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NASA NTRS1994

Mentoring for 2000 and beyond

Today, more than 40 percent of the United States workforce are women. However, only a small percentage of working women are employed in science or engineering fields. The numbers of women in engineering and math professions have actually decreased since 1984. Last year, a mentoring program was created at NASA Ames Research Center aimed at encouraging young girls to stay in school, increasing their self confidence and helping them perform better academically. Teachers at the Ronald McNair Intermediate School matched fifth through eighth grade students with women engineers at NASA Ames. Results from a year-end survey submitted by the mentees indicated that the program was successful in achieving its first-year goals; more than one student reported that she felt 'really special' because of her mentor's efforts. The NASA Ames Mentor program has continued into the 1992-93 academic year with both returning mentor/mentee pairs and new participants.

Guerra, K. M.↗
NASA NTRS1994

Budget estimates: Fiscal year 1994. Volume 3: Research and program management

The research and program management (R&PM) appropriation provides the salaries, other personnel and related costs, and travel support for NASA's civil service workforce. This FY 1994 budget funds costs associated with 23,623 full-time equivalent (FTE) work years. Budget estimates are provided for all NASA centers by categories such as space station and new technology investments, space flight programs, space science, life and microgravity sciences, advanced concepts and technology, center management and operations support, launch services, mission to planet earth, tracking and data programs, aeronautical research and technology, and safety, reliability, and quality assurance.

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NASA NTRS1996

NASA Pocket Statistics

This booklet of pocket statistics includes the 1996 NASA Major Launch Record, NASA Procurement, Financial, and Workforce data. The NASA Major Launch Record includes all launches of Scout class and larger vehicles. Vehicle and spacecraft development flights are also included in the Major Luanch Record. Shuttle missions are counted as one launch and one payload, where free flying payloads are not involved. Satellites deployed from the cargo bay of the Shuttle and placed in a separate orbit or trajectory are counted as an additional payload.

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NASA NTRS1995

Today's Training in the High Technology Arena

To keep in tune with the rapidly changing 'Hardware' technology, it is imperative that all of the supporting components of a program's efforts reflect these increases in technology. To maintain a work force that keeps in tune with the ever increasing technology base, training needs to remain a major consideration in all types of organizations. This paper focuses on the area of training and education and suggests a reasonable, cost effective alternative to carrying the entire burden of developing, training and maintaining a workforce in a rapidly changing, highly technological environment.

Baylis, William T.↗
NASA NTRS1996

Space Station Furnace Facility Management Information System (SSFF-MIS) Development

This report summarizes the chronology, results, and lessons learned from the development of the SSFF-MIS. This system has been nearly two years in development and has yielded some valuable insights into specialized MIS development. General: In December of 1994, the Camber Corporation and Science Applications International Corporation (SAIC) were contracted to design, develop, and implement a MIS for Marshall Space Flight Center's Space Station Furnace Facility Project. The system was to be accessible from both EBM-Compatible PC and Macintosh platforms. The system was required to contain data manually entered into the MIS as well as data imported from other MSFC sources. Electronic interfaces were established for each data source and retrieval was to be performed at prescribed time intervals. The SOW requirement that predominantly drove the development software selection was the dual-platform (IBM-PC and Macintosh) requirement. The requirement that the system would be maintained by Government personnel influenced the selection of Commercial Off-the-shelf software because of its inherent stability and readily available documentation and support. Microsoft FoxPro Professional 2.6 for Windows and Macintosh was selected as the development tool. This is a software development tool that has been in use for many years. It is stable and powerful. Microsoft has since released the replacement for this product, Microsoft Visual FoxPro, but at the time of this development, it was only available on the Windows platform. The initial contract included included the requirement for capabilities relating to the Work- and Organizational Breakdown Structures, cost (plan and actuals), workforce (plan and actuals), critical path scheduling, trend analysis, procurements and contracts, interface to manufacturing, Safety and Mission Assurance, risk analysis, and technical performance indicators. It also required full documentation of the system and training of users. During the course of the contract, the requirements for Safety and Mission Assurance interface, risk analysis, and technical performance indicators were deleted. Additional capabilities were added as reflected in the Contract Chronology below. Modification 4 added the requirement for Support Contractor manpower data, the ability to manually input data not imported from non-nal sources, a general 'health' indicator screen, and remote usage. Mod 6 included the ability to change the level of planning of Civil Service Manpower at any time and the ability to manually enter Op Codes in the manufacturing data where such codes were not provided by the EMPACS database. Modification 9 included a number of changes to report contents and formats. Modification 11 required the preparation of a detailed System Design Document.

Meade, Robert M.↗
NASA NTRS1996

Autonomy metrics

Space missions are currently being designed and developed to rely on increased spacecraft autonomy in order to achieve lower cost operations and to support the fleets of planetary spacecraft with limited deep space network resources. In relation to this, metrics are presented which quantitatively define spacecraft autonomy and will be used to: set measurable autonomy goals for future missions; evaluate and compare the benefits between competing automation technologies, and to compare autonomy between missions. The metrics measure the degree to which spacecraft and space mission designs lead to: longer periods of no-track; shorter track periods; reduced ground-orbit communications, and smaller operations workforces. The results of a survey applying these metrics to historic missions and to planned future missions are reported on, illustrating the differences between the autonomy achieved by previous missions and that predicted for future missions.

Carraway, John B.↗
NASA NTRS1997

Summer High School Apprenticeship Research Program (SHARP)

The summer of 1997 will not only be noted by NASA for the mission to Mars by the Pathfinder but also for the 179 brilliant apprentices that participated in the SHARP Program. Apprentice participation increased 17% over last year's total of 153 participants. As indicated by the End-of-the-Program Evaluations, 96% of the programs' participants rated the summer experience from very good to excellent. The SHARP Management Team began the year by meeting in Cocoa Beach, Florida for the annual SHARP Planning Conference. Participants strengthened their Education Division Computer Aided Tracking System (EDCATS) skills, toured the world-renowned Kennedy Space Center, and took a journey into space during the Alien Encounter Exercise. The participants returned to their Centers with the same goals and objectives in mind. The 1997 SHARP Program goals were: (1) Utilize NASA's mission, unique facilities and specialized workforce to provide exposure, education, and enrichment experiences to expand participants' career horizons and inspire excellence in formal education and lifelong learning. (2) Develop and implement innovative education reform initiatives which support NASA's Education Strategic Plan and national education goals. (3) Utilize established statistical indicators to measure the effectiveness of SHARP's program goals. (4) Explore new recruiting methods which target the student population for which SHARP was specifically designed. (5) Increase the number of participants in the program. All of the SHARP Coordinators reported that the goals and objectives for the overall program as well as their individual program goals were achieved. Some of the goals and objectives for the Centers were: (1) To increase the students' awareness of science, mathematics, engineering, and computer technology; (2) To provide students with the opportunity to broaden their career objectives; and (3) To expose students to a variety of enrichment activities. Most of the Center goals and objectives were consistent with the overall program goals. Modem Technology Systems, Inc., was able to meet the SHARP Apprentices, Coordinators and Mentors during their site visits to Stennis Space Center, Ames Research Center and Dryden Flight Research Center. All three Centers had very efficient programs and adhered to SHARP's general guidelines and procedures. MTSI was able to meet the apprentices from the other Centers via satellite in July during the SHARP Video-Teleconference(ViTS). The ViTS offered the apprentices and the NASA and SHARP Coordinators the opportunity to introduce themselves. The apprentices from each Center presented topical "Cutting Edge Projects". Some of the accomplishments for the 1997 SHARP Program year included: MTSI hiring apprentices from four of the nine NASA Centers, the full utilization of the EDCATS by apprentices and NASA/SHARP Coordinators, the distribution of the SHARP Apprentice College and Scholarship Directory, a reunion with former apprentices from Langley Research Center and the development of a SHARP Recruitment Poster. MTSI developed another exciting newsletter containing graphics and articles submitted by the apprentices and the SHARP Management Team.

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NASA NTRS1997

NASA Pocket Statistics: 1997 Edition

POCKET STATISTICS is published by the NATIONAL AERONAUTICS AND SPACE ADMINISTRATION (NASA). Included in each edition is Administrative and Organizational information, summaries of Space Flight Activity including the NASA Major Launch Record, Aeronautics and Space Transportation and NASA Procurement, Financial and Workforce data. The NASA Major Launch Record includes all launches of Scout class and larger vehicles. Vehicle and spacecraft development flights are also included in the Major Launch Record. Shuttle missions are counted as one launch and one payload, where free flying payloads are not involved. All Satellites deployed from the cargo bay of the Shuttle and placed in a separate orbit or trajectory are counted as an additional payload.

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NASA NTRS1996

An Interdisciplinary Undergraduate Space Physics Course: Understanding the Process of Science Through One Field's Colorful History

Science education in this country is in its greatest period of ferment since the post-Sputnik frenzy a generation ago. In that earlier time, however, educators' emphasis was on producing more scientists and engineers. Today we recognize that all Americans need a good science background. The ability to observe, measure, think quantitatively, and reach logical conclusions based on available evidence is a set of skills that everyone entering the workforce needs to acquire if our country is to be competitive in a global economy. Moreover, as public policy increasingly crystallizes around scientific issues, it is critical that citizens be educated in science so that they may provide informed debate and on these issues. In order to develop this idea more fully, I proposed to teach a historically based course about space physics as an honors course at the University of Maryland-College Park (UMCP). The honors program at UMCP was established to foster broad-based undergraduate courses that utilize innovative teaching techniques to provide exemplary education to a select group of students. I designed an introductory course that would have four basic goals: to acquaint students with geomagnetic and auroral phenomena and their relationship to the space environment; to examine issues related to the history of science using the evolution of the field as an example; to develop familiarity with basic skills such as describing and interpreting observations, analyzing scientific papers, and communicating the results of their own research; and to provide some understanding of basic physics, especially those aspect that play a role in the near-earth space environment.

Lopez, Ramon E.↗
NASA NTRS1998

NASA/OAI Collaborative Aerospace Internship and Fellowship Program

The NASA/OAI Collaborative Aerospace Internship and Fellowship Program is a collaborative undertaking by the Office of Educational Programs at the NASA Lewis Research Center and the Department of Workforce Enhancement at the Ohio Aerospace Institute. This program provides 12 or 14 week internships for undergraduate and graduate students of science and engineering, and for secondary school teachers. Each item is assigned a NASA mentor who facilitates a research assignment. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 1996.

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NASA NTRS1997

NASA/OAI Collaborative Aerospace Internship and Fellowship Program

The NASA/OAI Collaborative Aerospace Internship and Fellowship Program is a collaborative undertaking by the Office of Educational Programs at the NASA Lewis Research Center and the Department of Workforce Enhancement at the Ohio Aerospace Institute. This program provides 12 or 14 week internships and 10 or 12 week fellowships for undergraduate and graduate students of science and engineering, and for secondary school teachers. Approximately 150 interns are selected to participate in this program and begin arriving the second week in May. Each intern is assigned a NASA mentor who facilitates a research assignment. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 1995.

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NASA NTRS1995

NASA/OAI Collaborative Aerospace Internship and Fellowship Program

The NASA/OAI Collaborative Aerospace Internship and Fellowship Program is a collaborative undertaking by the Office of Educational Programs at the NASA Lewis Research Center and the Department of Workforce Enhancement at the Ohio Aerospace Institute. This program provides 12 or 14 week internships and 10 or 12 week fellowships for undergraduate and graduate students of science and engineering, and for secondary school teachers. Approximately 200 interns are selected to participate in this program and begin arriving the second week in May. Each intern is assigned a NASA mentor who facilitates a research assignment. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 1994.

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NASA NTRS1998

NASA's Commercial Communication Technology Program

Various issues associated with "NASA's Commercial Communication Technology Program" are presented in viewgraph form. Specific topics include: 1) Coordination/Integration of government program; 2) Achievement of seamless interoperable satellite and terrestrial networks; 3) Establishment of program to enhance Satcom professional and technical workforce; 4) Precompetitive technology development; and 5) Effective utilization of spectrum and orbit assets.

Bagwell, James W.↗
NASA NTRS2000

]Space Shuttle Independent Assessment Team

The Shuttle program is one of the most complex engineering activities undertaken anywhere in the world at the present time. The Space Shuttle Independent Assessment Team (SIAT) was chartered in September 1999 by NASA to provide an independent review of the Space Shuttle sub-systems and maintenance practices. During the period from October through December 1999, the team led by Dr. McDonald and comprised of NASA, contractor, and DOD experts reviewed NASA practices, Space Shuffle anomalies, as well as civilian and military aerospace experience. In performing the review, much of a very positive nature was observed by the SIAT, not the least of which was the skill and dedication of the workforce. It is in the unfortunate nature of this type of review that the very positive elements are either not mentioned or dwelt upon. This very complex program has undergone a massive change in structure in the last few years with the transition to a slimmed down, contractor-run operation, the Shuttle Flight Operations Contract (SFOC). This has been accomplished with significant cost savings and without a major incident. This report has identified significant problems that must be addressed to maintain an effective program. These problems are described in each of the Issues, Findings or Observations summarized, and unless noted, appear to be systemic in nature and not confined to any one Shuttle sub-system or element. Specifics are given in the body of the report, along with recommendations to improve the present systems.

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NASA NTRS2000

Marshall Space Flight Center's Education Department

Marshall Space Flight Center's Education Department is a resource for Educator, Students and Lifelong Learners. This paper will highlight the Marshall Space Flight Center's Education Department with references to other NASA Education Departments nationwide. The principal focus will be on the responsibilities of the Pre-college Education Team which is responsible for supporting K- 12 teachers highlighting how many of the NASA Pre-college Offices engage teachers and their students in better understanding NASA's inspiring missions, unique facilities, and specialized workforce to carryout these many agency-wide tasks, goals and objectives. Attendee's will learn about the Marshall Educational Alliance Teams, as well, which is responsible for using NASA's unique assets to support all types of learning. All experience and knowledge levels, all grades K-12, and teachers in these specified groupings will gain a true appreciation of what is available for them, through Marshall Space Flight Center's Education Department. An agency-wide blue directory booklet will be distributed to all attendees, for future references and related points of contact.

Henderson, Arthur J., Jr.↗
NASA NTRS2000

The Rural Outreach Project

The Rural Outreach Project was designed to increase the diversity of NASA's workforce by: 1) Conducting educational research designed to investigate the most effective strategies for expanding innovative, NASA-sponsored pre-college programs into rural areas; 2) Field-testing identified rural intervention strategies; 3) Implementing expanded NASA educational programs to include 300 rural students who are disabled, female and/or minority; and 4) Disseminating project strategies. The Project was a partnership that included NASA Langley Research Center's Office of Education, Norfolk State University, Cooperative Hampton Roads Organizations for Minorities in Engineering (CHROME) and Paul D. Camp Community College. There were four goals and activities identified for this project; 1) Ascertain effective strategies for expanding successful NASA-sponsored urban-based, pre-college programs into rural settings; 2) Field test identified rural intervention strategies; 3) Publish or disseminate two reports, concerning project research and activities at a national conference; 4) Provide educational outreach to 300, previously underserved, rural students who are disabled, female and /or minority.

Coleman, Clarence D.↗
NASA NTRS2000

Partners in Freedom: Contributions of the Langley Research Center to U.S. Military Aircraft of the 1990's

Established in 1917 as the nation#s first civil aeronautics research laboratory under the National Advisory Commit-tee for Aeronautics (NACA), Langley was a small laboratory that solved the problems of flight for military and civil aviation. Throughout history, Langley has maintained a working partnership with the Department of Defense, U.S. industry, universities, and other government agencies to support the defense of the nation with research. During World War II, Langley directed virtually all of its workforce and facilities to research for military aircraft. Following the war, a balanced program of military and civil projects was undertaken. In some instances Langley research from one aircraft program helped solve a problem in another. At the conclusion of some programs, Langley obtained the research models for additional tests to learn more about previously unknown phenomena. The data also proved useful in later developmental programs. Many of the military aircraft in the U.S. inventory as of late 1999 were over 20 years old. Langley activities that contributed to the development of some of these aircraft began over 50 years prior. This publication documents the role, from early concept stages to problem solving for fleet aircraft, that Langley played in the military aircraft fleet of the United States for the 1990's.

Chambers, Joseph R.↗
NASA NTRS1997

An Undergraduate Intern Program at PACES

The University of Texas at El Paso (UTEP) established the Pan American Center for Earth and Environmental Studies (PACES) in 1995 to conduct basic and applied research that contributes to NASA's Mission to Planet Earth. Specifically, PACES provides a repository of remote sensing and other information that supports investigations into an improved understanding of geological, ecological and environmental processes occurring in the southwestern United States and Northern Mexico. Approximately 85% of UTEP's students come from El Paso County, a fast growing urban region representative of many large cities in the Southwest that have, or will soon have, a majority of their population composed of groups currently underrepresented in the scientific and technical workforce. UTEP's student population has an ethnic distribution (63% Hispanic, 32% Anglo, 3% African American, 1.5 % Asian American, and less than 1% Native American) that closely matches the demographics of the region it serves. Thus, UTEP has a mission to serve a multicultural population where minority students comprise the majority. Most Hispanic students at UTEP are primarily of Mexican origin. A large number are first or second-generation U.S. citizens. Characteristics that unite Hispanic students, in particular those of Mexican-origin, are a strong sense of family loyalty and a belief that all family members are responsible for contributing to the economic stability and well-being of the family. Most of their families are larger in number than the national average, and a variety of generations live together or share considerable resources. Thus, many young people feel an obligation and a desire to go to work at a young age and to continue working while in college, thereby assisting their parents and other family members. Older siblings understand that they have responsibilities to do household chores, to aid their younger siblings economically, and to assist elderly family members. This "work ethic" within the context of family responsisilities is often viewed as being as important as higher education aspirations by both parents and university students. As a consequence, much effort at UTEP has been placed in recent years upon creating opportunities for students to earn income while working on campus as undergraduate research assistants on research projects related to their majors. Work assignments of this sort serve to promote retention efforts, to introduce students with the possibility of graduate study and to develop students professionally. Also, the involvement of students in group-oriented research projects at UTEP which require frequent oral and written reports has been proven beneficial at promoting communication skills of students. Because an estimated 60% of UTEP's students are first-generation college students, many are often uncertain graduate education.

Starks, Scott A.↗