        Speakers bureau           

                    Neutron pathfinder        Sabbaticals for facility  
                                              scientists                

                    Neutron Scattering        Ask a neutron scientist   
                    Science Association prize                           
                    lectures                                            

                    Proposal writing training Virtual Experiments       

                                              Travel funding for new    
                                              users                     

  Undergraduates    Summer Research                                     Include neutron
                    Experience for                                      scattering in
                    Undergraduates                                      regular courses
                                                                        and textbooks

  Institutions/     Joint appointments        Collaborate with other    Acceptance of
  organizations/                              educational departments   certification
  communities                                 (e.g., communications,    
                                              mass media departments)   

                                              Coordinate with other     Credits
                                              organizations (e.g., SNS  
                                              and HFIR Users Group)     
  --------------------------------------------------------------------------------------

  ------------- ---------------------------- ------------------------- --------------
  Table 1                                                              
  (continued)                                                          

  Audience      Now                          Within 1 year             Long term

  Graduate      Webcast schools/webinars     Schools away from         Expand
  Postdocs                                   facilities                facility
                                                                       schools

                Facilitate networking after  Existing courses          
                schools                      available on web          

                Internships at facilities    Co-teaching course at     
                                             several universities      

                Integrative Graduate                                   
                Education and Research                                 
                Traineeship Program                                    
                (National Science                                      
                Foundation)                                            

  Practicing    Attend non-neutron meetings,                           
  scientists    free lunch                                             

  Minorities    Establish relationships                                
                between facilities and                                 
                minority                                               
                institutions/organizations                             

                Mentoring                                              

  Neutron                                    Certification             
  Scattering                                                           
  Science                                                              
  Association                                                          

  Present users Instrument workshops         Virtual experiments       

                Internships at facilities                              
  ------------- ---------------------------- ------------------------- --------------

already established European Neutron-Muon Portal,
<http://neutron.neutron-eu.net/>. In order to be effective, the group of
associated facilities will have to ensure the provision of adequate
resources for the maintenance and development of the site.

***Enhance University-Based Teaching.*** Two-thirds of current
practitioners of neutron scattering in the United States report that
they learned the technique as graduate students under the mentorship of
university faculty. While this mode of instruction will clearly
continue, the workshop concluded that there were many opportunities to
enhance university contributions to neutron scattering education.
Perhaps chief among them is the need for closer collaboration between
faculty (i.e., those who know the material) and specialists in education
delivery. We believe that these groups working together could
effectively implement many of the initiatives suggested in this report,
including distance learning, hands-on training at university-based
neutron facilities, development of instructional materials for internet
distribution, and novel schemes such as exhibits and games.

***Enhance the Existing Neutron Schools.*** One of the most successful
avenues for instruction in neutron scattering to date has been the
neutron scattering schools offered by the various neutron scattering
facilities. Workshop participants were very clear on the need to
continue and to enhance these schools. Indeed, there was much discussion
of increasing the time devoted to them, even though it would be very
difficult to do, given the missions of the user facilities. There are
several opportunities to enhance the schools, however, through
initiatives such as virtual experiments, on-line written and video
lecture material, and the provision of dedicated schools to inform those
who have already performed one type of neutron experiment but who want
to move to others.

***Develop Advanced Software and Virtual Tools.*** Within a context of
rapid technological change and shifting demographics, any education
system is challenged with providing increased educational opportunities.
A number of the recommendations from the workshop involve the
development of highly sophisticated software for distance learning, be
it video games, virtual experiments, or virtual tours. These
recommendations recognize the fact that today's students (across all
ages) rely heavily on the internet and the computer for their learning
experience. The development of such tools is imperative for the
accomplishment of the long-term goals outlined in this report. However,
they must be designed, built, and produced professionally by experts in
the field working together with faculty, facilities scientists, and
users. Without a coordinated long-term investment in this area, neutron
scattering education will not reach the broad audience needed to ensure
rapid integration and growth of the technique. However, it is important
to note that students also communicate using much less sophisticated,
already established means of communication. The neutron community should
encourage and use the tools available.

***Form an Educational Advisory Board***. In a follow-on meeting among
the workshop organizers, the concept of a North American Advisory Board
for Education in Neutron Scattering (ABENS) was developed. This concept
is put forth even though it was not an outcome of the workshop because
it will give the readers some ideas concerning organizational structure
that could be further developed. The ABENS should have representation
from all major stakeholders (facilities, NSSA, users, university groups)
and should include specialists in education and outreach. The ABENS
would coordinate with similar groups and activities in Europe and Asia.
We envisage that ABENS could fulfill the following roles:

-   provide continued coordination of the planned activities outlined in
    this report,

-   maintain the scope of activities up to date and adapt the
    recommendations as required by issuing further reports/surveys as
    necessary,

-   support ongoing initiatives by soliciting support from other
    institutions and funding sources,

-   disseminate and promote best practices and lessons learned from
    on-going initiatives, and

-   provide recommendations from the neutron scattering community for
    inclusion in the neutronsources.org web site.

It seems likely that the coordination role of ABENS cannot be
efficiently performed by a group of unpaid volunteers; a dedicated
person will be needed for tasks such as the coordination of ongoing
activities, encouragement of champions for various initiatives, and the
organization of regular meetings of ABENS. The only funding model for
such a position that was discussed at the workshop was that used by the
U.S. Particle Accelerator School, whose director is funded by the U.S.
Department of Energy's Office of High Energy Physics. It is not clear at
this stage whether this is the best model for the neutron scattering
community.

A.  []{#__RefHeading___Toc197404672 .anchor}ATTENDEES OF THE WORKSHOP ON
    NEUTRON\
    SCATTERING EDUCATION

Table A.1. Attendees of the Workshop on Neutron Scattering Education

  ---------------------- ------------------------------------------------
  Name                   Institution

  Anderson, Ian          Oak Ridge National Laboratory

  Arif, Muhammad         National Institute of Standards and Technology

  Baker, Shenda          Harvey Mudd College

  Borchers, Julie        National Institute of Standards and Technology

  Briber, Rob            University of Maryland

  Buttner, Herma         Australian Nuclear Science and Technology
                         Organisation

  Diallo, Souleymane     Iowa State University

  Egami, Takeshi         University of Tennessee

  Ekkebus, Al            Oak Ridge National Laboratory

  Forde, Tim             Oak Ridge Associated Universities

  Foster, Mark           University of Akron

  Freelon, Byron         University of California

  Fultz, Brent           California Institute of Technology

  Gaulin, Bruce          McMaster University

  Glownia, James         U.S. Department of Energy

  Henderson, Stuart      Oak Ridge National Laboratory

  Hernandez, Yamali      National Institute of Standards and Technology

  Holden, Tom            Northern Stress Technology

  Horton, Linda          Oak Ridge National Laboratory

  Israel, Michel         Embassy of France

  Khaykovich, Boris      Massachusetts Institute of Technology

  Kszos, Lynn            Oak Ridge National Laboratory

  Laubach, Tim           University of Oklahoma

  Louca, Despina         University of Virginia

  Martinez-Miranda, Luz  University of Maryland

  McGreevy, Robert       Rutherford Appleton Laboratory

  McHenry, Mike          Carnegie Mellon University

  McKenna, Robert        University of Florida

  Meilleur, Flora        North Carolina State University

  Mills, Denny           Argonne National Laboratory

  Murr, Meredith         University of California, Santa Barbara

  Myron, Harold          Argonne National Laboratory

  Nagler, Steve          Oak Ridge National Laboratory

  Nakotte, Heinrich      New Mexico State University

  Osborn, Ray            Argonne National Laboratory

  Peterson, Cynthia      University of Tennessee

  Pynn, Roger            Indiana University

  Rheinstadter, Maikel   University of Missouri

  Rhyne, Jim             Los Alamos National Laboratory

  Rowe, Mike             National Institute of Standards and Technology

  Ruffin, Ariel          Fisk University

  Taub, Haskell          University of Missouri

  Ustundag, Ersan        Iowa State University

  Venkateswaran, Uma D   National Science Foundation

  Watson, Ingrid         Lexington County (SC) Schools

  Watson, Shannon        National Institute of Standards and Technology

  Wiebe, Chris           Florida State University
  ---------------------- ------------------------------------------------

B.  []{#__RefHeading___Toc197404673 .anchor}AGENDA

Agenda

**Building a Network for Neutron Scattering Education**

Marriott Westfields, Chantilly, Virginia

March 27--28, 2008

**[Thursday, March 27, 2008]{.underline}**

7:00 a.m. Registration, Upper Rotunda

7:30 Continental breakfast

**Location: Grand Dominion V, VI**

8:00 *Session 1: Workshop Background and Goals*

Purpose of the workshop:

Ian Anderson, Oak Ridge National Laboratory

8:05 NSF and BES comments:

Uma Venkateswaran, National Science Foundation

8:35 James Glownia, Department of Energy

*8:50 Session 2: The Current Status of Neutron Scattering Education*

Ian Anderson, chair

The picture from the survey of scientists

Roger Pynn, Indiana University

9:10 Summary of short courses offered by facilities (survey)

Despina Louca, University of Virginia

9:25 Additional comments from participants

Julie Borchers, National Institute of Standards and Technology

Bruce Gaulin, McMaster University

Ray Osborn, Argonne National Laboratory

James Rhyne, Los Alamos National Laboratory

9:40 Summary of European courses

Robert McGreevy, Rutherford Appleton Laboratory, England

10:00 Australian plans for education

> Herma Buttner, Australian Nuclear Science and Technology
>
> Organisation

10:15 Break

*10:45* *Session 3: Other models and issues*

Roger Pynn, chair

Particle accelerator schools

Stuart Henderson, Oak Ridge National Laboratory

11:15 Education and outreach by university centers

Meredith Murr, University of California, Santa Barbara

11:40 General education and outreach from Labs

Harold Myron, Argonne National Laboratory

*Noon Lunch provided; discussions continue*

**[Thursday, March 27, 2008]{.underline}**

1:00 p.m. Distance learning programs

Tim Laubach, University of Oklahoma

1:30 Getting Out of the Box: Challenges to the Groups

Shenda Baker, Harvey Mudd College

*2:00 p.m. Session 4: Group Discussions.* Each group should also
identify follow-on activities required by their recommendations.

-   Goals, Metrics, and Logistics: Takeshi Egami. Location: Adams

-   Delivery Methods: Despina Louca. Location: Hamilton

-   Curriculum and Gaps: Rob Briber. Location: Monroe

*6:00 p.m. Dinner provided; discussions continue*

**[Friday, March 28, 2008]{.underline}**

7:00 a.m. Registration, Upper Rotunda

7:30 Continental breakfast

**Location: Grand Dominion V, VI**

8:30 a.m. Reporting of summaries from Thursday discussions

-   Goals, Metrics, and Logistics: Takeshi Egami

-   Delivery Methods: Despina Louca

-   Curriculum and Gaps: Rob Briber

*Noon: Lunch with ongoing discussions*

1:30 p.m. Development of the Roadmap: Roger Pynn, chair

*6:00 p.m. Workshop dinner and summary discussion*

**[Saturday, March 29, 2008]{.underline}**: Drafting of roadmap document
(invitation only)

9:00 a.m. Checkout and departure for all but the writing team

Sponsors:

-   National Science Foundation

-   UT/ORNL Joint Institute for Neutron Scattering

-   Oak Ridge Associated Universities

-   UT-Battelle, LLC

    A.  []{#__RefHeading___Toc197404675 .anchor}REFERENCES

References

Neutron Sources for America's Future: Report of the Basic Energy
Sciences Advisory Committee

Panel on Neutron Sources, DOE/ER-0576P, U.S. Department of Energy,
January 1993. (This is commonly referred to as the "Kohn panel report.")
It is available on-line at:
http://www.sc.doe.gov/production/bes/BESAC/Neutron%20source%20America%20Future.pdf

Cooperative Stewardship: Managing the Nation's Multidisciplinary User
Facilities for Research with Synchrotron Radiation, Neutrons, and High
Magnetic Fields, National Academy Press, 1999. Available on-line at:
http://www.nap.edu/books/0309068312/html/index.html

Major Facilities for Materials Research and Related Disciplines,
National Academy Press, 1984 (Seitz-Eastman Report). Available on-line
at: http://www.sc.doe.gov/production/bes/BESAC/major.pdf

Report of the Basic Energy Sciences Advisory Committee on Neutron Source
Facility Upgrades and the Technical Specifications for the Spallation
Neutron Source, DOE/SC, March 1998.

Report on the Status and Needs of Major Neutron Scattering Facilities
and Instruments in the United States, Office of Science and Technology
Policy Interagency Working Group on Neutron Science, June 2002, p. 15.

National Academy of Sciences, National Academy of Engineering, and
Institute of Medicine (2005). Rising Above the Gathering Storm:
Energizing and Employing America for a Brighter Economic Future,
Washington, D.C.: National Academies Press.

Keeping America's brainpower advantage, press release of U.S.
Representative Zach Wamp, August 30, 2007.

B.  []{#__RefHeading___Toc197404677 .anchor}SURVEY RESULTS

Survey Results

In our effort to define the current status of neutron scattering
education in North America, a survey link was sent on January 25, 2008,
to about 700 members of the Neutron Scattering Society of America who
are at U.S. academic institutions. By the close of business on February
9, 2008, 73 respondents visited the survey website. The questions and
responses follow.

**Question 1: Do you and/or your students have an adequate understanding
of the basis for neutron scattering and of the instrumentation in order
to either plan a neutron scattering experiment or to extract the amount
of information you want from a neutron scattering experiment?**

Response 1: 62 (85%) Yes; 11 (15%) No

**Question 2: If you answered \"yes\" to question #1 above, please
select all that apply:**

Response 2:

-   I am a frequent user of national neutron facilities---35 (52%)

-   I am an occasional user of national neutron facilities---26 (38%)

-   Neutron scattering is the primary focus of my research---19 (28%)

-   Neutron scattering is supplemental to my research---22 (32%)

-   I was first introduced to neutron scattering in the following
    way---31 (46%)

    -   Ph.D. thesis

    -   Class

    -   Postdoctoral experience

    -   Someone else's experiment

    -   Review committees

**Question 3: \"If you answered 'no' to question #1 above, please
describe how your research might benefit from neutron scattering\...\"**

Responses 3:

-   We synthesize novel alloys and study their physical properties.
    Neutron scattering would be essential to determine the
    crystal/magnetic structure of these alloys.

-   An obvious complement to inelastic x-ray scattering.

-   I have taught topics on neutron scattering in graduate-level classes
    on neutron physics and applications. I have colleagues who actually
    perform neutron scattering experiments. I have collaborated with
    neutron scattering colleagues in research.

-   I am interested in energy and hydrogen in metals research and
    neutron scattering is particularly well suited for work with
    hydrogen.

-   In lithium ion batteries, we would like to use neutron to understand
    the interaction of electrolytes towards the anode/cathode. It might
    also be helpful for understanding lithium environment.

**Question 4: Please identify barriers to performing neutron scattering
experiments (check all that apply).**

Response 4:

-   Knowledge of techniques---27 (39%)

-   Beam time accessibility---41 (59%)

-   Travel funding---44 (63%)

-   Other (please specify)---13 (19%)

    -   Sample sizes including sample growth

    -   Data analysis and software

    -   Time constraints, including teaching schedules and home
        institution obligations

    -   Student training in the technique (PhD) is a significant
        commitment

    -   Expertise and neutron experts time

    -   Funding

    -   At U.S. facilities, sample environment facilities are the
        central barrier for me.

**Question 5: Do you and/or your students have an adequate understanding
of the basis for neutron scattering and of the instrumentation in order
to either plan a neutron scattering experiment or to extract the amount
of information you want from a neutron scattering experiment?**

Response 5:

-   Yes---62 (85%)

-   No---11 (15%)

**Question 6: How did you learn about neutron scattering theory? (check
all that apply)**

Response 6:

-   Mentoring by a professor or senior colleague---48 (67%)

-   Course(s) at your institution---18 (25%)

-   Course(s) at other academic institutions---1 (1%)

-   Short course(s) at conference or professional meeting---16 (22%)

-   "Self-study using a textbook \[if so, please specify below\]"---43
    (60%)

-   On-site instruction by instrument scientist during an
    experiment---46 (64%)

-   Other (please specify below)---7 (10%)

    -   One or more courses at neutron facilities, either U.S. or abroad

    -   Via collaborations over the years and self-study using a variety
        of resources

    -   Text books: Bacon; Squires; Balcar and Lovesey; M. Bee; Benoit
        and Higgins; Mitchell

    -   Thesis and Postdoc experiences

    -   Downloaded lecture notes

**Question 7: If you have attended a short course on neutron scattering
theory, where was it held?**

Response 7:

-   Argonne National Laboratory---8 (24%)

-   Los Alamos National Laboratory---4 (12%)

-   NIST Center for Neutron Research---15 (46%)

-   CNR-Canadian Neutron Beam Center---2 (6%)

-   Other (please specify)---11 (33%)

    -   Oak Ridge

    -   Juelich, Germany

    -   Have attended several workshops held by at scientific
        conferences

    -   Brookhaven, HFIR

    -   University of Tennessee, Knoxville

    -   Grenoble

    -   ILL

**Question 8: Please check any of the following benefits that you (or
your students) might gain from learning more about the theoretical basis
for neutron scattering.**

Response 8:

-   Ability to design and propose better neutron scattering
    experiments---55 (80%)

-   Ability to contribute more during the conduct of an experiment---38
    (55%)

-   Better understanding of data analysis procedures---59 (86%)

-   Better understanding of the power and limitations of neutron
    scattering---42 (61%)

-   Greater ability to describe experiments to others (e.g., in a
    publication)---36 (52%)

-   Other (please specify)---1 (1%)

    -   Although I did not respond to any of these questions, I think a
        school or short course in NS theory would be most worthwhile for
        many students and post docs. I am surprised how little some
        people know about it. In our own case, I was a theorist in NS
        before becoming an experimentalist so I don\'t think we suffer
        from this issue. The issue for us is more low temperature SEF,
        gas handling SEF, isotherm measurements simultaneously with
        experiments, etc.

**Question 9: Do you or others in your institution give classes for
university credit on neutron scattering?**

Response 9:

-   Yes---22 (31%)

-   No---50 (69%)

**Question 10: For each course noted above, indicate the frequency that
it is offered (every semester, every two years, etc.), the academic
department of most of its students, availability to students in other
departments, and availability through distance learning to other
institutions.**

Response 10:

-   The 22 answers provided lengths of time from every semester to every
    five years.

**Question 11: If your students have attended a course in neutron
scattering, what has been the impact or benefit?**

Response 11 (27 responses summarized into the following points)

-   They have identified someone to contact for answers to their
    questions; they also serve also as a venue develop a
    community/network.

-   Understanding of scattering methods is advantageous for a career in
    neutron scattering facility.

-   The course gave a nice overview but was not systematic enough;
    correlating theory and experiments is important.

-   Understanding of specific topics, such as reciprocal space and
    limitations of data analysis, various neutron scattering techniques,
    theory of neutron scattering, introduction to data analysis methods
    (Rietveld for example and NPDF), and better understanding of
    analysis of data acquired through collaboration with neutron
    scattering experts and better understanding of scattering basics,
    e.g., wrt x-ray scattering.

-   Able to significantly contribute to experiments and analysis of
    data; undertake research for thesis work.

**Question 12: If distance learning classes were available on neutron
scattering, would you or your students make use of them?**

Response 12:

-   Yes---58 (84%)

-   No---11 (16%)

**Question 13: What types and formats for neutron scattering education
would be useful to you and/or your students?**

Response 13 (44 responses summarized into the following points):

-   Web-based specialized lectures prior to students doing experiments,
    possibly interactive and tied to on-site experiments; courses can be
    self-paced; include web based tutorials, data collection simulators,
    and detailed case studies.

-   Lectures are the best way to learn, along with an instructor who
    welcomes questions and answers. If this question is asking about
    distance learning, interactive video would be the next best thing.
    Since neutron scattering is a very broad subject, I could envision
    video courses being offered on a broader array of topics and more
    frequently than if they were limited to a single institution.
    Furthermore, if my course were given to a broader audience, I would
    be allowed to teach it more frequently than is currently done.

-   Book or online materials or both that are not "neutron" specific but
    are "method" specific\...for example, diffraction, inelastic
    scattering, magnetic scattering etc., but could be x-rays or
    neutrons. Identify theory texts.

-   Short courses, at workshops, conferences.

-   Instrument types such as: SANS, USANS, Spin echo.

-   Subjects such as context of time and position behavior of polymers
    and molecules rather than the jargon of scattering and physics.

-   Workshops at facilities, coupling theory with practical experience.

-   Summer schools with hands-on experience.

-   Combine courses with notes that include: general scattering theory,
    comprehensive theory that is specific for a given experiment, and
    examples that are correlated to other specialized courses in
    specific techniques.

-   Practical approach to performing and analyzing an experiment on the
    different instruments. The advisor or the background material
    relevant to the experimenter should supply the hard science
    background, and include procedures such as contrast matching, data
    interpretation.

-   Discussion of practical problems that can be solved by neutron
    scattering experiments and calculations, specific insights gained
    from actual studies, general recommendations for future work.

-   Long-term interaction at a campus-based facility coupled with
    frequent visits to national facilities.

    A.  []{#__RefHeading___Toc197404679 .anchor}SUMMARY OF CONTRIBUTED
        TALKS

SUMMARY OF CONTRIBUTED TALKS

National Science Foundation comments

Uma Venkateswaran, National Science Foundation

The National Science Foundation's (NSF's) Division of Materials Research
(DMR) focuses on diverse communities and funding modes: programs for
individual investigators and groups (condensed matter to ceramics),
cross-cutting programs (centers and user facilities), distributed
mechanisms (Research Experience for Undergraduates (REU), Research
Experience for Teachers (RET) and NSF-NANO). NSF support for Materials
research and education is not limited to DMR. More than 5000 people used
DMR-supported facilities in FY 2007. Education, workforce and diversity
are at the core of DMR's mission and are distributed in all DMR
programs. REU is a long-running NSF-wide program that engages
undergraduates in research and diversifies the pool of STEM students.
RET builds contacts between researchers and K-12 teachers through
enhanced professional opportunities and enthusiasm for science,
technology, engineering, and mathematics education (STEM) teaching. The
DMR funds REU sites, centers, and facilities, including 26 Materials
Research Science & Engineering Centers (MRSECs).

In the Education and Human Resources (HER), several divisions were
identified of potential interest to Workshop participants. The Division
of Graduate Education (DGE) includes the graduate research fellowships,
the Integrative Graduate Education and Research Traineeship Program
(IGERT), and the NSF graduate teaching fellows in K-12 education. The
Division of Undergraduate Education (DUE) includes the Course,
Curriculum, and Laboratory Improvement program.

Web sites of interest:

NSF Division of Materials Research:
<http://www.nsf.gov/div/index.jsp?org=DMR>

NSF Division of Undergraduate Education:
<http://www.nsf.gov/div/index.jsp?org=DUE>

NSF Division of Graduate Research Education:
<http://www.nsf.gov/div/index.jsp?div=DGE>

Solicitation for Course, Curriculum, and Laboratory Improvement:
<http://www.nsf.gov/pubs/2008/nsf08546/nsf08546.htm>

Solicitation for IGERT:
<http://www.nsf.gov/pubs/2008/nsf08540/nsf08540.htm>

U.S. Department of Energy/Office of Basic Energy Sciences comments

James Glownia, Department of Energy

The U.S. Department of Energy Office of Basic Energy Sciences (BES)
funds an extensive portfolio of basic research. The BES Scattering and
Instrumentation Team focuses on the fundamental interactions of photons,
neutrons, and electronics with matter aimed achieving an understanding
of the atomic, electronic, and magnetic structures and excitations of
materials, and the relationships of these structures and excitations to
the properties and behavior of materials.

The principal objective of the Experimental Program to Stimulate
Competitive Research (DOE EPSCoR) is to enhance the abilities of the
designated states and territories (currently 24 states and 2
territories) to conduct nationally competitive energy-related research,
and to develop their science and engineering resources in energy-related
areas. EPSCoR supports basic and applied research activities spanning
the range of DOE's science and technology programs.

The findings in a 2003 report on Basic Research Needs spawned ten
follow-on topical workshops. Reports from these workshops provide
in-depth analyses on how the work of the scientific community can
further our Nation's most challenging energy missions, including the
hydrogen economy, superconductivity, and catalysis for energy
applications. These scientific challenges are described not in terms of
traditional scientific disciplines, but rather materials functionalities
are designed to specifications and chemical transformations are
manipulated at will.

The Energy Frontier Research Centers are based on the scientific
knowledge base of energy-relevant research that has been articulated
through the series of Basic Research Needs reports or the Grand
Challenges Report. A key element is that the program provides
opportunities to inspire, train, and support leading scientists of the
future who have an appreciation for the global energy challenges of the
21st century. A Funding Opportunity Announcement will be issued in 2008
to request applications from the scientific community for the
establishment of the initial suite of EFRCs.

Web sites of interest:

DOE-BES: <http://www.sc.doe.gov/bes/>

DOE EPSCoR: <http://www.sc.doe.gov/bes/EPSCoR>

Energy Frontier Research Center: <http://www.sc.doe.gov/bes/EFRC.html>

Basic Research Needs and Grand Challenge reports:
<http://www.sc.doe.gov/bes/reports/list.html>

The Picture from the Survey of Scientists

Roger Pynn, Indiana University

In preparation of this workshop, a survey was sent to about 800
university members of the Neutron Scattering Society of America to
solicit their ideas about their education needs for neutron scattering
education; the response rate was about 10% after eliminating the
outdated email addresses. Over 90% of respondents or their students had
performed a neutron scattering experiment. The 3 most frequently cited
barriers to performing an experiment were lack of travel funding, lack
of beam time accessibility, and lack of knowledge of techniques. While
85% of respondents believe they have an adequate understanding of the
basis for neutron scattering, two-thirds gained this knowledge from
mentoring by a professor or senior colleague; slightly fewer reported
receiving on-site instruction by an instrument scientist during an
experiment or used self-study of a textbook. Almost half of the
respondents attended a short course on neutron scattering theory; these
courses were conducted mainly at the large facilities. Only 30% of
respondents reported that their universities give for-credit graduate
classes on neutron scattering. The following benefits were identified
from learning more about the theoretical basis for neutron scattering:
better understanding of data analysis procedures (86% of respondents),
ability to design and propose better experiments (80%), better
understanding of the power and limitations of neutron scattering (61%),
ability to contribute more during the conduct of the experiment (56%),
and greater ability to describe experiments to others (52%).

When asked, 84% responded that they would make use of distance learning
classes on neutron scattering if they were available. Other suggestions
included web-based lectures and tutorials (possibly interactive), more
hands-on experience, practical examples and insights from actual
studies, and more interactions with experts.

Web site of interest:

Neutron Scattering Society of America: <http://neutronscattering.org/>

Summary of Short Courses Offered by Facilities (Survey)

Despina Louca, University of Virginia

In preparation of this workshop, a survey was sent to the four
facilities offering neutron scattering courses in North America. The
primary goals of the schools were to educate graduate students on the
utilization of major neutron and x-ray facilities, build the user base
and enhance the student program in performing research, and provide a
general introduction to theory, applications, and hand-on experience
with real neutron scattering experiments of various types. The target
audiences are graduate students, postdoctoral fellows, and young
professionals, with a total annual attendance of about 150 students. The
schools are held every 1-2 years, and speakers are selected from inside
and outside the facilities, including instrument scientists, university
professors, and international experts. The format is a mix of lectures,
with students also performing experiments; there are group presentations
and exercises. The content varies by school; all include basic tutorials
on principles of scattering theory and source characteristics. The
subject themes are often rotated and subject matter of the courses
evolves from attendee feedback. In some cases, financial support is
provided to students by DOE-BES, NSF, and the Center for High Resolution
Neutron Scattering (CHRNS, a partnership between NIST and NSF), Canadian
Institute for Neutron Scattering, Chalk River Facility; sometimes
students pay half of their cost. Outside instructors are typically paid
for their travel expenses by the host facility through the same
mechanisms.

Students appreciate collecting and analyzing their own data and prefer
smaller experimental groups. PowerPoint presentations summarize results
of the experiments performed. Prepared experiments can be used if the
beam is unavailable. The number of practical lectures should be limited.
More needs to be provided on the unique properties of neutron scattering
and how to exploit methods to augment other tools. Metrics typically
used include a questionnaire providing feedback on the lectures and
experiments, percentage of students returning as users, interest to come
back as graduate research assistants and postdocs. Participants want the
courses to emphasize activities they cannot do at their home
institutions. CDs containing lecture notes are provided to all students
and web-based materials are available. Simulated experiments are
reported by students to be not nearly as effective, and large
experimental groups are unpopular. There cannot be one school to handle
all subject matter at all levels. Lectures on the theory of neutron
scattering are often seen by students as a waste of time: students are
capable of learning this on their own and too much heavy theory turns
off the majority of students.

In the future, there should be a central source of information about the
educational opportunities. There should be a general strategy for
scheduling both general and specialized schools for planning purposes.
Online educational information, perhaps a neutron wiki, should provide
both a formal reference for specific aspects of neutron theory and also
more informal advice from seasoned experts. More funding is needed to
support the schools. Strict remote access education may not be good.
Some human interaction is extremely valuable. Learning by doing at the
facility will build a sense of community and accessibility.

Web sites of interest:

Advanced Photon Source, Argonne National Laboratory:
<http://www.aps.anl.gov/>

Canadian Neutron Beam Centre:
<http://neutron.nrc-cnrc.gc.ca/home_e.html>

Los Alamos Neutron Science Center: <http://www.lansce.lanl.gov/>

NIST Center for Neutron Research: <http://www.ncnr.nist.gov/>

Summary of European Courses

Robert McGreevy, Rutherford Appleton Laboratory, England

Each of the European neutron facilities has its own education program.
An example is Société Française de la Neutronique: it is an association
of scientists involved in neutron scattering in France and provides
thematic schools, lectures and poster exhibitions, and the "Neutronaute"
database of "who does what." Lectures from the courses are free at
[http://www.neutron-sciences.org](http://www.neutron-sciences.org/).
Courses and programs sponsored by other facilities were also noted, and
are included on the web sites following this summary.

Of special interest is the Higher European Research Course for Users of
Large Experimental Systems (HERCULES). Its aim is to train young
European researchers (PhD students, post-doctoral scientists,) to
optimally use the state-of-the-art instruments at the facilities which
deliver neutrons or synchrotron radiation. There are \~ 50 attendees
during the 6-week sessions at neutron and light sources. Fields from
physics, chemistry, biology, and environmental sciences to medical or
industrial applications are included. In addition HERCULES offers
special topical courses.

The Nanopolis encyclopedia series is a multimedia product having special
collections on synchrotron radiation, neutron scattering and
nanotechnology. It is difficult to promote use of this product as it was
produced commercially and comes with a high price.

Kim Lefmann developed a neutron scattering simulation course at the
University of Copenhagen. It is so highly regarded that it won "Course
of the year" honors at the Niels Bohr Institute in 2007 and was runner
up for the Copenhagen University "science teaching prize" Students build
3 simple instruments in McStas, simulate scattering from an unknown
sample, and analyze data with real tools. This course ends with
practicals at PSI. Due to simulations, the students appear as they have
previous training. Future plans for virtual teaching and outreach
include making the material from the Copenhagen course available on the
internet, including a help service. There is a proposal for an
interactive home page with examples of different instrument types, and
experiments at different levels (decision makers, high school students)
that would allow for outreach for new sources such as SNS and J-PARC. A
pilot project for user training would include production of an
interactive page with training of new users for a few instruments.

The European community has the European Neutron Portal that provides an
integrated approach to electronic links to associations, projects, and
related activities, news and press, associations of neutron scatterers,
and the Integrated Infrastructure Initiative for Neutron Scattering and
Muon Spectroscopy (NMI3). These are primarily from a broad European
perspective but it has a sizeable collection of worldwide information. A
particularly useful tool is the neutron pathfinder that assists a
scientist in identifying the appropriate instruments for a research
program.

Web sites of interest:

European Neutron Portal: <http://neutron.neutron-eu.net/>

NMI3: <http://neutron.neutron-eu.net/n_nmi3>

NMI3 Calendar of events:
<http://neutron.neutron-eu.net/n_news/n_calendar_of_events/n-events-2008>

Neutron instrument pathfinder: <http://pathfinder.neutron-eu.net/idb>

List of conferences, workshops, and courses:
<http://sinq.web.psi.ch/sinq/links.html>

Société Française de la Neutronique (SFN): <http://www.sfn.asso.fr/>

Laboratoire Léon Brillouin <http://www-llb.cea.fr/main_e.html>

HERCULES: <http://hercules.grenoble.cnrs.fr/article.php?id_article=134>

Oxford School on Neutron Scattering:
<http://www.oxfordneutronschool.org/>

ISIS training course: <http://www.isis.rl.ac.uk/trainingcourse/>

Nanopolis encyclopedia series: <http://www.nanopolis.net/>

Julich Centre for Neutron Science:
<http://www.fz-juelich.de/iff/wns_lab_now>

29^th^ Berlin School on Neutron Scattering:
<http://www.hmi.de/bensc/nschool2008/>

School of Neutron Scattering Francesco Paolo Ricci:
<http://webusers.fis.uniroma3.it/sns_fpr/index.htm>

4th Central European Training School on Neutron Scattering:
<http://www.kfki.hu/~cets/>

Australian plans for education

Herma Buttner, Australian Nuclear Science and Technology Organisation

The Australian neutron scattering education began with the High Flux
Australian Reactor (HIFAR) in 1958. A new reactor, OPAL, went critical
in 2006 and has 7 instruments in commissioning. Australia has a
tradition in diffraction and small-angle neutron scattering. The
Australian Neutron Beam User Group (ANBUG) was established in 1979 and
now has over 300 members. The Bragg Institute, part of ANSTO, focuses on
neutron scattering.

Education in schools focuses on nuclear science; teaching and learning
resources developed by ANSTO help make nuclear science and technology
accessible to students. A team of professional education officers at
ANSTO works with schools and teachers groups across Australia to support
science teachers. There are close collaborations with the science
teachers' association; they also utilize scientists to visit schools and
have developed posters, fact sheets, DVDs and the COSMOS magazine for
school use.

There is also a close relationship with the Australian Institute of
Nuclear Science and Engineering (AINSE) and its 43 member universities.
They are involved in the training of researchers, undergraduates and
post docs. AINSE also provides financial support of users for
experiments and undergraduate attendees of its Winter School. The
ANSTO-AINSE Neutron School is 6 days long with roughly 30 attendees; it
provides training for newcomers to neutron scattering focusing on
important classes of structural and functional materials, e.g., concrete
and geopolymers, magnetic materials, soft matter and biomaterials, and
metals. There is also collaboration with the IAEA training program to
host 3-5 scientific visits/fellowships annually.

The first meeting of the Asia-Oceania Neutron Scattering Association was
held at J-PARC on March 8, 2008, with attendees from Australia, China,
India, Indonesia, Japan, Korea, and Taiwan. The goal is to organize a
neutron scattering meeting in the Asia-Oceania region every four years,
starting in 2011 (to alternate with ICNS). The first AONSA neutron
summer school will be held in August 2008 and will be hosted by the
Korean Advanced Institute of Science and Technology and include 40
students with half from outside of Korea.

Web sites of interest:

Australian Nuclear Science and Technology Organisation:
<http://www.ansto.gov.au/>

AINSE: <http://www.ansto.gov.au/ainse/about_ainse.html>

ANSTO education resources:
<http://www.ansto.gov.au/information_for/for_schools.html>

ANBUG: <http://www.anbug.org/>

Bragg Institute: <http://www.ansto.gov.au/bragg.html>

Particle Accelerator Schools

Stuart Henderson, Oak Ridge National Laboratory

Only a handful of universities offer any formal training in accelerator
science and technology. Accelerator science is essentially
cross-disciplinary (as is neutron scattering) and is without a home in
either physics or electrical engineering departments. Practically, it is
difficult to get the minimum number of students enrolled in a class for
university approval and interest at individual universities is not
enough to support a strong faculty base. The U.S. Particle Accelerator
School (USPAS) is a National Graduate School that provides graduate
level educational programs in the science of beams and their associated
accelerator technologies. Each of the 11 Partner institutions
contributes \$30k/year for operation of the school. A Board of Governors
oversees the USPAS; it consists of one representative from each sponsor,
is organized under an MOU and By-Laws, with the Chair elected by the
Board. The USPAS director is appointed by the Board and funded by DOE
High Energy Physics. The Curriculum Advisory Committee establishes the
Curriculum. Fermilab provides fiduciary administration and the staff of
2 FTE at Fermilab is funded by DOE-HEP. USPAS is organized as a
university course program (academic courses for credit at the host
university). Two schools are held annually (January and June) hosted at
different U.S. universities. Typical attendance per school is 130
students and scholarship support is available for matriculated students.

Since 1987, USPAS is organized as a university course program with
academic courses for credit. It provides university courses with
homework, exams, and university credit from host universities. A typical
school program includes 4 two-week courses on core subjects, each with
45 contact hours and 8 one-week courses, most technology and highly
specialized subjects (23 contact hours). Approximately 10 texts have
been written by USPAS instructors based on lectures; these form the
basic library. The school is typically held at a hotel, with breakfast
and dinner provided to students, supported students share a room,
computers (PCs, printers, and network) are rented, textbooks are
provided, expensive instrumentation (network analyzers, etc.) are
provided by Agilent. The host university is paid \~ \$300 per credit
student and students may ask the hosting university for a transcript.
About 60% are for-credit students and the average credit student
workload exceeds 8 hours per day.

The USPAS Curriculum Committee meets annually to align the curriculum
with both evolving accelerator-based science and the needs of the
sponsors. USPAS also provides hands-on training as an experimental
component of the Accelerator Fundamentals and Microwave Measurements
courses, and at periodic schools where there is a machine with a
flexible schedule. There is an initiative for new hands-on training for
students: a 2 month summer internship at labs follows a USPAS course.

Income is provided to USPAS at the rate of \$30k per institution per
year from 11 institutions. The registration fee for the June 2008 School
will be \$700 per student and includes all meals and textbooks. Expenses
are: financial support for university students for the 50-60 full
scholarships for enrolled students (mostly PhD but many masters and some
undergrads) are awarded for each school (1/3 to ½ of students), cost of
hotel and meals, honoraria and travel for some instructors,
administrative costs (computer rentals, internet access, texts).

Web sites of interest:

The U.S. Particle Accelerator School: <http://uspas.fnal.gov/>

Education and Outreach Programs at the California NanoSystems Institute
and the Materials Research Lab, UCSB, Meredith Murr, University of
California, Santa Barbara

CNSI and MRL seek to create new interdisciplinary learning opportunities
in materials science and nanoscale science for scientists, students,
teachers, and the general community. There are eight full-time education
specialists for these efforts. Current program has several internship
programs including an 8-week summer internship for California community
college undergraduates (NSF-funded Research Experience for
Undergraduates). There are other programs funded through the Materials
Research Science and Engineering Center, including these at the K-12
level: research experience for teachers, an annual curriculum workshop,
"Ask a Scientist" webline linking K-12 schools to UCSB researchers, and
Meet-a-scientist video interviews. Some outreach efforts are also
directed to the general public.

The Insights for Science and Technology in Society (INSCITES) program is
enabled by a course developed by Graduate Student Teaching Scholars
(GSTS, at least one scientist/engineer and one social
scientist/humanities) taking a "holistic" approach to technology over
two quarters; it includes foundations with scientific principles,
history, economic, political, and societal issues focusing on a
technology topic relevant to everyday life. The GSTS teach this course
to freshmen in the last quarter with the focus on the interconnectedness
of technology and all facets of life and the pervasiveness of
technology. The spring 2007 course was "YouTube and other Big Brother
Stories: Technology and Culture of Surveillance in Modern Society". This
is also funded by NSF.

Key ingredients to the success of these programs are a clear vision of
goals, institutional support, faculty support, dedicated education
specialists, and funding.

Web sites of interest:

California Nanosystems Institute:
<http://www.cnsi.ucsb.edu/education/education.html>

UCSB Materials Research Lab:
<http://www.mrl.ucsb.edu/mrl/outreach/educational/index.html>

General Education and Outreach from Labs

Harold Myron, Argonne National Laboratory

In 2007, Argonne had over 5000 participants in their educational
programs: faculty (63), graduate students (319), undergraduates (798),
K-12 (3614) and postdocs (175). In the K-12 community programs, Argonne
provides an information center to build student excitement, Regional
Science Bowl to challenge students academically and with a hands-on
future-based engineering project, and Rube Goldberg Competition to build
student interest in, and the improve the public image of science.
Teacher programs enhance content and communication to students, foster
interest and understanding of nanoscience, and provide experience and
understanding of research. Web-based programs for K-12 tap into a
natural curiosity of students through Q&A of the "Ask-A-Scientist"
program with 30 million hits annually.

According to an evaluation (Science 27 April 2007) by SRI International
of undergraduate research opportunities , the Lab programs increased
understanding of how to conduct a research project and solve scientific
problems, increased confidence in research skills, increased awareness
of what graduate school would be like, clarified interests in science
and engineering careers, and increased expectations of obtaining a PhD.
These research participation programs have greatly benefited Argonne:
program participants are twice as likely to secure an R&D position, they
are 3 times as likely to work in a federal laboratory, and over 200
former students are now employed at Argonne with two being current ALDs
and two are Nobel Prize winners.

The graduate neutron and x-ray school began in 1999; it is based on the
concept of lowering the barrier for graduate student users and their
professors and fellow students. Of two weeks duration, it contains
lectures and hands-on work, involves participants in research groups and
writing research reports. There is significant interaction with
lecturers and staff. About one-third of the 1500 applicants attended the
School. Of these students, 51% returned to utilize user facilities at
Argonne and 44% at other national labs.

Web site of interest:

Educational programs at Argonne: <http://www.dep.anl.gov/>

Distance Learning Programs

Tim Laubach, University of Oklahoma

The K20 Center at the University of Oklahoma is an interdisciplinary
research and development center aimed at creating 21^st^ century
interactive learning communities. The Center creates a seamless, high
quality pre-K through graduate education system and serves as a conduit
between the university, industry, and over 500 Oklahoma schools while
providing students and faculty opportunities to learn, engage and
innovate outside the classroom.

Over the past 20 years, the digital age has blossomed from "Super Mario
Brothers" to Skype and YouTube. It is important to transition from
leader learning to student engagement and requires evolution in
cognitive, affective, and ideological dimensions. In the concept of
distance learning, this requires technological development to
effectively utilize podcasts, video podcasts, video conferencing, and
digital game-based learning. Innovative learning requires engaging
students through distance game-based learning, research experiences,
virtual field trips, and service learning. While doing this, it is
important to acknowledge that today's college graduate has spent 5000
hours reading, compared to 10,000 hours playing video games, compared to
20,000 hours watching television. The type of learning required is based
on the developmental age of the learner and the appropriate level of
content. Important considerations are active exploration and social
interaction in small groups; authentic learning tasks provide meaningful
learning.

Web site of interest:

K20 Center: <http://k20network.ou.edu/>

Getting Out of the Box: Challenges to the Groups

Shenda Baker, Harvey Mudd College

Currently the neutron scattering community does a pretty good job of
educating our own community. What should we do about those who are not
users who might benefit from knowing more about neutron scattering?
There can be a number of targets for our outreach efforts, e.g., other
scientific fields, institutions, underrepresented communities. For each
target, we may have different approaches, for instance, if we let the
universities teach the "hard" theory, how should we attract the casual
user? Each target group needs to be approached differently. The General
Public may be approached through NOVA or Discovery Channel or the 90
second clips made available through the Discovering Breakthroughs Inside
Science series. Some groups may be best approached through pictures or
vignettes in introductory science texts.

A challenge noted is the development of networks for mentoring.
Realizing the internet is a key player in communications in the 21^st^
century, perhaps we should look into Face Book or online mentoring while
utilizing some good education models describe earlier.

We face the challenge of developing the roadmap that will address
particular nontraditional targets -- undergraduates and
graduates/professors in all science fields and include underrepresented
groups. This is in addition to the general public. We need to go beyond
physics and materials science, and utilize some of the advances on
21^st^ century thinking and communicating. We need to make neutrons
ubiquitous, but in a visible way.

Web site of interest

Discovery Breakthroughs Inside Science: <http://www.aip.org/dbis/>

B.  []{#__RefHeading___Toc197404681 .anchor}SCHOOLS AT NEUTRON\
    SCATTERING FACILITIES

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| cional |        | Wo     | 0/07 |           |                      |
| de Luz |        | rkshop | 5    |           |                      |
| Sínc   |        |        | days |           |                      |
| rotron |        |        |      |           |                      |
+--------+--------+--------+------+-----------+----------------------+
| Spal   | Oak    | N      | 4/18 | Neutron   | The ASM Educational  |
| lation | Ridge, | eutron | /07- | Stress    | Symposium is         |
| N      | USA    | Stress | -4/1 | S         | directed to the      |
| eutron |        | Wo     | 9/07 | cientists | broad materials      |
| Source |        | rkshop | 2    |           | science and          |
|        |        |        | days |           | engineering          |
|        |        |        |      |           | community based in   |
|        |        |        |      |           | universities,        |
|        |        |        |      |           | industry and         |
|        |        |        |      |           | laboratories who     |
|        |        |        |      |           | wish to learn what   |
|        |        |        |      |           | the neutron sources  |
|        |        |        |      |           | in the US can        |
|        |        |        |      |           | provide for          |
|        |        |        |      |           | enhancing the        |
|        |        |        |      |           | understanding of     |
|        |        |        |      |           | materials behavior,  |
|        |        |        |      |           | processing and       |
|        |        |        |      |           | joining.             |
|        |        |        |      |           | http://neutr         |
|        |        |        |      |           | ons.ornl.gov/worksho |
|        |        |        |      |           | ps/edsym             |
|        |        |        |      |           | 2007/index.shtml#who |
+--------+--------+--------+------+-----------+----------------------+
| C      | Bud    | N      | 4/23 | Graduate  | The scope of this    |
| entral | apest, | eutron | /07- | and Ph.D. | course is to provide |
| Eu     | H      | Scat   | -4/2 | students  | insight into neutron |
| ropean | ungary | tering | 7/07 |           | scattering           |
| Tr     |        | School | 5    |           | techniques and their |
| aining |        |        | days |           | application for      |
| School |        |        |      |           | studies on structure |
|        |        |        |      |           | and dynamics of      |
|        |        |        |      |           | condensed matter.    |
|        |        |        |      |           | http:/               |
|        |        |        |      |           | /www.kfki.hu/\~cets/ |
+--------+--------+--------+------+-----------+----------------------+

  ---------------------------------------------------------------------------------------------------------------------------------
  Table F.1                                                                           
  (continued)                                                                         
  --------------- --------------- -------------- -------------------- --------------- ---------------------------------------------
  Institution     Location        Event          Dates and length     Audience        Description or subject

  National        Gaithersburg,   Summer School  6/25/07--6/29/07     Students        The summer school will focus on techniques
  Institute of    USA             on Neutron     5 days                               that employ long wavelength neutrons to
  Standards and                   Spectroscopy                                        achieve high energy resolution, enabling the
  Technology                                                                          study of dynamical processes over a wide
                                                                                      range of time scales, from \~100 ns to \~1
                                                                                      ps.
                                                                                      http://www.ncnr.nist.gov/summerschool/ss07/

  Institut        Bombanne,       The European   June 7--14, 2008     Colloid and     The series of "Bombannes" schools proposes
  Laue-Langevin   Gironde, France Summer School  8 days               polymer         advanced training for young post­graduates and
                                  on Scattering                       scientists who  post-doctors (typically aged 25 to 35 years)
                                  Methods                             have some       by recognized soft-matter experts from all
                                  applied to                          background and  over Europe. http://www.ill.fr/Events/bombann
                                  Soft Condensed                      want to learn   es/
                                  Matter                              complementary   
                                                                      techniques and  
                                                                      exchange their  
                                                                      experience.     

  Los Alamos      Los Alamos, USA Neutron        7/12/07--7/20/07     Graduate        The school is intended for graduate students
  Neutron Science                 Scattering     9 days               students        in the natural sciences with an interest in
  Center                          School:                                             applying neutron scattering to the study of
                                  Hydrogen                                            hydrogen in materials.
                                                                                      http://www.lanl.gov/ns2007/

  National        Gaithers­burg,   Complex        7/23/07--7/26/07     Advanced        The school is intended for advanced graduate
  Institute of    USA             Magnetic       4 days               graduate        students, post-doctoral fellows, and young
  Standards and                   Structures                          students        scientists working in condensed matter
  Technology                      Analysis                                            physics, materials science, and related
                                  Workshop                                            fields. http://www.ncnr.nist.gov/staff/ta
                                                                                      ner/racmagstr/scope.html

  Argonne         Argonne, USA    Neutron and    8/12/07--8/25/07     Graduate        The main purpose of the National School on
  National                        X-ray          14 days              students        Neutron and X-ray Scattering is to educate
  Laboratory                      Scattering                                          graduate students on the utilization of major
                                                                                      neutron and x-ray facilities.
                                                                                      http://www.dep.anl.gov/nx/

  Paul Scherrer   Zuoz,           6th PSI Summer 8/18/07--8/25/07     Graduate        The purpose of the Summer School is to give
  Institut        Switzerland     School         8 days               students        the participants an introduction to the basic
                                                                                      principles of spectroscopy, microscopy, and
                                                                                      diffraction at synchrotron, neutron, and
                                                                                      [muon]{.mark} facilities as applied to
                                                                                      correlated electron materials.
                                                                                      http://sls.web.psi.ch/view.php/ev
                                                                                      ents/Conferences/2007/Zuoz20 07/Scope.html

  University of   Oxford, UK      10th Oxford    9/4/07--9/14/07      Students        The Oxford School on Neutron Scattering is
  Oxford                          School on      10 days                              intended primarily for scientists who are new
                                  Neutron                                             to the field of neutron scattering. Lectures
                                  Scattering                                          and tutorials covering all aspects of the
                                                                                      theory and practice of neutron diffraction
                                                                                      and spectroscopy will be given by
                                                                                      international experts.
                                                                                      http://www.oxfordneutronschool. org/

  European        Grenoble,       PDF Powder     10/22/07--10/23/07   Not specified   The aim of the workshop is to bring together
  Synchrotron     France          Diffraction    2 days                               people involved in the development and
  Radiation                       Workshop                                            implementation of the different Total
  Facility                                                                            Scattering data analysis strategies, for
                                                                                      generalising the availability of these
                                                                                      methods, via the sharing of knowledge, so
                                                                                      that in the future this approach is routinely
                                                                                      done together. A session on the future needs
                                                                                      for beamlines at the ESRF will be included.
                                                                                      http://www.esrf.eu/eve
                                                                                      nts/conferences/PDFPowderDiff raction/
  ---------------------------------------------------------------------------------------------------------------------------------

C.  []{#__RefHeading___Toc197404682 .anchor}SCHOOLS AND CLASSES
    ORGANIZED\
    AT SCIENTIFIC SOCIETY MEETINGS

  ----------------- ---------------------------------------------------------------------------
  Table G.1.        
  Partial list of   
  schools or        
  classes held in   
  conjunction\      
  with meetings of  
  scientific        
  societies         

  February 15--19,  Emerging Applications of Neutron Scattering in Materials Science
  2009              (proposed)\
                    TMS 2009 Annual Meeting & Exhibition, San Francisco, CA

  May 30--June 5,   [Magnetic Structure Analysis by Neutron Diffraction
  2008              Techniques](http://neutrons.ornl.gov/conf/aca2008/magnetic/index.html)\
                    [Neutron Macromolecular Crystallography from Expression to
                    Refinement](http://neutrons.ornl.gov/conf/aca2008/aca08_wk2_workshop.pdf)
                    [Wise Use of Dose: Structure Solvability vs. Structure
                    Integrity](http://neutrons.ornl.gov/conf/aca2008/aca08_wk3_workshop.pdf)
                    [Structural Biology without Crystals: Small-Angle Scattering
                    Methods](http://neutrons.ornl.gov/conf/aca2008/aca08_wk4_workshop.pdf)\
                    American Crystallographic Association Annual Meeting, Knoxville, TN

  Nov. 26--30, 2007 ANSWER Tutorial Series: Materials Characterizations in Bulk Metallic
                    Glasses\
                    [Materials Research Society Fall
                    Meeting](http://www.mrs.org/s_mrs/sec.asp?CID=4749&DID=164574) Boston,
                    Massachusetts, USA

  April 18, 2007    [Educational Symposium on Neutrons for Materials Science and
                    Engineering](http://neutrons.ornl.gov/workshops/edsym2007)\
                    Oak Ridge Chapter of ASM, Oak Ridge, Tennessee, USA

  February 25--\    ANSWER Tutorial Series: Neutron Scattering 101 for Structural Materials
  March 1, 2007     Researchers\
                    TMS 2007 Annual Meeting & Exhibition, Orlando, FL

  July 22--27, 2006 Methods in Neutron Protein Crystallography\
                    American Crystallographic Association, Honolulu, Hawaii

  May 28--June 2,   [Biology on the colloid to
  2005              nano-scale](http://www.hwi.buffalo.edu/ACA/ACA05/abstracts/SWK03.html)\
                    American Crystallographic Association, Orlando, FL
  ----------------- ---------------------------------------------------------------------------

D.  []{#__RefHeading___Toc197404683 .anchor}RECENT TOPICAL WORKSHOPS

  -------------- -----------------------------------------------------------------------------------------
  **Table H.1.   
  Topical        
  workshops      
  organized to   
  interest       
  particular\    
  scientific     
  communities in 
  neutron        
  scattering**   

  Oct. 8--10,    SNS-HFIR [User Group](http://neutrons.ornl.gov/shug/index.shtml) Meeting\
  2007           Oak Ridge, Tennessee, USA

  Oct. 2--4,     [Residual Stress Summit 2007](http://www.rssummit.org/)\
  2007           Oak Ridge, Tennessee, USA

  Sept. 27--28,  [Studying Kinetics with
  2007           Neutrons](http://neutron.neutron-eu.net/n_nmi3/n_networking_activities/SKIN2007)
                 (SKIN2007)\
                 (joint with NMI3)\
                 University of Göttingen, Germany

  April 19, 2007 [Neutron Stress, Texture, and Phase Transformation for
                 Industry](http://neutrons.ornl.gov/workshops/nst2/)\
                 Oak Ridge, Tennessee, USA

  Dec. 7--8,     [Neutron Scattering In Earth
  2006           Sciences](http://neutrons.ornl.gov/workshops/20061208_msa/MSA_Vol63_Presentations.pdf)
                 (presentation pdf)\
                 Emeryville, California, USA

  Oct. 23--25,   [Imaging & Neutrons 2006 (IAN2006)](http://neutrons.ornl.gov/workshops/ian2006)\
  2006           Oak Ridge, Tennessee, USA

  Sept. 29--30,  [Tennessee Structural Biology Symposium](http://www.bio.utk.edu/TSBS/)\
  2006           Knoxville and ORNL

  Sept. 10--15,  [Session on Noninvasive Scattering Techniques for Nanoaerosol Characterization: Neutrons,
  2006           X-rays and Light 25th annual meeting of the American Association for Aerosol Science and
                 the 7th International Aerosol
                 Conference](http://www.aaar.org/meetings/IAC2006/index.htm)\
                 St. Paul, Minnesota

  Sept. 29--30,  [Tennessee Structural Biology Symposium](http://www.bio.utk.edu/TSBS/)\
  2006           Knoxville and ORNL

  Oct. 30--Nov.  [2005 BioMaterials and Neutron (BioMaN)
  4, 2005        Symposium](http://neutrons.ornl.gov/workshops/20051031_bioman/index.shtml) at the
                 American Vacuum Society's 52nd International Symposium & Exhibition\
                 Boston, MA, USA

  Aug. 14--17,   [Probing Complex Fluid Membranes and Films with Neutron Spin-Echo
  2005           Workshop](http://www.iucf.indiana.edu/events/neutronmembrane/index.php)\
                 Indiana University, Bloomington, Indiana, USA

  July 12--13,   [Conference on New Frontiers in Neutron Macromolecular
  2005           Crystallography](http://neutrons.ornl.gov/workshops/mandi2005/)\
                 Oak Ridge, Tennessee, USA

  June 16--18,   [X-rays and Neutrons: Essential Tools for Nanoscience
  2005           Research](http://neutrons.ornl.gov/workshops/nni_05/)\
                 Washington, D.C., USA

  May 10--12,    [Probing Matter at High Magnetic Fields with X-Rays and
  2005           Neutrons](http://xraysandneutrons.magnet.fsu.edu/)\
                 Tallahassee, Florida, USA

  June 4--5,     [Neutrons & Energy for the Future](http://neutrons.ornl.gov/workshops/nmi3/index.shtml)\
  2004           Washington, D.C.

  June 1--4,     [PNCMI 2004](http://neutrons.ornl.gov/workshops/pncmi2004/pncmi2004.shtml)\
  2004           Polarized Neutrons in Condensed Matter Investigations\
                 Washington, D.C.

  Sept. 23--25,  [NSFCHEMBIO
  2003           Workshop](http://neutrons.ornl.gov/workshops/tallahassee_workshops_2003/workshops.htm)\
                 Neutron Scattering For Chemistry and the Chemistry/Biology Interface\
                 Florida State University\
                 Tallahassee, Florida

  Sept. 24--26,  [SENSE
  2003           Workshop](http://neutrons.ornl.gov/workshops/tallahassee_workshops_2003/workshops.htm)\
                 Sample Environments for Neutron Scattering Experiments\
                 Florida State University\
                 Tallahassee, Florida
  -------------- -----------------------------------------------------------------------------------------