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NASA NTRS2000

Aerospace Safety Advisory Panel Annual Report for 1999

This report covers the activities of the Aerospace Safety Advisory Panel (ASAP) for the calendar year 1999.This was a year of notable achievements and significant frustrations. Both the Space Shuttle and International Space Station (ISS) programs were delayed.The Space Shuttle prudently postponed launches after the occurrence of a wiring short during ascent of the STS-93 mission. The ISS construction schedule slipped as a result of the Space Shuttle delays and problems the Russians experienced in readying the Service Module and its launch vehicle. Each of these setbacks was dealt with in a constructive way. The STS-93 short circuit led to detailed wiring inspections and repairs on all four orbiters as well as analysis of other key subsystems for similar types of hidden damage. The ISS launch delays afforded time for further testing, training, development, and contingency planning. The safety consciousness of the NASA and contractor workforces, from hands-on labor to top management, continues high. Nevertheless, workforce issues remain among the most serious safety concerns of the Panel. Cutbacks and reorganizations over the past several years have resulted in problems related to workforce size, critical skills, and the extent of on-the-job experience. These problems have the potential to impact safety as the Space Shuttle launch rate increases to meet the demands of the ISS and its other customers. As with last year's report, these work- force-related issues were considered of sufficient import to place them first in the material that follows. Some of the same issues of concern for the Space Shuttle and ISS arose in a review of the launch vehicle for the Terra mission that the Panel was asked by NASA to undertake. Other areas the Panel was requested to assess included the readiness of the Inertial Upper Stage for the deployment of the Chandra X-ray Observatory and the possible safety impact of electromagnetic effects on the Space Shuttle. The findings and recommendations in this report do not highlight any major, immediate issues that might compromise the safe pursuit of the various NASA programs. They do, however, cover concerns that the Panel believes should be addressed in the interest of maintaining NASA's excellent safety record.The Panel is pleased to note that remedial efforts for some of the findings raised are underway. Given appropriate funding and cooperative efforts among the Administration, the Congress and the various contractors, the Panel is convinced that safety problems can be avoided or solved resulting in lower risk for NASA's human space and aeronautics programs. Section II of this report contains specific findings and recommendations generated by Panel activities during the calendar year 1999. Section III presents more detailed information in support of these findings and recommendations. A current roster of Panel members, consultants, and staff is included as Appendix A. Appendix B contains NASA's response to the findings and recommendations from the 1998 annual report. It has been augmented this year to include brief explanations of why the Panel classified the NASA response as " open,""continuing," or "closed." Appendix C lists the fact-finding activities of the Panel in 1999.

Blomberg, Richard D.↗
NASA NTRS2002

Aerospace Safety Advisory Panel

This report presents the results of the Aerospace Safety Advisory Panel (ASAP) activities during 2002. The format of the report has been modified to capture a long-term perspective. Section II is new and highlights the Panel's view of NASA's safety progress during the year. Section III contains the pivotal safety issues facing NASA in the coming year. Section IV includes the program area findings and recommendations. The Panel has been asked by the Administrator to perform several special studies this year, and the resulting white papers appear in Appendix C. The year has been filled with significant achievements for NASA in both successful Space Shuttle operations and International Space Station (ISS) construction. Throughout the year, safety has been first and foremost in spite of many changes throughout the Agency. The relocation of the Orbiter Major Modifications (OMMs) from California to Kennedy Space Center (KSC) appears very successful. The transition of responsibilities for program management of the Space Shuttle and ISS programs from Johnson Space Center (JSC) to NASA Headquarters went smoothly. The decision to extend the life of the Space Shuttle as the primary NASA vehicle for access to space is viewed by the Panel as a prudent one. With the appropriate investments in safety improvements, in maintenance, in preserving appropriate inventories of spare parts, and in infrastructure, the Space Shuttle can provide safe and reliable support for the ISS for the foreseeable future. Indications of an aging Space Shuttle fleet occurred on more than one occasion this year. Several flaws went undetected in the early prelaunch tests and inspections. In all but one case, the problems were found prior to launch. These incidents were all handled properly and with safety as the guiding principle. Indeed, launches were postponed until the problems were fully understood and mitigating action could be taken. These incidents do, however, indicate the need to analyze the Space Shuttle certification criteria closely. Based on this analysis, NASA can determine the need to receritfy the vehicles and to incorporate more stringent inspections throughout the process to minimize launch schedule impact. A highly skilled and experience workforce will be increasingly important for safe and reliable operations as the Space Shuttle vehicles and infrastructure continue to age.

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NASA NTRS2011

Lunabotics Mining Competition: Inspiration Through Accomplishment

NASA's Lunabotics Mining Competition is designed to promote the development of interest in space activities and STEM (Science, Technology, Engineering, and Mathematics) fields. The competition uses excavation, a necessary first step towards extracting resources from the regolith and building bases on the moon. The unique physical properties of lunar regolith and the reduced 1/6th gravity, vacuum environment make excavation a difficult technical challenge. Advances in lunar regolith mining have the potential to significantly contribute to our nation's space vision and NASA space exploration operations. The competition is conducted annually by NASA at the Kennedy Space Center Visitor Complex. The teams that can use telerobotic or autonomous operation to excavate a lunar regolith geotechnical simulant, herein after referred to as Black Point-1 (or BP-1) and score the most points (calculated as an average of two separate 10-minute timed competition attempts) will eam points towards the Joe Kosmo Award for Excellence and the scores will reflect ranking in the on-site mining category of the competition. The minimum excavation requirement is 10.0 kg during each competition attempt and the robotic excavator, referred to as the "Lunabot", must meet all specifications. This paper will review the achievements of the Lunabotics Mining Competition in 2010 and 2011, and present the new rules for 2012. By providing a framework for robotic design and fabrication, which culminates in a live competition event, university students have been able to produce sophisticated lunabots which are tele-operated. Multi-disciplinary teams are encouraged and the extreme sense of accomplishment provides a unique source of inspiration to the participating students, which has been shown to translate into increased interest in STEM careers. Our industrial sponsors (Caterpillar, Newmont Mining, Harris, Honeybee Robotics) have all stated that there is a strong need for skills in the workforce related to robotics and automated machines. In 2010, 22 United States (US) universities competed, and in May 2011 the competition was opened to international participation, with 46 Universities attending. There were 12 international teams and 34 US teams. This combined total directly inspired an estimated 544 university students. More students and the public were engaged via internet broadcasting and social networking media. This is expected to be of value for actual future space missions, as knowledge is gained from testing many innovative prototypes in simulated lunar regolith. More information is available at www.nasa.gov/lunabotics/.

Mueller, Robert P.↗
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 NTRS2004

Research and Technology 2003

The NASA Glenn Research Center at Lewis Field, in partnership with U.S. industries, universities, and other Government institutions, is responsible for developing critical technologies that address national priorities in aeropropulsion and space applications. Our work is focused on research for new aeropropulsion technologies, aerospace power, microgravity science (fluids and combustion), electric propulsion, and communications technologies for aeronautics, space, and aerospace applications. As NASA s premier center for aeropropulsion, aerospace power, and turbomachinery, our role is to conduct world-class research and to develop key technologies. We contribute to economic growth and national security through safe, superior, and environmentally compatible U.S. civil and military aircraft propulsion systems. Our Aerospace Power Program supports all NASA Enterprises and major programs, including the International Space Station, Advanced Space Transportation, and new initiatives in human and robotic exploration. Glenn Research Center leads NASA s research in the microgravity science disciplines of fluid physics, combustion science, and acceleration measurement. Almost every space shuttle science mission has had an experiment managed by NASA Glenn, and we have conducted a wide array of similar experiments on the International Space Station. The Glenn staff consists of over 3200 civil service employees and support service contractor personnel. Scientists and engineers comprise more than half of our workforce, with technical specialists, skilled workers, and an administrative staff supporting them. We aggressively strive for technical excellence through continuing education, increased diversity in our workforce, and continuous improvement in our management and business practices so that we can expand the boundaries of aeronautics, space, and aerospace technology. Glenn Research Center is a unique facility located in northeast Ohio. Situated on 350 acres of land adjacent to the Cleveland Hopkins International Airport, Glenn comprises more than 140 buildings, including 24 major facilities and over 500 specialized research and test facilities. Additional facilities are located at Plum Brook Station, which is about 50 miles west of Cleveland. Plum Brook Station has four large, major, world-class facilities for space research available for Government and industry programs. Knowledge is the end product of our activities. The R&T reports help make this knowledge fully available to potential users the aircraft engine industry, the space industry, the energy industry, the automotive industry, the aerospace industry, and others. It is organized so that a broad cross section of the community can readily use it. Each article begins with a short introductory paragraph that should prove valuable for the layperson. These articles summarize the progress made during the year in various technical areas and portray the technical and administrative support associated with Glenn s technology programs. We hope that this information is useful to all. If additional information is desired, readers are encouraged to contact the researchers identified at the end of each article and to visit Glenn on the World Wide Web at http://www.grc.nasa.gov.

Julian Earls↗
NASA NTRS1990

NASA and Education

President Bush endorsed a package of six goals developed by the governors of the 50 states, among them making the United States first in the world in mathematics and science achievement. The crux of the technical manpower problem is that too few people in the workforce today have the skills required to function in a technologically advanced society. All over the U.S., government, industry and academic organizations, individually and in concert, at the national, state and local levels, are accelerating efforts to find remedies for the educational and training maladies that threaten America's scientific and technological future. NASA is among the leading education promoting organizations and the agency is expanding its effort. In May 1990, NASA and the Department of Energy concluded an agreement for a cooperative program directed at encouraging more U.S. students to pursue careers in science, engineering and mathematics, and at improving the instructional process in those areas at the precollege and university levels.

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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 NTRS2003

Aerospace Workforce Development: The Nebraska Proposal; and Native View Connections: A Multi-Consortium Workforce Development Proposal

The NASA Nebraska Space Grant Consortium (NSGC) continues to recognize the necessity of increasing the quantity and quality of highly skilled graduates and faculty involved with NASA. Through NASA Workforce Development funds awarded in 2002, NSGC spearheaded customer- focused workforce training and higher education, industry and community partnerships that are significantly impacting the state s workforce in the science, technology, engineering, and mathematics (STEM) competencies. NSGC proposes to build upon these accomplishments to meet the steadily increasing demand for STEM skills and to safeguard minority representation in these disciplines. A wide range of workforce development activities target NASA s need to establish stronger connections among higher education, industry, and community organizations. Participation in the National Student Satellite Program (NSSP), Community Internship Program, and Nebraska Science and Technology Recruitment Fair will extend the pipeline of employees benefiting NASA as well as Nebraska. The diversity component of this proposal catapults from the exceptional reputation NSGC has built by delivering geospatial science experiences to Nebraska s Native Americans. For 6 years, NSGC has fostered and sustained partnerships with the 2 tribal colleges and 4 reservation school districts in Nebraska to foster aeronautics education and outreach. This program, the Nebraska Native American Outreach Program (NNAOP), has grown to incorporate more than educational institutions and is now a partnership among tribal community leaders, academia, tribal schools, and industry. The content focus has broadened from aeronautics in the school systems to aerospace technology and earth science applications in tribal community decision-making and workforce training on the reservations. To date, participants include faculty and staff at 4 Nebraska tribal schools, 2 tribal colleges, approximately 1,000 Native American youth, and over 1,200 community members. This Native American Initiative of the NSGC addresses Nebraska workforce development and serves as a model to others. Following a structured evaluation process, NSGC proposes to sustain delivery of the training funded by NASA in 2002 to tribal entities through partnerships linking academic programs and industry leaders.

Bowen, Brent D.↗
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 NTRS2006

Space Shuttle Strategic Planning Status

The Space Shuttle Program is aggressively planning the Space Shuttle manifest for assembling the International Space Station and servicing the Hubble Space Telescope. Implementing this flight manifest while concurrently transitioning to the Exploration architecture creates formidable challenges; the most notable of which is retaining critical skills within the Shuttle Program workforce. The Program must define a strategy that will allow safe and efficient fly-out of the Shuttle, while smoothly transitioning Shuttle assets (both human and facility) to support early flight demonstrations required in the development of NASA s Crew Exploration Vehicle (CEV) and Crew and Cargo Launch Vehicles (CLV). The Program must accomplish all of this while maintaining the current level of resources. Therefore, it will be necessary to initiate major changes in operations and contracting. Overcoming these challenges will be essential for NASA to fly the Shuttle safely, accomplish the President s "Vision for Space Exploration," and ultimately meet the national goal of maintaining a robust space program. This paper will address the Space Shuttle Program s strategy and its current status in meeting these challenges.

Henderson, Edward M.↗
NASA NTRS2007

Space Shuttle Strategic Planning Status

The Space Shuttle Program is aggressively flying the Space Shuttle manifest for assembling the International Space Station and servicing the Hubble Space Telescope. Completing this flight manifest while concurrently transitioning to the Exploration architecture creates formidable challenges; the most notable of which is retaining critical skills within the Shuttle Program workforce. The Program must define a strategy that will allow safe and efficient fly-out of the Shuttle, while smoothly transitioning Shuttle assets (both human and facility) to support early flight demonstrations required in the development of NASA's Crew Exploration Vehicle (Orion) and Crew and Cargo Launch Vehicles (Ares I). The Program must accomplish all of this while maintaining the current level of resources. Therefore, it will be necessary to initiate major changes in operations and contracting. Overcoming these challenges will be essential for NASA to fly the Shuttle safely, accomplish the Vision for Space Exploration, and ultimately meet the national goal of maintaining a robust space program. This paper will address the Space Shuttle Program s strategy and its current status in meeting these challenges.

Norbraten, Gordon L.↗
NASA NTRS2008

Sense and Sensibility: The Case for the Nationwide Inclusion of Engineering in the K-12 Curriculum

The competitive status of the United States is inextricably linked to innovation just as innovation is inseparable from science, technology, engineering, and mathematics. To stay competitive in innovation requires that the United States produce a 21st century workforce complete with requisite education, training, skills, and motivation. If we accept a priori that science, technology, engineering, and mathematics education are crucial to competitiveness and innovation and that, in terms of innovation, mathematics, science, and engineering are interdependent, why are mathematics and science uniformly ubiquitous in the K-12 curriculum while engineering is conspicuously absent? We are passionate in our belief that the uniform addition of engineering to the K-12 curriculum will help ensure that the nation has "the right" 21st Century workforce. Furthermore, we believe that a nationwide effort, led by a coalition of engineering academics, practitioners, and societies is required to turn this goal into reality. However, accomplishing this goal necessitates, as we are reminded by the title of Jane Austen's timeless novel, "Sense and Sensibility", a workable solution that seeks the "middle ground" between passion and reason. We begin our paper by making two essential points: Engineers are not scientists. Engineering exists separate from science, has its own specialized knowledge community apart from science, and it is largely responsible for many of the most significant advancements and improvements in the quality of our life. Our workable solution requires that K-12 education, nationwide, accommodate the inclusion of engineering as a stand alone curriculum and we offer three reasons to support our position: (1) workforce development, (2) stimulating interest in STEM (science, technology, engineering, and mathematics) courses and careers, and (3) creating a technologically literate society. We conclude with some thoughts on how this important goal can be accomplished.

Lindberg, Robert E.↗
NASA NTRS2006

The Effects of Development Team Skill on Software Product Quality

This paper provides an analysis of the effect of the skill/experience of the software development team on the quality of the final software product. A method for the assessment of software development team skill and experience is proposed, and was derived from a workforce management tool currently in use by the National Aeronautics and Space Administration. Using data from 26 smallscale software development projects, the team skill measures are correlated to 5 software product quality metrics from the ISO/IEC 9126 Software Engineering Product Quality standard. in the analysis of the results, development team skill is found to be a significant factor in the adequacy of the design and implementation. In addition, the results imply that inexperienced software developers are tasked with responsibilities ill-suited to their skill level, and thus have a significant adverse effect on the quality of the software product. Keywords: software quality, development skill, software metrics

Beaver, Justin M.↗
NASA NTRS1992

Here's the beef: A case study in organizational transformation

The Science and Technology Lab (STL) is tasked with the design, development, and application of the science and engineering services. Formed in the early 1970's STL adhered to many traditional attitudes including barriers to communication, excessive management control, parochial strategies, unclear measures of success, lack of customer focus, underutilization of people, and excessive administrative burdens on scientists and engineers. The challenge for the STL was to maximize customer satisfaction through the effective and efficient application of the notable skills and talents of the STL's workforce. In this way, the Lab would begin its exciting journey toward becoming world class. A discussion of this on-going transformation is presented.

Huseonica, William F.↗
NASA NTRS2002

The Impact of Trust on Organization Commitment

As the global economy continues to spawn competitive forces, organizations have sought to become more competitive by cutting costs, eliminating non-value added work, and using more automation. Jobs have become broader and more flexible leading to a leaner workforce with higher-level knowledge and skills and more responsibility for day-to-day decisions. More than ever, organizations depend on employees as the innovators and designers of products and processes and as a source of strategic advantage. Therefore employee commitment among knowledge workers is needed to maintain organizational viability. It would seem that stronger relationships due to greater dependency, involvement, and investment would develop between employers and high-technology workers resulting in more committed employees. However, the opposite has been evidenced as key knowledge workers are changing jobs frequently. This may be due to a perceived lack of commitment by management to its employees. The notion of exchange may dominate the development of organizational commitment whereby an individual decides what to give a firm (commitment, extra effort, better performance, etc.) based on what the firm gives them (e.g., trust and security). It is the relationship between an employee's organizational commitment and the responding level of trust in the organization that is examined in this paper. An experiment is described that will seek to identify this relationship. Preliminary results are expected to show a positive relationship whereby employee commitment is positively correlated with organizational trust.

Robinson, Kimberly↗
NASA NTRS2010

Forum on Workforce Development

APPEL Mission: To support NASA's mission by promoting individual, team, and organizational excellence in program/project management and engineering through the application of learning strategies, methods, models, and tools. Goals: a) Provide a common frame of reference for NASA s technical workforce. b) Provide and enhance critical job skills. c) Support engineering, program and project teams. d) Promote organizational learning across the agency. e) Supplement formal educational programs.

Hoffman, Edward↗
NASA NTRS2010

NASA Education: Yesterday's Dream...Today's Vision...Tomorrow's Hope

For 50 years, NASA's journeys into air and space have developed humankind's understanding of the universe, advanced technology breakthroughs, enhanced air travel safety and security, and expanded the frontiers of scientific research. These accomplishments share a common genesis: education. Education is a fundamental element of NASA's activities, reflecting a balanced and diverse portfolio of: Elementary and Secondary Education, Higher Education, e-Education, Informal Education, and Minority University Research and Education Programs (MUREP). Previous experience has shown that implementing exciting and compelling NASA missions are critical to inspiring the next generation of explorers, innovators, and leaders. Through partnerships with the Agency's Mission Directorates, other federal agencies, private industries, scientific research, and education/academic organizations, NASA's unique mission and education initiatives (content, people, and facilities) are helping to spark student interest and to guide them toward careers in science, technology, engineering, and mathematics (STEM). NASA continues to inspire the next generation of explorers, innovators, and future leaders through its educational investments, which are designed to: (1) Strengthen NASA and the Nation's future workforce -- NASA will identify and develop the critical skills and capabilities needed to ensure achievement of exploration, science, and aeronautics. (2) Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty -- To compete effectively for the minds, imaginations, and career ambitions of America's young people, NASA will focus on engaging and retaining students in STEM education programs to encourage their pursuit of educational disciplines critical to NASA's future engineering, scientific, and technical missions. 3. Engage Americans in NASA's mission -- NASA will build strategic partnerships and links between formal and informal STEM education providers. Through hands-on, interactive, educational activities, NASA will engage students, educators, families, the general public, and all agency stakeholders in increasing America's science and technology literacy. NASA Education uses multiple methods to assess and evaluate the success of its programs and projects. Methods include strategic planning, management and control, expert evaluations and assessments, competitive acquisition, and analysis of performance measurement data and metrics. Additional control measures are in development. These measures will further improve data collection, assist in assessing return on investments, and provide information for accountability in project and program management. In 2009, NASA directly reached over one million students and over 115,000 educators.

Winterton, Joyce L.↗
NASA NTRS2019

NASA Undergraduate Student Instrument (USIP) Project--Lessons Learned

NASA offers real-world experiences, with the goal of developing students’ skills and capabilities in science, technology, engineering and math, skills critical to building a STEM-literate workforce and achieving the nation's exploration goals. In 2016, the NASA Science Mission Directorate (SMD) and the Office of Education National Space Grant Program (OE Space Grant) awarded $8 million through the Undergraduate Student Instrument Project (USIP) to 47 student teams to conduct hands-on research with 23 of the projects being CubeSat projects. The USIP student teams proposed science or technology experiments that are relevant to NASA missions, and the platform to fly their payload. The platforms include sounding rockets, scientific and hand-held balloons, aircraft, suborbital reusable and commercial launch vehicles, and CubeSats launched as a secondary payload on an orbital vehicle. The mission management for USIP was the responsibility of NASA Goddard Space Flight Centers Wallops Flight Facility (WFF) in Virginia. The university faculty supporting USIP attest to the benefits students are receiving in the hands-on aspects of the projects, as well as the real-world problem resolution. The USIP university teams are receiving an authentic NASA educational experience that will encourage the students to be part of NASA’s or the Nations’ future workforce and leaders.

Winterton, Joyce L.↗