SEARCH · Search NASA

Results for “Training & Workforce Development”

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.

SourceResearch connectionFrom yearThrough year

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

48 records · Page 3

All sources NASA NTRS DOE OSTI

NASA NTRS2014

Simulation Technology at NASA

NASA Ames Research Center is home to several high-fidelity research flight and air-traffic control simulation facilities which, together with an experienced workforce, produce high-quality research data and findings that have proven to be applicable in the real world. These assets include the Vertical Motion Simulator (VMS), Crew Vehicle Systems Research Facility (CVSRF), Future Flight Central (FFC) air traffic control tower simulator, and several air-traffic control (ATC) simulators. The VMS combines a high-fidelity simulation capability with an adaptable simulation environment, enabling customization for numerous human-in-the-loop research applications. The distinctive feature of the VMS is its unparalleled large amplitude, high-fidelity motion capability. In over 30 years of continuous operation, the VMS has contributed significantly to the body of knowledge in a range of disciplines directly benefiting several aerospace programs and flight safety, including the design and development of flight control systems for the Joint Strike Fighter, Space Shuttle Orbiter, and rotorcraft. It continues to be used for researching new vehicle configurations, vehicle control and safety, transfer-of-training, etc., by NASA, other government agencies, and Industry.The CVSRF includes two motion-based flight simulators: a Boeing 747-400 full flight simulator and the reconfigurable Advanced Concepts Flight Simulator (ACFS). These simulators are primarily used to research air-traffic management concepts and procedures, advanced navigation and avionics concepts, and cockpit human factors. FFC is a full-sized control tower simulator with a 360-degree external field-of-view display system and reconfigurable system architecture. FFC and the ATC simulators are used for testing air-traffic management automation and decision support tools and demonstrate their feasibility in a realistic environment prior to technology transfer for implementation in the National Airspace System (NAS).To support integrated simulations and flight-tests for NASA's Unmanned Aircraft Systems (UAS) in the National Airspace System (NAS) Project, NASA developed a distributed test environment incorporating Live, Virtual, Constructive, (LVC) concepts. Development of the software enabling the LVC is conducted primarily at the Distributed Simulation Research Lab (DSRL) at NASA Ames. The LVC components provide the core infrastructure supporting simulation of UAS operations by integrating live and virtual aircraft in a realistic air traffic environment. This provides the ability to conduct tests more efficiently by promoting the use of existing distributed assets. The LVC infrastructure was used in several human-in-the-loop simulations to evaluate acceptance of Detect and Avoid (DAA) advisories used by UAS pilots to maintain well clear of other virtual traffic and to negotiate maneuvers with air traffic control. It is currently being used to support testing of self-separation algorithms between unmanned and manned aircraft in live flight. Further simulations with more comprehensive air traffic scenarios mixing live and virtual aircraft is planned.In the current fiscal environment, maintaining and upgrading these high-fidelity simulation assets and retaining the skilled workforce necessary to meet future research needs is the primary non-technical challenge.

CVSRF↗

NASA NTRS2011

Extravehicular Activity Systems Education and Public Outreach in Support of NASA's STEM Initiatives in Fiscal Year 2011

NASA's goals to send humans beyond low Earth orbit will involve the need for a strong engineering workforce. Research indicates that student interest in science, technology, engineering, and math (STEM) areas is on the decline. According to the Department of Education, the United States President has mandated that 100,000 educators be trained in STEM over the next decade to reduce this trend. NASA has aligned its Education and Public Outreach (EPO) initiatives to include emphasis in promoting STEM. The Extravehicular Activity (EVA) Systems Project Office at the NASA Johnson Space Center actively supports this NASA initiative by providing subject matter experts and hands-on, interactive presentations to educate students, educators, and the general public about the design challenges encountered as NASA develops EVA hardware for exploration missions. This paper summarizes the EVA Systems EPO efforts and metrics from fiscal year 2011.

Paul, Heather L.↗

NASA NTRS2012

Extravehicular Activity Systems Education and Public Outreach in Support of NASA's STEM Initiatives in Fiscal Year 2011

Paul, Heather↗

NASA NTRS2011

Smackdown: Adventures in Simulation Standards and Interoperability

The paucity of existing employer-driven simulation education and the need for workers broadly trained in Modeling & Simulation (M&S) poses a critical need that the simulation community as a whole must address. This paper will describe how this need became an impetus for a new inter-university activity that allows students to learn about simulation by doing it. The event, called Smackdown, was demonstrated for the first time in April at the Spring Simulation Multi-conference. Smackdown is an adventure in international cooperation. Students and faculty took part from the US and Europe supported by IEEE/SISO standards, industry software and National Aeronautics and Space Administration (NASA) content of are supply mission to the Moon. The developers see Smackdown providing all participants with a memorable, interactive, problem-solving experience, which can contribute, importantly to the workforce of the future. This is part of the larger need to increase undergraduate education in simulation and could be a prime candidate for senior design projects.

Elfrey, Priscilla R.↗

NASA NTRS2005

California Space Grant Consortium

The organizational and administrative structure of the CaSGC has the Consortium Headquarters Office (Principal Investigator - Dr. John Kosmatka, California Statewide Director - Dr. Michael Wiskerchen) at UC San Diego. Each affiliate member institution has a campus director and an scholarship/fellowship selection committee. Each affiliate campus director also serves on the CaSGC Advisory Council and coordinates CMIS data collection and submission. The CaSGC strives to maintain a balance between expanded affiliate membership and continued high quality in targeted program areas of aerospace research, education, workforce development, and public outreach. Associate members are encouraged to participate on a project-by-project basis that meets the needs of California and the goals and objectives of the CaSGC. Associate members have responsibilities relating only to the CaSGC projects they are directly engaged in. Each year, as part of the CaSGC Improvement Plan, the CaSGC Advisory Council evaluates the performance of the affiliate and associate membership in terms of contributions to the CaSGC Strategic Plan, These CaSGC membership evaluations provide a constructive means for elevating productive members and removing non-performing members. This Program Improvement and Results (PIR) report will document CaSGC program improvement results and impacts that directly respond to the specific needs of California in the area of aerospace-related education and human capital development and the Congressional mandate to "increase the understanding, assessment, development and utilization of space resources by promoting a strong education base, responsive research and training activities, and broad and prompt dissemination of knowledge and technology".

Kosmatka, John↗

NASA NTRS2018

Thermal Protection Systems Technology Transfer from Apollo and Space Shuttle to the Orion Program

This paper describes how the Orion program is utilizing the Thermal Protection System (TPS) experience from the Apollo and Space Shuttle programs to reduce program risk and improve affordability to meet NASA's future manned exploration missions. The Orion program successfully completed the Exploration Flight Test (EFT-1) mission in 2014 and is currently assembling, integrating, and testing the next spacecraft for the Exploration Mission (EM-1) to meet the flight test objectives of an unmanned orbital mission to the moon and return to earth in 2019. The Orion spacecraft production operations are located in the Neil Armstrong Operations and Checkout (O&C) facility at the Kennedy Space Center (KSC) providing an affordable and seamless delivery approach of vehicles directly to the launch site eliminating spacecraft transportation and additional checkout testing. Innovative vehicle design, manufacturing and test operations approaches are maturing and evolving with each Orion vehicle build to support the challenging NASA exploration mission requirements beyond Low Earth Orbit (LEO) while reducing program cost and schedule impacts. An example of Orion's evolution is the incorporation of an improved heat shield design, assembly and testing approach to meet the higher re-entry velocities for a lunar return for the EM-1 mission. The EFT- 1 heat shield was based on the Apollo heat shield manufacturing processes and was assembled at a supplier location and then transported to KSC for final integration. The EM-1 heat shield is now manufactured, assembled, tested, and installed into the spacecraft at the O&C facility reducing program cost and production schedules. The transition of the Space Shuttle TPS capabilities has enabled Orion to provide a human rated capsule design using proven materials and processes established over years of orbiter re-entry missions. The Orion Crew Module (CM) TPS configuration is derived from the Apollo CM approach utilizing improved materials and processes developed from the Space Shuttle program. The Orion EFT-1 heat shield utilized the Avcoat ablative material from Apollo which was injected into a honeycomb substrate and has been updated for EM-1 incorporating a block configuration bonded to a composite shell structure. This approach utilizes the proven Avcoat material for the heat shield ablator and is utilizing derived bonding and inspection methods and techniques from the Space Shuttle tile experience. The Orion back shell TPS configuration is based on Space Shuttle tile designs using proven tile materials and coatings. The Orion forward bay cover utilizes the high temperature tiles similar to the back shell tiles and low temperature blankets derived from the Space Shuttle program reducing weight impacts. Space Shuttle Multi-Layer Insulation (MLI) is installed in the Orion capsule to control the interior temperature environment providing a light weight design. These TPS design approaches have performed successfully on the Orion first flight test on EFT-1 and are incorporated in the configuration for the next flight test for EM-1. Completion of these two flight tests will certify the TPS for the Orion program for human rated exploration missions and has reduced the development cost to the Orion program. In addition to transitioning the Space Shuttle TPS design configurations to Orion, the supporting manufacturing infrastructure, manufacturing processes, and inspection methods are also incorporated into the Orion assembly operations at KSC. This has avoided significant startup schedule and costs impacts of new capabilities and development of support operations necessary to fabricate, install, inspect, and validate the TPS installations for the Orion spacecraft. The Thermal Protection System Facility (TPSF) which supported the Space Shuttle program provides the heat shield Avcoat blocks and the back shell AETB-8 tiles for Orion program. Extending the existing Space Shuttle TPS operations at KSC provides onsite support to the Orion spacecraft assembly operations. A significant benefit to the Orion program is the transition of the Space Shuttle technician work force at KSC. This highly skilled workforce was able to transition to the Orion program and immediately support the TPS installation operations. They brought with them the human rated manufacturing and assembly operations culture that was critical to the Space Shuttle success avoiding the retraining cost and schedule impacts of a new workforce to Orion. The technician skills certification program from the Space Shuttle was found to be compatible with the Lockheed Martin technician certification programs enabling a seamless training process utilizing process similarity avoiding the cost of retraining the work force to Orion standards. The existing workforce is certificated for multiple processes enabling reassignment of technicians to other tasks in the Orion AI&P operations reducing the overall touch labor manpower requirements. Additional benefits of using the Space Shuttle workforce is the incorporation of the lessons learned from Space Shuttle processes to improve the Orion TPS processes. This has resulted in a continuous evolution of TPS processes to improve the producibility and reduce the program cost for the TPS for the Orion program. Transitioning the Apollo and Space Shuttle TPS designs, processes, and technician workforce has been instrumental in enabling Orion to successfully meet the program challenges for NASA's exploration missions of the future.

Stewart, Michael↗

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 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 NTRSDate not supplied

Abrstract - OnePlace Redesign Spring 2020 Internship

The project I worked on was the OnePlace Redesign. In that, I converted the OnePlace home page to the Service Portal to match NASA OnePlace’s current application design standards, I was able to allow users to easily find applications in OnePlace and I was able to allow users to easily find and request OnePlace services (new app development, new knowledge base, etc.). It was a major accomplishment to be able to remodel a website that soon the entire Langley center that uses OnePlace will use. The website was made through ServiceNow’s Service Portal, and I organized the applications like never before, allowed a clear styling to applications a user does not have access to and/or are new applications, browsing of applications with clear button divisions, and allowing for different options depending if app is accessible or not, with proper error checking in place and very-well documented code. It was amazing to incorporate all this logic into one widget so that whoever wants to utilize this feature has no trouble at all to do so. The 3 most important things I learned were being able to do this work within ServiceNow, as it is such an important enterprise platform for CRM and boosting the connected workforce of NASA, incorporate built-in APIs from ServiceNow Glide Records to connect Server Scripts to Client Scripts and HTML, and be able to use agile to get another experience of managing work capacity with stories, and having proper communication with the team if every feature is done correctly and steps for continuing forward. The part that I enjoyed the most was the training I did for ServiceNow and I freedom I had to experiment to see how to structure the Service Portal. I was not tied down, and I believe this allowed for a better outcome of the product. As part of the internship, I created a very in-depth design document with the help of my team to document the project goals before it was started and technical documentation (including the design document) summarizing the final result of the product in terms of the new features added and the explanation of the logic thoroughly so that anyone can understand the project easily. The technical documentation will be published as a Knowledge Article within OnePlace Knowledge Base documentation.

Ariel Wald↗

NASA NTRS2022

Ideas on the NASA Senior Review and Mission Extension Process

Extended mission budgets fund a significant part of our community, particularly young scientists who in a relatively short time are exposed to a broad range of experiences and opportunities available in space science and other STEM fields. In particular, mission-funded science offers a relatively stable funding stream that enables meaningful mentoring efforts and interactions, including apprenticeships ranging from project management, to mission operations, to data processing and analysis, to hardware and software development, to STEM-related education and outreach. It moreover provides professional contacts that fuel diversity in mission leadership and in the science and technical workforce at-large. Last but not least, it sustains the scientific productivity of NASA’s missions, which constitute major national investments meriting their full exploitation. Budgets cuts, however, are exercising pressure on the science and operations of the extended mission fleet despite being only a small portion of the overall Division budget. The history of Heliophysics has demonstrated that maintaining the operation of missions beyond their prime phase invariably leads to a much deeper knowledge of the original mission science goals, together with new applications often not foreseen during their original design. Their operation as part of the Heliophysics System Observatory (HSO)---a coordinated, 1eliophysics, multipoint observing system of the heliosphere, is a prime example. Some of the first activities undertaken by the Parker Solar Probe and Solar Orbiter missions required recreating the larger context of their new observations by using the diversity of HSO mission capabilities. The marginal cost of maintaining this valuable, working science resource, in the form of both continuing high quality data access and expertise, is small compared to the cost of the original missions or of new missions to achieve similar objectives, making the operation of extended missions, the best “science per dollar” investment in Heliophysics. We argue that reducing both extended mission operations and science budgets will have a ripple effect across the community, including reducing employment and training opportunities for young scientists, to lowering the quality/impact of the Heliophysics Systems Observatory. Instead, we suggest that the proposal process for mission extension should be re-examined. We offer several ideas for reducing costs of extended missions toward maintaining science output and streamlining the management process.

A. Vourlidas↗

NASA NTRS2006

Civilian Aeronautical Futures - The Responsibly Imaginable

Since 1940 Aeronautics has had an immense impact upon Global Human lifestyles and affairs - in both the Civilian and Military arenas. During this period Long distance Train and Ship passenger transport were largely supplanted by Air Travel and Aviation assumed a dominant role in warfare. The early 1940 s to the mid 1970 s was a particularly productive period in terms of Aeronautical Technology. What is interesting is that, since the mid 1970 s, the rate of Aeronautical Technological Progress has been far slower, the basic technology in nearly all of our current Aero Systems dates from the mid 70 s or earlier. This is especially true in terms of Configuration Aerodynamics, Aeronautics appears to have "settled" on the 707, double delta and rotary wing as the approach of choice for Subsonic long haul, supersonic cruise and VTOL respectively. Obviously there have been variants and some niche digression from this/these but in the main Aeronautics, particularly civilian Aeronautics, has become a self-professed "mature", Increasingly "Commodity", Industry. The Industry is far along an existing/deployed technology curve and focused, now for decades, on incremental/evolutionary change - largely Appliers vs. developers of technology. This is, of course, in sharp contrast to the situation in the early-to-later 20th century where Aeronautics was viewed as A Major Technological Engine, much the way IT/Bio/Nano/Energetics/Quantum Technologies are viewed today. A search for Visionary Aeronautical "Futures" papers/projections indicates a decided dearth thereof over the last 20 plus years compared to the previous quarter Century. Aeronautics is part of Aerospace and Aerospace [including Aeronautics] has seen major cutbacks over the last decades. Some numbers for the U.S. Aerospace Industry serve as examples. Order of 600,000 jobs lost, with some 180,000 more on the block over the next 10 years. Approximately 25% of the Aerospace workforce is eligible to retire and the average Engineer age is in the mid-50 s. Firms such as Microsoft, Intel and Walmart are individually capitalized at a factor of 4 or more than the Aerospace industry as a whole. Aerospace Research levels are in the less than 5% range in terms of overall U.S. Research Investments.

Bushnell, Dennis M.↗

NASA NTRS2013

Modeling the Skills and Practices of Scientists through an “All-Inclusive” Comparative Planetology Student Research Investigation

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, 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 in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of "all-inclusive" investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

Graff, Paige↗