us particle accelerator school the us particle accelerator school: a wise investment in workforce...

US Particle Accelerator School

The US Particle Accelerator School:

A Wise Investment in Workforce Development

William A. BarlettaDirector, United States Particle Accelerator School

Dept. of Physics, MIT and UCLA


Introductions:

William Barletta• 22 years experience with USPAS

governance• On BoG 1993-2005• Chair Curriculum Committee ‘96 – ’00• Board Chairman ’00 – ’05• USPAS Director since 2006

Susan Winchester• 30 years experience with USPAS• Part all 50 university-style sessions• USPAS Office Manager 2005 – present• USPAS Assistant Director since 2013


Market pull:Why train an accelerator workforce?


Market pull: DOE accelerators train future physicists, chemists & biologists

~ 1400 PhD/yr in physics in US

Estimated number of students/year at DOE/SC accelerator facilities

More than half of facility users are students

~ 50% non-US usersPrior to Tevatron shutdown

FY 2012 data


Market pull:Maintain U.S. return on investment

Accelerators serve ~18,000 users of DOE scientific user facilities

Cumulative annual operating budget ~ $700M

Present construction budgets ~ $100 M per year

Accelerator R&D budgets in DOE & NSF ~$70M

Accelerator workforce of ~3000

Train ~ 5 to 10% of this number of persons per year

Note: European numbers are 50% larger

Their safe, efficient, and cost effective operation is essential for U.S. leadership in science and technology


Maintain U.S. leadershipFuture accelerators for discovery science…

…Will be challenging to design &build

…Will be challenging to operate

…Will need outstanding physicists & engineers to realize

The U.S. must have an outstanding accelerator workforce development program


Core knowledge & skillsof the accelerator workforce

Physicists: electromagnetics, Hamiltonian mechanics, & applied mathematics

Electrical engineers: waveguides, transmission lines & antennas

Mechanical engineers: structural analysis, heat & mass transfer thermodynamics

Operators: undergraduate & graduate level introduction to physics, technology, design, & operation of particle accelerators

Technicians: basic concepts & hands-on training

Then, specialty courses


Categories of historical & present practiceof developing the accelerator workforce

Self-instruction as part of one’s experimental activities in an accelerator-based science

Apprenticeship training after formal education in physics or an engineering discipline

Formal academic training in accelerator science & technology in a university program

Study at regional or international accelerator schools

Yet only a handful of universities in the U.S. offer formal graduate training in accelerator science & technology


Only a handful of US universities offer strong accelerator physics programs

Six major research universities have more than 2 full-time faculty

Four universities are initiating structured Ph.D. programs in accelerator physics

Ten universities have 1 full-time or multiple part-time accelerator faculty

Even these universities offer only 2 or 3 regular courses in accelerator physics & technology

A single interested faculty member cannot sustain a program


Some root causes

Accelerator science is inherently cross-disciplinary Prejudices:

Many physics departments view accelerator science as “just technology”

Electrical engineering departments have evolved toward nanotechnology & computing science.

Practicalities: It is very difficult to get the minimum number of students

enrolled in a class for university approval• Even Cornell, UCLA, MSU, & Stanford offer 1 or 2 core courses

Interest at individual universities is not sufficient to support a strong faculty line

Funding agency support of university-based accelerator research infrastructure is insufficient to develop new faculty lines


Overview of the USPASAn essential partnership


The USPAS Partnership Mission

The US Particle Accelerator School provides graduate-level training in the science of particle beams

& their associated accelerator technologies

We grant more academic credit in accelerator science & technology than any university in the world

USPAS

Laboratories UniversitiesTrain

for the

Future


USPAS charter for workforce development is based on strong customer satisfaction

Constituted as a partnership of sponsoring institutions that fund all program costs 7 SC laboratories (FNAL, ANL, BNL, JLAB, LBNL, ORNL, SLAC) 1 NNSA laboratory (LANL) 2 NSF funded universities (Cornell, MSU)

OHEP directly funds the USPAS Office at FNAL (Managing Institution)

SC reaffirms its 1992 commitment to USPAS governance formula (2010) “we have reviewed the school's history, its successes, & promised

benefits of its continuation… if the members of the USPAS Board of Governors … decide that a given school is needed for training personnel, we will support that decision.”

“we will, as a consequence, accept the Board of Governors' collective judgment as adequate justification for funding the USPAS with the Federal funds that our programs provide to the respective laboratories.”


The consortium funds all session costs

Average level of support is now ~120k$ per yearWhy?


USPAS is an unparalleled source of workforce development for the consortium

Attendance at USPAS sessions from sponsoring institutions

Labs generally must pay full course tuition for their employees


All the labs depend on USPAS courses (normalized by accelerator budget over 28 years)

This is a very rough estimate

All the labs view USPAS as a community-wide enterpriseUniversities also view the USPAS that way


Major US universities rely on USPAS as an essential partner in educating their students

Universities with strong graduate programs in accelerator physics provide the largest student attendance at USPAS Only Maryland, Cornell, MSU, UCLA, Stanford and now NIU have

strong faculty lines (>2 full time professors)

Universities with research accelerators Emphasize innovation in accelerator science Promote undergraduate (UG) awareness

• MSU - 50 UGs annually; Cornell - 60 UGs annually Offer exciting opportunities to engineering students Encourage student experimentalists to learn about accelerators

Accelerator-based science needs several more such universities

to assure an adequate, well trained professional workforce

Even then USPAS will be essential


Universities with strongest accelerator programs send the most students to USPAS sessions

The universities expect their students to earn credit


As required by our host universitiesUSPAS stresses academic rigor

2 schools annually hosted by a major research university 8 intensive university courses run in parallel

• (45 contact hours in 2 weeks) Mentored homework sessions Graded homework & exams and/or projects Balance physics v. engineering, lectures v. hands-on

Typical attendance per school ~ 145 students Scholarships are available for matriculated, for-credit students Workload for for-credit students during our courses > 8 hr/day

50 university-style schools since 1987 Eight seminar-style schools (1981- 1989)


USPAS sessions have had broad impactin accelerator science & technology

50 university-style schools with >4000 individual students

>2300 work in the field of accelerator science

or accelerator-based science

>250 have become well-recognized intellectual leaders in their field

>160 USPAS instructors have taken USPAS courses

26 USPAS graduate students have become USPAS instructors

23 have become DOE program or site office managers

~12 DOE-lab accelerator operators receive training every year


USPAS session format & logistics: minimize cost & maximize instruction time

Typically: School held at a hotel with sufficient meeting space

~17,000 sq. ft. in 11 meeting rooms until midnight including weekends

• Labs require staff to monitor rooms after hours => overtime charges

No need to bus students to & from lodging and meals

Maximizes student/instructor interaction

We provide breakfast & dinner to students Minimizes time for meals

Supported students share a room (cost is ~equal to dormitory space)

We provide textbooks as requested by instructors

Pay hosting university ~$300 per credit student Students may ask hosting university for transcript

We have done detailed cost comparisons of a session held at a lab or on campus


USPAS covers all areas of central interest for government, industry & medicine


Introductory courses are the biggest draw

We use these data in planning curricula & in choosing venues

Our undergraduate course is essential to undergraduate outreach


> 60% of students take our courses for credit


USPAS has a robust scholarship program


Student outreach via scholarship support has been a growing priority of USPAS directors

Nu

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We have increased participation by women

Women now account for ~ 25% of enrollment in Fundamentals of Accelerators


Formal student & instructor feedback improves our planning of future sessions


The USPAS consortium provides 2/3 of our faculty

We thank our instructors for their dedicated work


Instructor performance measures up to that at major universities


USPAS Degree Program

Master of Science in

Beam Physics and Accelerator Technologyfrom

Indiana University & USPAS

11 M.S. degrees awarded

8 Students are currently enrolled in program

Requirements: 30 Credit Hours with grade point average of B or above

* Attendance at USPAS course counts as IU residence on campus* IU/USPAS Courses

* Master's Thesis (3 - 9 credits)

* Final Examination or oral defense of thesis

Obviously academic credit is essential to a degree program


Moves toward a deeper academic presence

Under the leadership Prof. Jean Delayen, Old Dominion University (ODU) is establishing a USPAS-affiliated Ph.D. First step: all USPAS courses will be co-listed as ODU courses Second step: ODU Masters program USPAS Director is an Adjunct ODU Physics faculty

Stony Brook, MSU & MIT have mechanisms to grant direct credit for USPAS courses

MIT now has a “flexible major” in accelerator physics

Cornell is also exploring co-listing all USPAS courses

Un. of Chicago is considering co-listing undergraduate “Fundamentals” & graduate “Accelerator Physics”


ODU requested that we poll students on interest in M.S. in accelerator science


Internships &

Undergraduate Outreach


Undergraduate outreach: Teng Internship at Argonne & Fermilab

Goal: Engage highly promising post-junior undergrads to study accelerator science & technology

Encourage them to pursue graduate research & education in these fields

Interns study Fundamentals at USPAS

During remainder of summer, students undertake research project at the labs

11 Teng interns annually (2008 – 2014)

USPAS provides advice on graduate programs

LBNL will start a Sessler Internship at Berkeley


A proposal to enhance the USPAS program:Expand undergraduate internships

Establish SC-wide Accelerator Internships Encourage students to enter accelerator PhD programs Make accelerator students competitive for graduate fellowships

Suggestion: support ~30 interns/yr at accelerator labs Selected & place by regional committees (East, Midwest, West) Regional committees find mentors Host institution provides logistics USPAS host universities provide credit

Modeled after Lee Teng Program Students take for-credit course followed by research internship

• Open to pre-graduate school students

The unloaded cost/student is ~$8k


Session Finances


Careful planning has kept cost increases less than inflation for 20 years

Our cost-effectiveness is substantiated by >25 years of experience


Flow of funds for USPAS sessions

USPAS Office

USPAS session(2 or 3 per year)

Participants

USPAS ConsortiumSC/OHEP

Other support

330 k$/yr ~30 k$/yr

Planning

35 k$ per session

Reg.

fees

Scholarship support

Total session expensespaid by USPAS office

AdministrationCourse development

CurriculumCommunications

OutreachUniversity relations

Registration fee is set as the marginal cost-neutral expense per participant plus 10% contingency.

Number of scholarships areset in the annual 3-yearfiscal plan.


Summary & recommendations

The USPAS has a strong record of return-on-investment for the DOE accelerator laboratories and OHEP

Training in accelerator science must continue as a full partnership among USPAS, national labs & universities, For-credit courses are an essential aspect of the partnership

USPAS attendance trends suggest that student interest in DOE’s accelerator labs has never been higher

Taking advantage of the opportunity these students represent implies expanded DOE investment Expanded program of undergraduate internships at labs New generation of hands-on training instruments


Customer-focused flow of responsibility for USPAS sessions

Fiduciary institution

USPAS Director

AttendeesUSPAS BoardSC/OHEP

USPAS Office

ExecutiveProgrammatic

Administrative

Programmatic

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