Methodology
To tackle the shortage of nuclear workers, workshops were held to brainstorm ideas on how to improve educational programs from early childhood education to higher education. These workshops aimed to find the best approaches to improve these programs. Goals included enhancing career awareness and pipeline development, assessing the financial support and other resources that academic institutions need, and optimizing academic resources including exploring new ideas to enrich education.
A total of 144 academic institutions participated, including 17 Kindergarten to 12th Grade (K-12) schools, 63 technical and community colleges, and 64 four-year institutions. Contributors were invited to participate based on their knowledge and interest in nuclear educational programs. They joined virtual sessions and used an online tool to provide feedback. Over 800 comments were collected and summarized by the ORAU Assessment and Evaluation team. The responses were categorized, themes identified, and subthemes elaborated through summaries, new ideas, and quotes from respondents. This information was documented in a qualitative analysis.
The qualitative analysis helped create a framework that shaped the organization and structure of the roadmap. Four strategic priorities emerged: Enhancing Nuclear Career Awareness; Supporting Pipeline and Pathway Development; Identifying Financial Support, Resources and Programs; and Optimizing Academic Resources Through Collaboration. A description of each is below.
- Enhancing Nuclear Career Awareness informs people about various jobs, career paths, and earning potential. It aids students in choosing careers in the nuclear industry and helps employees find growth opportunities.
- Supporting Pipeline and Pathway Development aims to grow the nuclear workforce by linking individuals to education training and career opportunities that support advancement at every stage.
- Identifying Financial Support, Resources and Programs ensures that financial barriers do not hinder students from pursuing careers in the nuclear field and guarantees the continuity and effectiveness of educational programs.
- Optimizing Academic Resources Through Collaboration involves sharing adaptable educational coursework and tools, equipment, and facilities among learning institutions to save time and money while helping to ensure consistent learning experiences across various educational settings.
Initially, these priorities were assigned to six groups: K-12, Vocational-Technical Schools, Community Colleges, Four-year Academic Institutions, Advanced Studies, and Professional Development. Based on this structure, a summary or synopsis was prepared to outline the main messages and recommendations for each group within each priority. Upon further review, it was observed that several of the recommendations for Vocational-Technical Schools and Community Colleges were nearly identical, as were the recommendations for Four-year Academic Institutions and Advanced Studies. Therefore, a decision was made to merge the Vocational-Technical Schools with Community Colleges and Four-year Academic Institutions with Advanced Studies, reducing the number of groups to four.
The Nuclear Energy Academic Roadmap: A Continuous Journey
The Nuclear Energy Academic Roadmap (NEAR) represents a journey that begins with a child’s first exposure to science concepts and continues through decades of professional growth. Each educational level builds upon the previous while preparing learners for the next phase, creating a seamless progression from curiosity to expertise. Understanding these connections is essential for stakeholders at every level, from elementary teachers introducing basic energy concepts, to senior executives mentoring working professionals throughout their careers.
The following sections trace this educational journey, beginning with the foundational years that shape initial interest and understanding. While each level has unique characteristics and challenges, the four strategic priorities remain consistent throughout, adapted to meet the specific needs and capabilities of learners at each stage. While there may be some overlap, readers are encouraged to explore recommendations beyond their immediate interests, as useful advice might be found elsewhere.
Two appendices are provided. The first appendix identifies all recommendations in the NEAR and specifies whether they require national action or can be addressed at the regional or local level. The second appendix presents a strategic approach for implementing selected recommendations, with further examples to be added in future updates of the NEAR.
