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NASA NTRS2012

Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program

Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today s classrooms is powerful. They serve as role models to these students, and they open students eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation s next generation of explorers.

Graff, Paige↗
NASA NTRS2013

Evaluating the High School Lunar Research Projects Program

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA s Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute (NLSI). In addition to research and exploration activities, the CLSE team is deeply invested in education and outreach. In support of NASA s and NLSI s objective to train the next generation of scientists, CLSE s High School Lunar Research Projects program is a conduit through which high school students can actively participate in lunar science and learn about pathways into scientific careers. The objectives of the program are to enhance 1) student views of the nature of science; 2) student attitudes toward science and science careers; and 3) student knowledge of lunar science. In its first three years, approximately 168 students and 28 teachers from across the United States have participated in the program. Before beginning their research, students undertake Moon 101, a guided-inquiry activity designed to familiarize them with lunar science and exploration. Following Moon 101, and guided by a lunar scientist mentor, teams choose a research topic, ask their own research question, and design their own research approach to direct their investigation. At the conclusion of their research, teams present their results to a panel of lunar scientists. This panel selects four posters to be presented at the annual Lunar Science Forum held at NASA Ames. The top scoring team travels to the forum to present their research in person.

Shaner, A. J.↗
NASA NTRS2013

ExMC Technology Watch

The Technology Watch (Tech Watch) project is a NASA project that is operated under the Human Research Programs (HRP) Exploration Medical Capability (ExMC) element, and focuses on ExMC technology gaps. The project coordinates the efforts of several NASA centers, including the Johnson Space Center (JSC), Glenn Research Center (GRC), Ames Research Center (ARC), and the Langley Research Center (LaRC). The objective of Tech Watch is to identify emerging, high-impact technologies that augment current NASA HRP technology development efforts. Identifying such technologies accelerates the development of medical care and research capabilities for the mitigation of potential health issues encountered during human space exploration missions. The aim of this process is to leverage technologies developed by academia, industry and other government agencies and to identify the effective utilization of NASA resources to maximize the HRP return on investment. The establishment of collaborations with these entities is beneficial to technology development, assessment and/or insertion and further NASAs goal to provide a safe and healthy environment for human exploration. In 2012, the Tech Watch project expanded the scope of activities to cultivate student projects targeted at specific ExMC gaps, generate gap reports for a majority of the ExMC gaps and maturate a gap report review process to optimize the technical and managerial aspects of ExMC gap status. Through numerous site visits and discussions with academia faculty, several student projects were initiated and/or completed this past year. A key element to these student projects was the ability of the project to align with a specific ExMC technology or knowledge gap. These projects were mentored and reviewed by Tech Watch leads at the various NASA centers. Another result of the past years efforts was the population of the ExMC wiki website that now contains more the three quarters of the ExMC gap reports. The remaining gap reports will be completed in FY13. Finally, the gap report review process for all ExMC gaps was initiated. This review process was instrumental in ensuring that each gap report was thoroughly reviewed for accuracy and relevant content prior to its public release. In the upcoming year, the gap report review process will be refined such that in addition to the gap report update, programmatic information related to gap closure will also be emphasized.

Krihak, M.↗
NASA NTRS2006

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA's educational. programs benefit students and faculty while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields. GSRP participants have the option to utilize NASA Centers andlor university research facilities. In addition, GSRP students can serve as mentors for undergrad students to provide a truly unique learning experience. NASA's Cooperative Education Program allows undergraduate students the chance to gain "real-world" work experience in the field. It also gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a "paper resume" while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. University faculty can also benefit by participating in the NASA Faculty Fellowship Program (NFFP). This program gives the faculty an opportunity to work with NASA peers. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University (ERAU) to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identif' the parameters that will predict the response fairly accurately during the initial stages of design. These programs provide students with a unique opportunity to work on "real-world" aerospace problems, like spacecraft fuel slosh,. This in turn reinforces their problem solving abilities and their communication skills such as interviewing, resume writing, technical writing, and presentation. Faculty benefits by applying what they have learned to the classroom. Through university collaborations with NASA and industry help students to acquire skills that are vital for their success upon entering the workforce.

Schlee, Keith↗
NASA NTRS2007

Navigating the Obstacles in Science Education for School Outreach

This paper gives an overview of the education outreach initiatives that the authors have personally been involved with, their successes and shortcomings are discussed with ways to overcome the difficulties encountered. Recommendations are given on how to navigate the obstacles. Industry professionals, college professors and even church groups participate in education outreach initiatives. For a successful experience, one has to navigate through various phases of the process. The strategy is to convince stakeholders that there is value in doing the outreach activity, form a partnership with the school, circumnavigate the security and administrative procedures, and finally deliver the material to the students. Successful education outreach programs have well-defined objectives, roles and expectations. Success depends on the level of commitment of all parties involved. Taking a look at individual programs, focusing on their shortcomings and best practices, this paper serves as a compilation of useful ideas for effective science and math education outreach. Navigation techniques mentioned in this paper systematically address each obstacle encountered, making solid recommendations for the future. One of the biggest challenges is showing the direct benefits of the outreach activity to stakeholders, so they can see how they profit from sacrificing their workers as outreach mentors.

Rincon, Diana↗
NASA NTRS2007

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA's educational programs benefit students while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields, while the Cooperative Education program allows undergraduate and graduate students the chance to gain work experience in the field. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identiFy the parameters that will predict the response fairly accurately during the initial stages of design. NASA's Cooperative Education Program trains the next wave of new hires while allowing graduate and undergraduate college students to gain valuable "real-world" work experience. It gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a paper resume, while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. In addition, graduate students serve as mentors for undergrad students and provide a unique learning environment. Providing students with a unique opportunity to work on "real-world" aerospace problems ultimately reinforces their problem solving abilities and their communication skills (in terms of interviewing, resume writing, technical writing, presentation, and peer review) that are vital for the workforce to succeed.

Schlee, Keith↗
NASA NTRS2013

NASA Software Engineering Benchmarking Study

To identify best practices for the improvement of software engineering on projects, NASA's Offices of Chief Engineer (OCE) and Safety and Mission Assurance (OSMA) formed a team led by Heather Rarick and Sally Godfrey to conduct this benchmarking study. The primary goals of the study are to identify best practices that: Improve the management and technical development of software intensive systems; Have a track record of successful deployment by aerospace industries, universities [including research and development (R&D) laboratories], and defense services, as well as NASA's own component Centers; and Identify candidate solutions for NASA's software issues. Beginning in the late fall of 2010, focus topics were chosen and interview questions were developed, based on the NASA top software challenges. Between February 2011 and November 2011, the Benchmark Team interviewed a total of 18 organizations, consisting of five NASA Centers, five industry organizations, four defense services organizations, and four university or university R and D laboratory organizations. A software assurance representative also participated in each of the interviews to focus on assurance and software safety best practices. Interviewees provided a wealth of information on each topic area that included: software policy, software acquisition, software assurance, testing, training, maintaining rigor in small projects, metrics, and use of the Capability Maturity Model Integration (CMMI) framework, as well as a number of special topics that came up in the discussions. NASA's software engineering practices compared favorably with the external organizations in most benchmark areas, but in every topic, there were ways in which NASA could improve its practices. Compared to defense services organizations and some of the industry organizations, one of NASA's notable weaknesses involved communication with contractors regarding its policies and requirements for acquired software. One of NASA's strengths was its software assurance practices, which seemed to rate well in comparison to the other organizational groups and also seemed to include a larger scope of activities. An unexpected benefit of the software benchmarking study was the identification of many opportunities for collaboration in areas including metrics, training, sharing of CMMI experiences and resources such as instructors and CMMI Lead Appraisers, and even sharing of assets such as documented processes. A further unexpected benefit of the study was the feedback on NASA practices that was received from some of the organizations interviewed. From that feedback, other potential areas where NASA could improve were highlighted, such as accuracy of software cost estimation and budgetary practices. The detailed report contains discussion of the practices noted in each of the topic areas, as well as a summary of observations and recommendations from each of the topic areas. The resulting 24 recommendations from the topic areas were then consolidated to eliminate duplication and culled into a set of 14 suggested actionable recommendations. This final set of actionable recommendations, listed below, are items that can be implemented to improve NASA's software engineering practices and to help address many of the items that were listed in the NASA top software engineering issues. 1. Develop and implement standard contract language for software procurements. 2. Advance accurate and trusted software cost estimates for both procured and in-house software and improve the capture of actual cost data to facilitate further improvements. 3. Establish a consistent set of objectives and expectations, specifically types of metrics at the Agency level, so key trends and models can be identified and used to continuously improve software processes and each software development effort. 4. Maintain the CMMI Maturity Level requirement for critical NASA projects and use CMMI to measure organizations developing software for NASA. 5.onsolidate, collect and, if needed, develop common processes principles and other assets across the Agency in order to provide more consistency in software development and acquisition practices and to reduce the overall cost of maintaining or increasing current NASA CMMI maturity levels. 6. Provide additional support for small projects that includes: (a) guidance for appropriate tailoring of requirements for small projects, (b) availability of suitable tools, including support tool set-up and training, and (c) training for small project personnel, assurance personnel and technical authorities on the acceptable options for tailoring requirements and performing assurance on small projects. 7. Develop software training classes for the more experienced software engineers using on-line training, videos, or small separate modules of training that can be accommodated as needed throughout a project. 8. Create guidelines to structure non-classroom training opportunities such as mentoring, peer reviews, lessons learned sessions, and on-the-job training. 9. Develop a set of predictive software defect data and a process for assessing software testing metric data against it. 10. Assess Agency-wide licenses for commonly used software tools. 11. Fill the knowledge gap in common software engineering practices for new hires and co-ops.12. Work through the Science, Technology, Engineering and Mathematics (STEM) program with universities in strengthening education in the use of common software engineering practices and standards. 13. Follow up this benchmark study with a deeper look into what both internal and external organizations perceive as the scope of software assurance, the value they expect to obtain from it, and the shortcomings they experience in the current practice. 14. Continue interactions with external software engineering environment through collaborations, knowledge sharing, and benchmarking.

Rarick, Heather L.↗
NASA NTRS2013

Kennedy Space Center: Swamp Works

When I began my internship with the Granular Mechanics and Regolith Operations laboratory (GMRO), also known as Swamp Works, I was given the unique opportunity to shadow many teams working on various projects, and decide what projects I wanted to take part in. Before I go into details of my experiences at Swamp Works, I would like to take a moment to explain what I discovered Swamp Works to be. Swamp Works is a family of hardworking, dedicated, and driven people from various backgrounds and skill sets. These people all work to advance technologies and make science fiction science fact through means of rapid prototyping. They support and encourage failure as an option when learning new things, as long as lesson learned from said failure. In fact, their motto states "Fail, Fast, Forward." What this means is, not if but when one fails he or she must do so quickly and spring forward from the failure so that his or her progress is not delayed. With this acceptance, it provided me the confidence to dive into a multitude of projects working in various fields and with a wide range of skill sets. The first project I joined was Badger. My motivation for taking on this project was the opportunity I would have to obtain valuable experience working with 3D modeling and 3D printing technologies. Badger was a digging apparatus to be used in a highly dusty environment in a material known as Regolith. Regolith is a scientific term for the dirt or top soil found on planetary bodies. Regolith contains a large quantity of sediments less than lOppm and as a result poses a challenge of keeping it out of any cracks and crevices. Furthermore, regolith can create high levels of electrostatic energy, which can prove damaging to sensitive electrical hardware. With these characteristics in mind, I decided to take on the task of designing and manufacturing a dust proof cover for the sensitive electrical hardware. When I began this project, I did not have the slightest idea as to how to use 3D modeling software or a means of manufacturing a viable product. As I went along with variants of the design, I became very proficient with a 3D modeling program known as CREO 2.0. Upon completion of my 3D design, I then had the task of manufacturing and having, in my hands, a usable model. To do this I had to work with additive printing technologies also known as 3D printing. Through my experiences working with Badger, I realized that 3D modeling is the focal point in much of engineering. With this in mind, I have embraced this fact and decided to further my experience with this software so that I may become a more valuable asset to any firm later in my career. Mid-way through work with Badger, I picked up another project in which I found much interest. I ha~ the opportunity to work side by side with a materials and composites guru in manufacturing carbon composite coupons (test strips) for performing stress, strain, and sheer analysis on. Being from a surfing, kiteboarding, and other water sport background I have always been interested in board design. With this in mind, it is no wonder why I found interest in such a project. I had the opportunity to refine Mold preparatory, composite layup, and composite curing techniques. Following manufacturing of these composite strips, I then performed various stress tests and logged my results. With these results, future teams could create lighter, stronger, and more cost effective composite structures for use in varieties of applications. After my experiences with materials and composites testing, I have obtained crucial appreciation for detailed documentation and analysis that material sciences involve. However, as interesting as composite materials testing has been, I do not feel this is where my future career lies. Another, more on the side, project I have been involved in is building a 626 cubic foot regolith containment chamber for doing full scale testing of robotic systems. This chamber is built of high strength aluminum scaffold materials, 80/20, and massive panels of Lexan. Once the chamber is completed, it is be filled with 120 tons of regolith and dubbed the largest regolith test chamber in the world. Through my experiences with building "Big Bin" as we called it, I discovered my demand for engaging and hands on activities. Through all of my incredible experiences working with the Swamp Works at Kennedy Space Center; I have obtained crucial knowledge, insights, and experiences that have fuelled, shaped, and will continue to drive me toward my ultimate goal of obtaining not only a degree in Engineering, but obtaining a job that I can call a career. I want to give much thanks to all of those who mentored me along my journey, and to all who made this opportunity a reality.

DeFilippo, Anthony Robert↗
NASA NTRS2014

Design and Development of Functionally Operative and Visually Appealing Remote Firing Room Displays

This internship provided an opportunity for an intern to work with NASA's Ground Support Equipment (GSE) for the Spaceport Command and Control System (SCCS) at Kennedy Space Center as a remote display developer, under NASA mentor Kurt Leucht. The main focus was on creating remote displays for the hypergolic and high pressure helium subsystem team to help control the filling of the respective tanks. As a remote display developer for the GSE hypergolic and high pressure helium subsystem team the intern was responsible for creating and testing graphical remote displays to be used in the Launch Control Center (LCC) on the Firing Room's computer monitors. To become more familiar with the subsystem, the individual attended multiple project meetings and acquired their specific requirements regarding what needed to be included in the remote displays. After receiving the requirements, the next step was to create a display that had both visual appeal and logical order using the Display Editor, on the Virtual Machine (VM). In doing so, all Compact Unique Identifiers (CUI), which are associated with specific components within the subsystem, will need to be included in each respective display for the system to run properly. Then, once the display was created it needed to be tested to ensure that the display runs as intended by using the Test Driver, also found on the VM. This Test Driver is a specific application that checks to make sure all the CUIs in the display are running properly and returning the correct form of information. After creating and locally testing the display it will need to go through further testing and evaluation before deemed suitable for actual use. By the end of the semester long experience at NASA's Kennedy Space Center, the individual should have gained great knowledge and experience in various areas of display development and testing. They were able to demonstrate this new knowledge obtained by creating multiple successful remote displays that will one day be used by the hypergolic and high pressure helium subsystem team in one of the LCC's firing rooms to fill the new Orion spacecraft.

Ground Support Systems↗
NASA NTRS2014

NASA Wearable Technology CLUSTER 2013-2014 Report

Wearable technology has the potential to revolutionize the way humans interact with one another, with information, and with the electronic systems that surround them. This change can already be seen in the dramatic increase in the availability and use of wearable health and activity monitors. These devices continuously monitor the wearer using on-­‐body sensors and wireless communication. They provide feedback that can be used to improve physical health and performance. Smart watches and head mounted displays are also receiving a great deal of commercial attention, providing immediate access to information via graphical displays, as well as additional sensing features. For the purposes of the Wearable Technology CLUSTER, wearable technology is broadly defined as any electronic sensing, human interfaces, computing, or communication that is mounted on the body. Current commercially available wearable devices primarily house electronics in rigid packaging to provide protection from flexing, moisture, and other contaminants. NASA mentors are interested in this approach, but are also interested in direct integration of electronics into clothing to enable more comfortable systems. For human spaceflight, wearable technology holds a great deal of promise for significantly improving safety, efficiency, autonomy, and research capacity for the crew in space and support personnel on the ground. Specific capabilities of interest include: Continuous biomedical monitoring for research and detection of health problems. Environmental monitoring for individual exposure assessments and alarms. Activity monitoring for responsive robotics and environments. Multi-modal caution and warning using tactile, auditory, and visual alarms. Wireless, hands-free, on-demand voice communication. Mobile, on-demand access to space vehicle and robotic displays and controls. Many technical challenges must be overcome to realize these wearable technology applications. For example, to make a wearable device that is both functional and comfortable for long duration wear, developers must strive to reduce electronic mass and volume while also addressing constraints imposed by the body attachment method. Depending on the application, the device must be placed in a location that the user can see and reach, and that provides the appropriate access to air and the wearer's skin. Limited power is available from body-­‐worn batteries and heat must be managed to prevent discomfort. If the clothing is to be washed, there are additional durability and washability hurdles that traditional electronics are not designed to address. Finally, each specific capability has unique technical challenges that will likely require unique solutions. In addition to the technical challenges, development of wearable devices is made more difficult by the diversity of skills required and the historic lack of collaboration across domains. Wearable technology development requires expertise in textiles engineering, apparel design, software and computer engineering, electronic design and manufacturing, human factors engineering, and application-­‐specific fields such as acoustics, medical devices, and sensing. Knowledge from each of these domains must be integrated to create functional and comfortable devices. For this reason, the diversity of knowledge and experience represented in the Wearable Technology is critical to overcoming the fundamental challenges in the field.

Simon, Cory↗
NASA NTRS2014

Development and Testing of Functionally Operative and Visually Appealing Remote Firing Room Displays and Applications

This internship provided an opportunity for an intern to work with NASA's Ground Support Equipment (GSE) for the Spaceport Command and Control System (SCCS) at Kennedy Space Center as a remote display developer, under NASA technical mentor Kurt Leucht. The main focus was on creating remote displays and applications for the hypergolic and high pressure helium subsystem team to help control the filling of the respective tanks. As a remote display and application developer for the GSE hypergolic and high pressure helium subsystem team the intern was responsible for creating and testing graphical remote displays and applications to be used in the Launch Control Center (LCC) on the Firing Room's computers. To become more familiar with the subsystem, the individual attended multiple project meetings and acquired their specific requirements regarding what needed to be included in the software. After receiving the requirements for the displays, the next step was to create displays that had both visual appeal and logical order using the Display Editor, on the Virtual Machine (VM). In doing so, all Compact Unique Identifiers (CUI), which are associated with specific components within the subsystem, were need to be included in each respective display for the system to run properly. Then, once the display was created it was to be tested to ensure that the display runs as intended by using the Test Driver, also found on the VM. This Test Driver is a specific application that checks to make sure all the CUIs in the display are running properly and returning the correct form of information. After creating and locally testing the display it needed to go through further testing and evaluation before deemed suitable for actual use. For the remote applications the intern was responsible for creating a project that focused on channelizing each component included in each display. The core of the application code was created by setting up spreadsheets and having an auto test generator, generate the complete code structure. This application code was then loaded and ran on a testing environment set to ensure the code runs as anticipated. By the end of the semester-long experience at NASA's Kennedy Space Center, the individual should have gained great knowledge and experience in various areas of both display and application development and testing. They were able to demonstrate this new knowledge obtained by creating multiple successful remote displays that will one day be used by the hypergolic and high pressure helium subsystem team in the LCC's firing rooms to service the new Orion spacecraft. The completed display channelization application will be used to receive verification from NASA quality engineers.

Display Devices↗
NASA NTRS2012

Improving Spacecraft Data Visualization Using Splunk

EPOXI, like all spacecraft missions, receives large volumes of telemetry data from its spacecraft, DIF. It is extremely important for this data to be updated quickly and presented in a readable manner so that the flight team can monitor the status of the spacecraft. Existing DMD pages for monitoring spacecraft telemetry, while functional, are limited and do not take advantage of modern search technology. For instance, they only display current data points from instruments on the spacecraft and have limited graphing capabilities, making it difficult to see historical data. The DMD pages have fixed refresh rates so the team must often wait several minutes to see the most recent data, even after it is received on the ground. The pages are also rigid and require an investment of time and money to update. To more easily organize and visualize spacecraft telemetry, the EPOXI team has begun experimenting with Splunk, a commercially-available data mining system. Splunk can take data received from the spacecraft's different data channels, often in different formats, and index all the data into a common format. Splunk allows flight team members to search through the different data formats from a single interface and to filter results by time range and data field to make finding specific spacecraft events quick and easy. Furthermore, Splunk provides functions to create custom interfaces which help team members visualize the data in charts and graphs to show how the health of the spacecraft has changed over time.One of the goals of my internship with my mentor, Victor Hwang, was to develop new Splunk interfaces to replace the DMD pages and give the spacecraft team access to historical data and visualizations that were previously unavailable. The specific requirements of these pages are discussed in the next section.

spacecraft missions↗
NASA NTRS2013

IT Security Support for Spaceport Command and Control System

During the fall 2013 semester, I worked at the Kennedy Space Center as an IT Security Intern in support of the Spaceport Command and Control System under the guidance of the IT Security Lead Engineer. Some of my responsibilities included assisting with security plan documentation collection, system hardware and software inventory, and malicious code and malware scanning. Throughout the semester, I had the opportunity to work on a wide range of security related projects. However, there are three projects in particular that stand out. The first project I completed was updating a large interactive spreadsheet that details the SANS Institutes Top 20 Critical Security Controls. My task was to add in all of the new commercial of the shelf (COTS) software listed on the SANS website that can be used to meet their Top 20 controls. In total, there are 153 unique security tools listed by SANS that meet one or more of their 20 controls. My second project was the creation of a database that will allow my mentor to keep track of the work done by the contractors that report to him in a more efficient manner by recording events as they occur throughout the quarter. Lastly, I expanded upon a security assessment of the Linux machines being used on center that I began last semester. To do this, I used a vulnerability and configuration tool that scans hosts remotely through the network and presents the user with an abundance of information detailing each machines configuration. The experience I gained from working on each of these projects has been invaluable, and I look forward to returning in the spring semester to continue working with the IT Security team.

computer security↗
NASA NTRS2009

Early Career Hire Rapid Training and Development Program: Status Report

The aging of the industrialized workforce, particularly in the aerospace industry, has resulted in a very large generation gap in the workforce. The disproportionate size of Baby Boomers, increasing longevity and declining birth rates has made this phenomenon a reality that no organization can ignore. It is now critical that aerospace organizations prepare themselves for this watershed transformation in the workforce and take the initiative to prepare the incoming workforce with the skills and knowledge necessary to stay at the forefront. Last year the Jet Propulsion Laboratory launched a pioneering training program, known as Phaeton, to provide the knowledge, practice, experience, mentoring opportunities, and project life cycle exposure to our incoming generation of engineers. After 14 months of operation, now is the time to discuss the preliminary results of this new program.

Riley, Betsy N.↗
NASA NTRS2008

Bridging the Generation Gap: A Rapid Early Career Hire Training Program

This paper describes a training program to provide Early Career Hires (ECHs) in the aerospace industry with real, rapid, hands-on exposure to multiple phases and multiple disciplines of flight project development. Such a program has become necessary to close the Generation Gap and ensure that aerospace organizations maintain a highly skilled workforce as experienced personnel begin to retire. This paper discusses the specific motivations for and implementation of such a program at the Jet Propulsion Laboratory. However, the essential features are widely applicable to other NASA centers and organizations delivering large llight systems. This paper details the overall program concept, stages of participation by an ECH, oversight and mentoring, program assessment, training project selection, and facilities requirements.

Workforce↗
NASA NTRS2015

SMC: SCENIC Model Control

NASAs Space Communications and Navigation (SCaN) program manages three active networks: the Near Earth Network, the Space Network, and the Deep Space Network. These networks simultaneously support NASA missions and provide communications services to customers worldwide. To efficiently manage these resources and their capabilities, a team of student interns at the NASA Glenn Research Center is developing a distributed system to model the SCaN networks. Once complete, the system shall provide a platform that enables users to perform capacity modeling of current and prospective missions with finer-grained control of information between several simulation and modeling tools. This will enable the SCaN program to access a holistic view of its networks and simulate the effects of modifications in order to provide NASA with decisional information. The development of this capacity modeling system is managed by NASAs Strategic Center for Education, Networking, Integration, and Communication (SCENIC). Three primary third-party software tools offer their unique abilities in different stages of the simulation process. MagicDraw provides UMLSysML modeling, AGIs Systems Tool Kit simulates the physical transmission parameters and de-conflicts scheduled communication, and Riverbed Modeler (formerly OPNET) simulates communication protocols and packet-based networking. SCENIC developers are building custom software extensions to integrate these components in an end-to-end space communications modeling platform. A central control module acts as the hub for report-based messaging between client wrappers. Backend databases provide information related to mission parameters and ground station configurations, while the end user defines scenario-specific attributes for the model. The eight SCENIC interns are working under the direction of their mentors to complete an initial version of this capacity modeling system during the summer of 2015. The intern team is composed of four students in Computer Science, two in Computer Engineering, one in Electrical Engineering, and one studying Space Systems Engineering.

Simulation↗
NASA NTRS2015

Satellite Servicing Capabilities Office Testing

While at the KSC, I was given the opportunity of assisting the Satellite Servicing Capabilities Office (SSCO) specifically the Propellant Transfer System (PTS) lead by my mentor, Brian Nufer. While waiting to test different components in the PTS, I was able to assist with testing for the Hose Management Assembly (HMA) and was able to work on a simulation in Labview. For the HMA, I was able to help with testing of a coating as well as to help test the durability of the pinch rollers in space. In Labview, I experimented with building a simulation for the PTS, to show where fluids and gases were flowing depending on which valves in the PTS were opened. Not all of the integrated parts required assembly level testing, which allowed me to test these parts individually by myself and document the results. I was also able to volunteer to assist project NEO, allowing me to gain some knowledge of cryogenic fluid systems.

PTS↗
NASA NTRS2015

Atmospheric Research 2014 Technical Highlights

Atmospheric research in the Earth Sciences Division (610) consists of research and technology development programs dedicated to advancing knowledge and understanding of the atmosphere and its interaction with the climate of Earth. The Division's goals are to improve understanding of the dynamics and physical properties of precipitation, clouds, and aerosols; atmospheric chemistry, including the role of natural and anthropogenic trace species on the ozone balance in the stratosphere and the troposphere; and radiative properties of Earth's atmosphere and the influence of solar variability on the Earth's climate. Major research activities are carried out in the Mesoscale Atmospheric Processes Laboratory, the Climate and Radiation Laboratory, the Atmospheric Chemistry and Dynamics Laboratory, and the Wallops Field Support Office. The overall scope of the research covers an end-to-end process, starting with the identification of scientific problems, leading to observation requirements for remote-sensing platforms, technology and retrieval algorithm development; followed by flight projects and satellite missions; and eventually, resulting in data processing, analyses of measurements, and dissemination from flight projects and missions. Instrument scientists conceive, design, develop, and implement ultraviolet, infrared, optical, radar, laser, and lidar technology to remotely sense the atmosphere. Members of the various Laboratories conduct field measurements for satellite sensor calibration and data validation, and carry out numerous modeling activities. These modeling activities include climate model simulations, modeling the chemistry and transport of trace species on regional-to-global scales, cloud resolving models, and developing the next-generation Earth system models. Satellite missions, field campaigns, peer-reviewed publications, and successful proposals are essential at every stage of the research process to meeting our goals and maintaining leadership of the Earth Sciences Division in atmospheric science research. Figure 1.1 shows the 20-year record of peer-reviewed publications and proposals among the various Laboratories. This data shows that the scientific work being conducted in the Laboratories is competitive with the work being done elsewhere in universities and other government agencies. The office of Deputy Director for Atmospheric Research will strive to maintain this record by rigorously monitoring and promoting quality while emphasizing coordination and integration among atmospheric disciplines. Also, an appropriate balance will be maintained between the scientists' responsibility for large collaborative projects and missions and their need to carry out active science research as a principal investigator. This balance allows members of the Laboratories to improve their scientific credentials, and develop leadership potentials. Interdisciplinary research is carried out in collaboration with other laboratories and research groups within the Earth Sciences Division, across the Sciences and Exploration Directorate, and with partners in universities and other government agencies. Members of the Laboratories interact with the general public to support a wide range of interests in the atmospheric sciences. Among other activities, the Laboratories raise the public's awareness of atmospheric science by presenting public lectures and demonstrations, by making scientific data available to wide audiences, by teaching, and by mentoring students and teachers. The Atmosphere Laboratories make substantial efforts to attract and recruit new scientists to the various areas of atmospheric research. We strongly encourage the establishment of partnerships with Federal and state agencies that have operational responsibilities to promote the societal application of our science products. This report describes our role in NASA's mission, provides highlights of our research scope and activities, and summarizes our scientists' major accomplishments during calendar year 2014. The composition of the organization is shown in Figure 1.2 for each code. This report is published in a printed version with an electronic version on our atmospheres Web site, http://atmospheres.gsfc.nasa.gov/.

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