Nonproliferation Detection Technology Graduate Course Framework Utilizing Nontraditional Learning

This work presents the development and implementation of a nontraditional learning (NTL) approach for a course on nonproliferation detection technology. The motivation behind this work is to innovate technical education methods and prepare students for multidisciplinary challenges in the Nuclear Security Enterprise (NSE). The primary objective was to create a course framework that emphasizes methods that aid in the development of critical thinking, communication, and collaboration skills which are essential for success in nuclear security careers. This framework is comprised of three categories of NTL methods: pre-recorded lectures, just-in-time learning, and discussions on scholarly work. Seven PowerPoint presentations were developed, comprised of 267 slides that could be used for pre-recorded or in person classes. Two just-in-time simulations, with sixty-three pages of background, resources, simulation directions, and grading criteria were created. Resources for scholarly works as well as suggestions for assignments, student projects, and exams were provided. In addition to a NTL flexible course framework, a three course pilot was performed. Student feedback from a voluntary survey at the end of the semester provided insights into the effectiveness and suitability of NTL approaches. Despite challenges such as limited response rates and the mixed nature of in-person and distance learning environments, the survey results highlight the perceived benefits and disadvantages of NTL methods. Students favored traditional learning methods to NTL 42% to 39% with 19% of responses having no preference. Overall students indicated that traditional learning methods were preferred for standardized testing and memorization, addressing preferred learning styles, self-directed learning, real world applications, and preparation for future prospects. Students indicated NTL was better suited for adapting to different learning abilities, student engagement, opportunities for creative thinking, promoting critical thinking, and education ownership. This work contributes to the ongoing discourse on innovative pedagogical practices in technical education and underscores the importance of preparing students for the complexities of nuclear security challenges. Future efforts include refining the course framework based on student feedback, exploring innovative assessment methods, and investigating the long-term impact of NTL approaches on student performance and career readiness in the NSE.