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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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All sourcesNASA NTRSDOE OSTI
NASA NTRS2002

NASA Langley/CNU Distance Learning Programs

NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and we currently have a suite of five distance-learning programs. We have around 450,000 registered educators and 12.5 million registered students in 60 countries. Partners and affiliates include the American Institute of Aeronautics and Astronautics (AIAA), the Aerospace Education Coordinating Committee (AECC), the Alliance for Community Media, the National Educational Telecommunications Association, Public Broadcasting System (PBS) affiliates, the NASA Learning Technologies Channel, the National Council of Teachers of Mathematics (NCTM), the Council of the Great City Schools, Hampton City Public Schools, Sea World Adventure Parks, Busch Gardens, ePALS.com, and Riverdeep. Our mission is based on the "Horizon of Learning," a vision for inspiring learning across a continuum of educational experiences. The programs form a continuum of educational experiences for elementary youth through adult learners. The strategic plan for the programs will evolve to reflect evolving national educational needs, changes within NASA, and emerging system initiatives. Plans for each program component include goals, objectives, learning outcomes, and rely on sound business models. It is well documented that if technology is used properly it can be a powerful partner in education. Our programs employ both advances in information technology and in effective pedagogy to produce a broad range of materials to complement and enhance other educational efforts. Collectively, the goals of the five programs are to increase educational excellence; enhance and enrich the teaching of mathematics, science, and technology; increase scientific and technological literacy; and communicate the results of NASA discovery, exploration, innovation and research. All pre-college distance learning programs support the national mathematics, science, and technology standards; support K-12 systemic change; involve educators in their development, implementation, and evaluation; and are based on alliances and partnerships. In addition the programs seek to invoke a sense of geographic, ethnic and cultural diversity by featuring schools from all over the U.S.; schools from urban, suburban, and rural areas; public, private, and religious schools; and schools with large populations of African-American, Asian and Hispanic students.

Caton, Randall↗
NASA NTRS2003

Wisconsin Earth and Space Science Education

The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

Bilbrough, Larry↗
NASA NTRS2004

The 2003 NASA Faculty Fellowship Program Research Reports

For the 39th consecutive year, the NASA Faculty Fellowship Program (NFFP) was conducted at Marshall Space Flight Center. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama in Huntsville. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The nominal starting and finishing dates for the 10-week program were May 27 through August 1, 2003. The primary objectives of the NASA Faculty Fellowship Program are to: (1) Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to NASA s research objectives; (2) provide research opportunities for college and university faculty that serve to enrich their knowledge base; (3) involve students in cutting-edge science and engineering challenges related to NASA s strategic enterprises, while providing exposure to the methods and practices of real-world research; (4) enhance faculty pedagogy and facilitate interdisciplinary networking; (5) encourage collaborative research and technology transfer with other Government agencies and the private sector; and (6) establish an effective education and outreach activity to foster greater awareness of this program.

Nash-Stevenson, S. K.↗
NASA NTRS2005

Project LAUNCH: Bringing Space into Math and Science Classrooms

Project LAUNCH is a K-12 teacher professional development program, which has been created in collaboration between the Whitaker Center for Science, Mathematics and Technology Education at Florida Gulf Coast University (FGCU), and the Florida Space Research Institute (FSRI). Utilizing Space as the overarching theme it is designed to improve mathematics and science teaching, using inquiry based, hands-on teaching practices, which are aligned with Florida s Sunshine State Standards. Many students are excited about space exploration and it provides a great venue to get them involved in science and mathematics. The scope of Project LAUNCH however goes beyond just providing competency in the subject area, as pedagogy is also an intricate part of the project. Participants were introduced to the Conceptual Change Model (CCM) [1] as a framework to model good teaching practices. As the CCM closely follows what scientists call the scientific process, this teaching method is also useful to actively engage institute participants ,as well as their students, in real science. Project LAUNCH specifically targets teachers in low performing, high socioeconomic schools, where the need for skilled teachers is most critical.

Fauerbach, M.↗
NASA NTRS2012

Virtual Worlds; Real Learning: Design Principles for Engaging Immersive Environments

The EMDT master's program at Full Sail University embarked on a small project to use a virtual environment to teach graduate students. The property used for this project has evolved our several iterations and has yielded some basic design principles and pedagogy for virtual spaces. As a result, students are emerging from the program with a better grasp of future possibilities.

Wu;u. Sjarpm↗
NASA NTRS2019

Designing the User Experience for Earth Observation Data Services in the Cloud

NASA's Earth Observation (EO) inventory is projected to grow by an order of magnitude over the next 5-6 years. The current mode for working with EO data of downloading the data to a local machine (laptop, desktop or server) will be difficult to sustain for these upcoming volumes. Therefore, NASA is in the process of developing a capability to host large volume data in commercial cloud, with an eye toward encouraging data analysis in the cloud. However, in order for the user community to take advantage of this new mode of data interaction, the user experience must be redesigned. Cloud-hosted data brings new challenges, such as managing the costs of data egress and working with data in Web Object Storage instead of a Posix filesystem. However, it also brings new opportunities. Scaling data transformation processes may permit more synchronous data services with near-immediate response vs. cumbersome ordering systems with latencies of hours or days. Data co-location in the cloud can facilitate data integration and fusion. Highly scalable filesystems and databases in the cloud support data reorganization to facilitate analysis at scale. In the course of NASA's reimagining of the User Experience for EO data usage relies on end user input gathered through surveys, workshops and meetings (such as this). At the same time, we have embarked on a course of pedagogy and capacity building to help the user community evolve to cloud-based analysis.

Lynnes, Christopher↗
DOE OSTI2024

\texttt{qec\_code\_sim}: An open-source Python framework for estimating the effectiveness of quantum-error correcting codes on superconducting qubits

Quantum computers are highly susceptible to errors due to unintended interactions with their environment. It is crucial to correct these errors without gaining information about the quantum state, which would result in its destruction through back-action. Quantum Error Correction (QEC) provides information about occurred errors without compromising the quantum state of the system. However, the implementation of QEC has proven to be challenging due to the current performance levels of qubits -- break-even requires fabrication and operation quality that is beyond the state-of-the-art. Understanding how qubit performance factors into the success of a QEC code is a valuable exercise for tracking progress towards fault-tolerant quantum computing. Here we present \texttt{qec\_code\_sim}, an open-source, lightweight Python framework for studying the performance of small quantum error correcting codes under the influence of a realistic error model appropriate for superconducting transmon qubits, with the goal of enabling useful hardware studies and experiments. \texttt{qec\_code\_sim} requires minimal software dependencies and prioritizes ease of use, ease of change, and pedagogy over execution speed. As such, it is a tool well-suited to small teams studying systems on the order of one dozen qubits.

Lopez, Santiago↗
DOE OSTI2021

Review: “Jacob’s Zoo”—how using Jacob’s method for aquifer testing leads to more intuitive understanding of aquifer characteristics

The interpretation of aquifer responses to pumping tests is an important tool for assessing aquifer geometry and properties, which are critical in the assessment of water resources or in environmental remediation. However, the responses of aquifers, measured by time-drawdown relationships in monitoring wells, are nonunique solutions that are affected by many factors. Jacob's Zoo is a collection of graphical interpretations that allows students and practitioners to develop an intuitive feel for how natural hydrogeological systems work, and develop a set of skills that provide a better understanding of aquifer properties much beyond interpretation of pumping tests. Jacob's Zoo, based on the work of Jacob (1950), fosters a deeper understanding, although few practitioners realize the full utility of the method. Jacob CE (1950) Flow of groundwater, In: Rouse H (ed) Engineering Hydraulics, Wiley, New York. P 321-386.

54 ENVIRONMENTAL SCIENCES↗
DOE OSTI2025

ADEPT: A Pedagogical Framework for Integrating Agentic AI with Deterministic Scientific Workflows

The integration of Large Language Models (LLMs) into scientific research promises to accelerate discovery, yet a significant gap remains between the dynamic reasoning of Artificial Intelligence (AI) agents and the static, deterministic nature of canonical scientific workflows. This paper introduces ADEPT (Agentic Discovery and Exploration Platform for Tools), a reference architecture and pedagogical framework explicitly designed to bridge this gap. ADEPT's primary mission is to provide a transparent, "glass-box" environment where researchers and engineers can learn to effectively wrap established scientific software (e.g., BLAST, Nextflow pipelines) and compose it into reliable, agent-driven workflows. We describe its modular, multi-server architecture, which leverages the Model Context Protocol (MCP) for tool serving, LangGraph for robust agentic orchestration, and a secure nsjail-based sandbox for safe code execution. By prioritizing architectural clarity, safety, and modularity, ADEPT serves as an extensible blueprint for building trustworthy AI-augmented systems and fosters the collaborative development necessary to responsibly employ agentic AI for science. We provide practical examples of how to adapt and extend this framework, highlighting its utility in workforce development and AI-readiness capabilities across research and development projects.

97 MATHEMATICS AND COMPUTING↗
NASA NTRS1996

Critical Thinking and the Kinesthetic Connection

Kinesthetic refers to movement, the movement of the body as it senses its suroundings and respons to its urgings to discover and experience the world...Kinesthetic teaching focuses on instructional approaches that engage the body to integrate concepts, information, thoughts, feelings, and ideas into a coherent structure of knowledge.

kinesthetics critical thinking pedagogy teaching↗