us particle accelerator school the us particle accelerator school: commentary on the charge william...

US Particle Accelerator School

1a) Assess the effectiveness

of the USPAS program


Introductory courses are the biggest draw

We use these data in planning curricula & in choosing venues

Our undergraduate course is essential to undergraduate outreach


USPAS is an unparalleled source of workforce development for the consortium

Attendance at USPAS sessions from sponsoring institutions

Labs generally pay full course tuition for their employees


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 more such universities

to assure an adequate, well trained, professional workforce

Even then USPAS will be essential


> 60% of students take our courses for credit


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

Month Lee Wiedeman Barletta


2) Quality & breadth of the USPAS program


The quality of courses & instructors is highby student evaluations


Quality of instruction is consistently high as compared with that at major universities


We have offered a broad range of courses to provide timely training opportunities


3) USPAS training prepares participants for

careers in accelerator physics & accelerator R&D


Students find the courses valuable….


… and even more valuable for their future


Participants value the USPAS network

Many of our instructors hire students, TAs and graders they got to know through their USPAS class

Via the informal interactions university participants learn about opportunities in the laboratories or in industry

“My participation at USPAS always allows me to meet new people, make new connections within my professional network, & bring back a variety of useful ideas and skills to my home institution” – L. Hammons

Beyond giving me a solid foundation in accelerator physics, and perhaps just as importantly, the schools provided a forum for close interaction with instructors and other students. It was a unique opportunity to learn from experts in the field in a one-on-one fashion, and I developed several friendships that have evolved into long term working relationships. In more ways than one, I gained my footing in the accelerator community through attending the schools – S. Cousineau


USPAS Degree is an additional benefitto career futures

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


Interest in M.S. degree:survey in winter 2015


4) Evaluate the need for this kind of program,

given the available academic resources &

worldwide competition for a skilled technical

workforce


Only a handful of US universities offer strong accelerator physics programs

Six major research universities have > 2 full-time faculty

Three 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

As in Europe, a regional school is essential see TIARA report


Group I: Universities with strong programs(alphabetic ordering)

Cornell University Indiana University Michigan State University Stanford University University of California at Los Angeles University of Maryland (College Park)

Also initiating structured Ph.D. programs Massachusetts Institute of Technology Old Dominion University (in affiliation with Jefferson Lab) Stony Brook University (in affiliation with Brookhaven Lab

Even Group I universities offer only 2 or 3 regular courses in accelerator physics and technology

New university programs will INCREASE demand for USPAS courses


Group II Universities: Some accelerator education activities

Colorado State University Duke University Illinois Institute of Technology Texas A&M Northern Illinois University University of California at Berkeley University of Chicago University of Hawaii University of Southern California University of Texas at Austin Vanderbilt University

A single interested faculty member cannot sustain a program


America’s competition for talent: Skill shortage in Europe

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Workforce base in institutes & industry: ~4600


6) Efficacy of the current USPAS management model


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 management framework 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 costsFunding levels reflect lab confidence in USPAS

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


Flow of funds for USPAS session

USPAS Office

USPAS session(2 or 3 per year)

Participants

USPAS ConsortiumSC/OHEP

Other support330 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.


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

This is a very rough estimate

All the labs all view USPAS as a collective enterpriseUniversities also view the USPAS that way


Careful planning minimizes cost increases: less than inflation for 20 years

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


7) Participation of women and under-represented minorities


We have increased participation by women

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


Active outreach to under-represented groups

Distinct efforts to increase the number of women instructors ’87-97: 17/254; ’98-’06”: 22/345; ’07-14: 30/409 Does not account for pipeline increases via TAs and graders

We have sent targeted advertising to minority colleges & women's groups for 25 years

USPAS director served on APS Committee on Minorities 2 Talks to National Society of Black Physicists Served on NSF/APS Bridge program review panel

The BOG has added a Minority Outreach coordinator (2011) Prof. Paul Gueye of Hampton University & Jlab

We consider diversity balance in choosing Lee Teng Interns


8) Projected need for trained accelerator scientists

to support both DOE science missions &

continued U.S. leadership in accelerator science.


Top-down estimate of need in U.S.

DOE spends ~$800 M/yr operating research accelerators This number is not expected to decrease NSF support accelerator operations at Cornell & MSU

~60% of facility funding is for machine operations These machines are the primary engines for discovery Their safe, efficient & cost effective operation is essential

Operations require a large, highly trained workforce Physicists, engineers, operators & skilled technicians

If technical FTE cost $250K, 3000 accelerator workers

Routine turnover (4%) ==> ~120 of new workers/year


Projects will add more complex machines with higher operating costs in 10 years

Ongoing construction projects: SLAC (LCLS-II) & MSU (FRIB), each >$100 M/yr (FY2016) Each will have ops budgets ~ of order of 100 M$

Expected projects: PIP-II, APS-upgrade, SNS 2nd target station, HL- LHC, LCLS-II Build-out

Also possible : ILC, EIC, ALS-upgrade, MaRIE, PIP-III

All of these machine are engineering challenges Aggressive European & Asian machines reduce U.S.

opportunities to get our workforce from those regions

Private sector business will likely continue to grow

The U.S. must plan for its accelerator workforce to grow


USPAS has a strong record of return-on-investment for America

For U.S. accelerators to deliver world-leading science they need a world-leading workforce

Competition for the best accelerator scientists & engineers is stronger than ever

The USPAS governance model of customer-focus serves the interests of the entire US accelerator community

We structure USPAS programs to match evolving community needs

Our students see the USPAS as a key to their future

Nonetheless, I have some worries


My biggest worries:Unintended consequences of funding beyond FY15

Without reaffirmation of these points USPAS will be gravely damaged (SC commitment to USPAS governance formula (2010)) “… 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.”

New funding mechanism may make USPAS unaffordable for GARD Or damage a highly effective management structure

us particle accelerator school the us particle accelerator school: commentary on the charge william...

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