Nuclear History, Politics, and Futures from (A)toms-to(Z)oom: Design and Deployment of a Remote-Learning Special-Topics Course For Nuclear Engineering Education

TL;DR

This paper describes the design, implementation, and outcomes of a remote-learning course on nuclear history, politics, and futures aimed at enhancing nuclear engineering education and understanding of historical context.

Contribution

It introduces a comprehensive special-topics course on nuclear history, integrating innovative remote teaching methods and providing detailed curriculum and pedagogical strategies.

Findings

Positive student feedback on course content and delivery

Successful use of remote tools like videoconferencing and MIRO

Course materials effectively integrated into nuclear engineering curriculum

Abstract

To address the lack of familiarity with nuclear history common among nuclear engineers and physicists, we outline the design and deployment of a special-topics course entitled "NE290: Nuclear History, Politics, and Futures" across which we contextualize the importance of the field at its inception, in current affairs, and in future endeavors. We begin by outlining the gaps in secondary educational offerings for nuclear history and their importance in consideration with nontechnical engineering guidelines. We then outline a number ABET specifications as pedagogical goals for NE290 from which we derive a list of target student learning objectives. Next, we outline the NE290 syllabus in terms of assignments and an overview of course content in the form of a class timeline. We provide an extensive description of the materials and teaching methodologies for the four units of NE290: 20th-Century Physics, Physics in WWII, the Early Cold War, and the Late Cold War and Modern Era. We detail the sequence of lectures across the course and historical timelines -- leading up to a showcasing of NE290 final projects which mirror in creativity the novelty of course offering. Because NE290 was first offered during Spring 2021 during the COVID-19 pandemic, additional measures in the form of new tools were used to augment the mandate of remote learning such as videoconferencing technology to recruit geographically diverse guest lecturers, and used the MIRO tool for virtual whiteboarding. Lastly, we provide an accounting of course outcomes drawn from student feedback which -- in tandem with the complete distribution of course material -- facilitates the integration of nuclear history into the curriculum for the wider nuclear engineering and physics communities.