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NASA NTRS1995

Space physics educational outreach

The goal of this Space Physics Educational Outreach project was to develop a laboratory experiment and classroom lecture on Earth's aurora for use in lower division college physics courses, with the particular aim of implementing the experiment and lecture at Saint Mary's College of California. The strategy is to teach physics in the context of an interesting natural phenomenon by investigating the physical principles that are important in Earth's aurora, including motion of charged particles in electric and magnetic fields, particle collisions and chemical reactions, and atomic and molecular spectroscopy. As a by-product, the undergraduate students would develop an appreciation for naturally occurring space physics phenomena.

Copeland, Richard A.↗

NASA NTRS2005

Learning Effectiveness of the NASA Digital Learning Network

Student participation in actual investigations which develop inquiry and intellectual skills has long been regarded as an essential component of science instructions (Schwab, 1962; White, 1999). Such investigations give students an opportunity to appreciate the spirit of science and promote an understanding of the nature of science. However, classroom research conducted over the past 20 years describes science teaching as primarily teacher centered. Typical instruction consists of whole class, noninteractive activities in which individual seatwork has constituted the bulk of classroom interactions (Tobin and Gallagher, 1997). Students typically learn science from textbooks and lectures. Their main motivation is to do reasonably well on tests and examinations (Layman, 1999). During the past five years, infrastructure constraints have reduced to the point that many schools systems can now afford low cost, high quality video conferencing equipment (International Society for Technology in Education, 2003). This study investigates the use of interactive video conferencing vs. face to face interaction with hands-on, inquiry based activities. Some basic questions to be addressed are: How does the delivery method impact the students understanding of the goals of the experiment? Are students explanation of the strategies of experimentation different based on the method of instruction that was provided. Do students engaged in a workshop with the instructor in the room vs. an instructor over video conferencing have different perception of the understanding of the subject materials?

Hix, Billy↗

NASA NTRSDate not supplied

TPSAS-NF1676L-18153-DND

During this session, NASA scientists and educators will discuss the importance of sky observations to better understand our atmosphere. Through participation in NASA education projects (S?COOL, GLOBE, and MY NASA DATA) K-12 students get practice in being scientists by collecting data and conducting their own inquiry investigations. Workshop participants will engage in hands-on activities showcasing how aerosols can impact the color and clarity of the sky. Teachers will explore NASA satellite imagery and data to predict global patterns of aerosols and observe interactions within Earth atmosphere. The workshop will be structured following the 5E Learning Model. Workshop activities are classroom ready, aligned to the Next Generation Science Standards, and align well with Georgia science standards for Habits of Mind and Nature of Science, as well as the following content standards: S4E3, S4E4, S6E4, S8SR1, S8SR2, S8SR4, SES3, SES5 and SES6.

Sarah Crecelius↗

DOE OSTI2024

Numerical simulation projects in micromagnetics with Jupyter

We report a case study where an existing materials science course was modified to include numerical simulation projects on the micromagnetic behavior of materials. The Ubermag micromagnetic simulation software package is used in order to solve problems computationally. The simulation software is controlled through the Python code in Jupyter notebooks. Our experience is that the self-paced problem-solving nature of the project work can facilitate a better in-depth exploration of the course contents. We discuss which aspects of the Ubermag and the project Jupyter ecosystem have been beneficial for the students' learning experience and which could be transferred to similar teaching activities in other subject areas.

97 MATHEMATICS AND COMPUTING↗

NASA NTRS1999

Development of a Remote Sensing and Microgravity Student GAS Payload

The G-781 Terrestrial and Atmospheric Multi-Spectral Explorer payload (TAMSE) is the result of an educational partnership between Broward and Brevard Community Colleges with the Association of Small Payload Researchers (ASPR) and the Florida Space Institute, University of Central Florida. The effort focuses on flying nine experiments, including three earth viewing remote sensing experiments, three microgravity experiments involving crystal growth, and three radiation measurement experiments. The G-781 science team, composed of both student and faculty members, has been working on this payload since 1995. The dream of flying the first Florida educational GAS experiment led to the flight of a passive Radiation dosimetry experiment on STS-91 (ASPR-GraDEx-I), which will be reflown as part of TAMSE. This project has lead to the development of a mature space science program within the schools. Many students have been positively touched by direct involvement with NASA and the GAS program as well as with other flight programs e.g. the KC-135 flight program. Several students have changed majors, and selected physics, engineering, and other science career paths as a result of the experience. The importance of interdisciplinary training is fundamental to this payload and to the teaching of the natural sciences. These innovative student oriented projects will payoff not only in new science data, but also in accomplishing training for the next generation of environmental and space scientists. The details the TAMSE payload design are presented in this paper.

Branly, Rolando↗

NASA NTRS2019

NASA KSC Intern Final Report - Virtual Reality in STEM Engagement

For this internship, I was a part of the multi-center NextGen STEM (Science, Technology, Engineering, and Mathematics) pilot. Specifically, I worked with the Developing Commercial Crew Program (CCP) Capabilities team that focuses on human spaceflight to the space station with NASA’s commercial partners. Composed of NASA employees and contractors (who are connected to KSC, JSC, and LaRC), they work to ensure that students will experience traditional classroom content and be immersed in emerging technologies in order to explore Commercial Crew missions and launch facilities. This group is in the process of creating educational products and resources to inspire the next generation to pursue STEM and to allow educators to have access to unique and enticing STEM activities. These products include: age-appropriate classroom lessons (including activity sheets and challenges) for kindergarten through twelfth grade; a CCP app and corresponding guide; learning experiences for students as well as educators; and virtual field trips and tours using NASA-created Virtual Reality (VR) videos and a custom VR app. My particular assignment was managing the VR equipment, developing an understanding of how to maximize the use of the equipment, creating documents that explain and convey the operations and procedures concerning the equipment (including lessons learned from equipment use), and training others to utilize the equipment effectively and correctly for conference events and group demonstrations. Over the course of this internship, I helped my team outline and learn essential procedures of operation for the VR equipment, solved technology problems that arose (due to the nature of creating unique products), and encouraged audiences at KSC and various conferences to consider using the CCP VR videos in their classrooms as an opportunity to engage and challenge the next generation to pursue STEM careers.

STEM↗

NASA NTRS2002

Norfolk State University Research Experience in Earth System Science

The truly interdisciplinary nature of Earth System Science lends itself to the creation of research teams comprised of people with different scientific and technical backgrounds. In the annals of Earth System Science (ESS) education, the lack of an academic major in the discipline might be seen as a barrier to the involvement of undergraduates in the overall ESS-enterprise. This issue is further compounded at minority-serving institutions by the rarity of departments dedicated to Atmospheric Science, Oceanography or even the geosciences. At Norfolk State University, a Historically Black College, a six week, NASA-supported, summer undergraduate research program (REESS - Research Experience in Earth System Science) is creating a model that involves students with majors in diverse scientific disciplines in authentic ESS research coupled with a structured education program. The project is part of a wider effort at the University to enhance undergraduate education by identifying specific areas of student weaknesses regarding the content and process of science. A pre- and post-assessment test, which is focused on some fundamental topics in global climate change, is given to all participants as part of the evaluation of the program. Student attitudes towards the subject and the program's approach are also surveyed at the end of the research experience. In 2002, 11 undergraduates participated in REESS and were educated in the informed use of some of the vast remote sensing resources available through NASA's Earth Science Enterprise (ESE). The program ran from June 3rd through July 12, 2002. This was the final year of the project.

Chaudhury, Raj↗

NASA NTRS2004

Applications of Intelligent Tutoring Systems to Human-Robotic Exploration of Mars

Space missions with small crews extending over several years with time-delay preventing normal conversations with people on earth will raise many challenges for training. Of special interest are possible three-year missions to Mars, requiring refresher instruction and learning new skills based on unexpected problems with machines and environmental conditions. For example, the crew will be required to monitor and repair more complex life support systems for air and water recycling than we even know how to build today. Highly educated astronauts, often with several doctorate degrees, require a very different mode of interaction than we have developed for school children or even typical college students. Explanation methods may need to differ-using analogies and techniques from different domains-depending on whether the astronaut is an astrophysicist, a pilot, or a geologist.Virtual reality (e.g., for Hubble repair missions) and "integrated" simulations (involving role-playing and emphasizing failure scenarios) are the most common advanced forms of instruction used in space flight today. The emphasis is on collaborative, embodied interaction with the same workstations and tools used in practice (e.g., a cockpit simulator). Otherwise, computerized instructional technology used by NASA is not model-based or tutorial in nature. This discussion will review some of the key instructional methods used at NASA over the past two decades and consider why ITS methods have not been exploited. Some of the problems and opportunities for training for Mars missions are examined, including how using robots in exploration activities will help but raise new training problems. These ideas will be illustrated with examples from the BrahmsVE system in which a browser- based virtual reality display with avatars allows interacting with a distributed multiagent system, in which agents can be people, robots, or software programs. Using BrahmsVE may provide a way for astronauts to interact with proxies of people who serve as instructional coaches on Mars.

Clancey, William J.↗

DOE OSTI2022

University Pipeline (with UNM) for Criticality Safety Professionals [Slides]

The scope of the University Pipeline is to provide students with knowledge of NCS and to inspire students to pursue a career in NCS after graduation. There are several benefits of the University Pipeline: reduced training time and costs; interested students that naturally self-sort and pursue the discipline at the university level; and a pipeline of criticality safety candidates readily available within the DOE Complex so that unexpected organizational or mission changes can be reacted to with increased agility.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗

NASA NTRS2001

NASA/MSFC/NSSTC Science Communication Roundtable

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Science stories cover a variety of space-related subjects and are expressed in simple terms everyone can understand. The sites address such questions as: what is space weather, what's in the heart of a hurricane, can humans live on Mars, and what is it like to live aboard the International Space Station? Along with a new look, the new format now offers articles organized by subject matter, such as astronomy, living in space, earth science or biology. The focus of sharing real-time science related events has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. Information will be provided about each member of the Science@NASA web sites.

Adams, Mitzi L.↗

DOE OSTI2024

Neutrons in Structural Biology: Challenges and Opportunities (Workshop Report)

Gaining a thorough understanding of biological systems requires building our knowledge about biological processes from the level of atoms and electrons, and up to whole organisms. Such comprehensive knowledge will allow for a predictive understanding of complex biological systems behavior. It will guide us in the design and development of novel therapeutics and vaccines to tackle existing health threats and to prepare for future pandemics, and it will provide information necessary to create new biomaterials and bio-inspired technologies through manipulation of biological macromolecules, their assemblies, single cells and even microorganisms. Reaching these goals will require a synergistic combination of multiple experimental techniques with molecular calculations and predictive simulations, and the design and development of new techniques and capabilities that bridge current knowledge and technology gaps. Neutron scattering provides unique information about the biomacromolecular structure and function and can play a major role in achieving these goals. A workshop was held to engage the scientific community in identifying pressing challenges in biochemistry, structural biology, enzymology and structure-guided drug design not solved with the current neutron scattering technologies or utilizing other structural biology techniques such as X-ray crystallography, NMR, and cryo-EM. The workshop brought together structural biology, biochemistry and computational experts, as well as early career researchers and students, creating a forum for discussing scientific advancement and collaboration. The workshop included a one-day satellite training workshop where graduate students and postdoctoral researchers were educated in the application of neutron crystallography and small-angle scattering in structural biology. Furthermore, the Instrument Scientific Advisory Board (ISAB) for the development of a macromolecular neutron diffractometer at ORNL’s Second Target Station was introduced at the workshop. The major outcome was that neutrons can provide atomic-level understanding of biomacromolecular structure, function and dynamics which is of paramount importance for addressing the identified challenges. Neutron crystallography, in particular, can resolve long-standing biochemical issues regarding enzyme function by delineating the underlying chemistry and can have a major impact on the design of small-molecule therapeutics, especially in combination with molecular computation (quantum chemistry and molecular dynamics simulations) and the emerging artificial intelligence (AI)-assisted drug design technologies. The unique properties of neutrons, including their high sensitivity to hydrogen and their non-destructive nature, make them ideal probes of biological matter. There is a palpable need in the scientific community to expand and enhance the impact of neutron sciences on biology. Neutron crystallography is the only structural biology method capable of determining positions of all hydrogen atoms in proteins, nucleic acids and their complexes at near-physiological temperatures and of unstable species at cryogenic temperatures. Moreover, neutron analysis is non-ionizing, non-destructive and does not perturb the structure or redox chemistry of active site metal centers and clusters in proteins, which can be invaluable for studying radiation-sensitive metalloprotein complexes. Further, neutron energies used in scattering applications are similar to atomic motions, permitting neutron spectroscopies to characterize the dynamics of biomacromolecules on the picosecond to microsecond timescales. The different sensitivities of neutrons to protium (H) and deuterium (D) isotopes of hydrogen allow enhanced visibility of specific parts of biological complexes through isotopic labeling. The impact of neutrons will be most powerful when neutron scattering is combined with complementary experimental techniques that use photons and electrons, and with high-performance computing. The interconnection and mutuality of the experimental and theoretical capabilities will drive discoveries in biological and health sciences to generate more complete picture of complex biological systems. The major limitation in the field of biological neutron crystallography has been signal-to-noise, demanding large samples that are difficult to produce for the majority of biomacromolecules and limiting the applicability of this technique in biological sciences. A neutron crystallography instrument at the Second Target Station will revolutionize biological science with neutrons by engaging a large scientific community of structural biologists, enabling successful neutron diffraction experiments from radically smaller biomacromolecular crystals, resolving unanswered biochemical questions, and meaningfully contributing to rational drug design. The meeting highlighted 10 grand challenges that will be addressed with this advanced capability over the next decade and beyond, and the recommendations required to help address them are given below.

59 BASIC BIOLOGICAL SCIENCES↗

NASA NTRS2016

Case Study: Managing Undergraduate Interns in the Context of Multidisciplinary Projects

Internship opportunities can be immensely beneficial to both the students who pursue them and the labs that employ them. However, optimal results for all stakeholders can be uncertain. Several factors compound this issue. In this case study, the highly multidisciplinary nature of the BioEngineering Instrumentation Group at NASA Ames Research Center has made productively integrating short-term summer interns challenging. In general, taking on more undergraduate interns during a given time period can lead to diminishing returns, particularly if those interns are primarily short-time interns with few long-term senior students present.Introducing a level of industry-style project management processes can help. On the one hand, extreme formality can reduce the enthusiasm that students can bring; also, time constraints on internships make extensive training in formal process an investment with comparatively little return. On the other hand, lack of process can result in many forms of wastage. A moderate, lightweight level of process i.e., simple processes with high payoff to time invested ratios, including processes to effectively handle multidisciplinary issues can yield both a far more efficient lab, and a richer educational experience for the interns. In this case study, we implemented simple processes such as brief weekly stand-up meetings, a standard action item bug tracking process, and deadline-based scheduling with prudent reserves and critical path tracking.To evaluate these steps, several parameters were considered: the number of projects the lab could successfully pursue, the number of interns that could be successfully integrated onto each project, diversity of student intern educational backgrounds, student satisfaction, student understanding of expectations, and student preparation for industry-standard work. Generally, outcomes were enhanced across the board, even with imperfectly implemented processes. Lightweight process implementation is shown to be tremendously effective in a multidisciplinary internship context.

Case Study↗

NASA NTRSDate not supplied

Citizen Science Approach for Searching and Curating Literature of the Effects of Spaceflight on Cardiovascular Outcomes in Rodents and Humans

The spaceflight environment causes significant changes to the structure and function of the cardiovascular system, including fluid redistribution, alterations in blood pressure, and changes in cardiac output. The goal of this project is to quantitatively summarize the data on the effects of actual or simulated microgravity and radiation exposure resulting from spaceflight on the cardiovascular system. As the first step, a group of investigators approached through a collaboration of the Ames Life Science Data Archive (ALSDA) Analysis Working Group developed a list of relevant cardiovascular search terms. Based on these, medical librarians generated and executed the search strategy in Medline, CINAHL, Embase and NASA repositories. In parallel, we recruited students and young professionals from various space industry-affiliated organizations, resulting in ~100 individuals joining. With this program we aimed to reach students and young people underrepresented in STEM, including first-generation, female, minorities, disadvantaged backgrounds, fostered individuals, etc. These individuals completed a virtual training course on the nature and methodologies of the project. Following this, the participants were structured into teams with more senior/experienced individuals designated as team leaders. Currently, the teams are screening approximately 15,000 studies using the systematic review tool, Covidence. Teams will be extracting and curating data for meta-analysis of the cardiovascular spaceflight literature, but also extracting, submitting, and curating appropriate datasets into the new ALSDA submission portal and repository. This effort will result in collaborative publications based upon the literature meta-analyses, and a number of publicly accessible datasets for reuse, modeling, machine learning, and knowledge graph-type approaches. This approach reduces the length of time to complete title/abstract screening time from 1-2 years needed for this volume of studies, to 3-4 months, while also providing a unique, open-access educational experience to space research and training in knowledge synthesis tools to interested individuals.

space biology↗

NASA NTRS2010

Leading the Public Face of Space

The National Aeronautics and Space Administration (NASA) is fully committed to sharing the excitement of America's international space missions with its stakeholders, particularly the general public. In 2009, the Space Shuttle delivered astronauts to the Hubble Space Telescope to service that great observatory and to the International Space Station to install the observation platform on the Japanese Kibo laboratory. The Lunar Reconnaissance Orbiter is showing an unprecedented view of the Moon, confirming the presence of hardware left behind during the Apollo missions decades ago and helping scientists better understand Earth's natural satellite. These and numerous other exciting missions are fertile subjects for public education and outreach. NASA's core mission includes engaging the public face of space in many forms and forums. Agency goals include communicating with people across the United States and through international opportunities. NASA has created a culture where communication opportunities are valued avenues to deliver information about scientific findings and exploration possibilities. As this presentation will show, NASA's leaders act as ambassadors in the public arena and set expectations for involvement across their organizations. This presentation will focus on the qualities that NASA leaders cultivate to achieve challenging missions, to expand horizons and question "why". Leaders act with integrity and recognize the power of the team multiplier effect on delivering technical performance within budget and schedule, as well as through participation in education and outreach opportunities. Leaders are responsible for budgeting the resources needed to reach target audiences with compelling, relevant information and serve as role models, delivering key messages to various audiences. Examples that will be featured in this presentation include the Student Launch Projects and Great Moonbuggy race, which reach hundreds of students who are a promising pipeline for new scientists and engineers for a new generation of discovery. The popular Exploration Experience trailer is an interactive-exhibit environment that travels across the United States, conveying the innovation necessary for space travel and the wonder of discovery that comes from viewing our planet as part of the larger space-scape.

Dumbacher, Daniel L.↗

NASA NTRS2009

Leading the Public Face of Space

Dumbacher, Daniel L.↗

NASA NTRS2018

Climate Lecture 20: The Educational Global Climate Model (EdGCM)

Climate change will profoundly impact Earth's environmental health as well as the world's economic and geopolitical landscape over the coming decades. The impacts of climate change are, in fact, already beginning to be experienced and have the potential to affect every living plant and animal on Earth within decades. Given this reality, every citizen of this planet should have the right to knowledge about the Earth's climate system and have the option to adapt to, or help mitigate the profound changes that are coming. In addition, a portion of the workforce needs to be capable of interpreting and analyzing climate information because, since the impacts of climate change will be widespread, pervasive, and continue to change over time, more professions will be interacting with climate data. We are already at, or past, the point where educators and their students require access to the scientific and technological resources - computer models, data, and visualization tools - that scientists use daily in the study of climate change. Although scientists use many methods to study Earth's climate system, global climate models (GCMs) have become the primary tools for exploring the complex interactions between components of the entire system: atmosphere, oceans, and land. GCMs are used to make projections of future climate change, to simulate climates of the past, and even to help scientists look for life on other planets. Like any model, a GCM can help people evaluate actions before they are taken. Like Business Intelligence software, they are Climate Intelligence tools. Unfortunately, GCMs are black boxes to most people. A previous chapter in this book by Gary Russell, entitled Building a Climate Model, is one example of the growing body of literature aimed at the general public describing the inner workings of global climate models. This literature goes a long way toward explaining climate model fundamentals. However, it will not be enough to alleviate their black-box nature unless people are afforded hands-on, authentic learning experiences as well.

Chandler, Mark A.↗

NASA NTRS2010

Sun-Earth Day - Teaching Heliophysics Through Education Technology

Sun-Earth Day (SED) is an Education and Outreach program supported by the U.S, National Aeronautics and Space Administration (NASA). The intent of the program is to teach students and the general public about Heliophysics (the science of the study of the Sun, how it varies, and how solar dynamics affect the rest of the solar system, especially the Earth). The program was begun ten years ago. Each year since that time a particular day has been designated as "Sun-Earth Day ,,. Usually the day of the spring equinox (March 20 or 21) is Sun-Earth Day, but other days have been used as well. Each year a theme is chosen relating to Heliophysics and events reflecting that theme are planned not only for Sun-Earth Day, but for the entire year. From the very beginning educational technology was emphasized in the events in order to effectively reach wide audiences with the SED message. The main approach has been to have a "webcast" related to each year's theme, often from a location that supports the theme as well. For example, a webcast took place from the Mayan pyramids at Chichen Itza, Mexico to highlight the theme of "Ancient Observatories, Timeless Knowledge". Webcasts were not the only technology employed, however. Many of the themes centered on the dynamic nature of the Sun and the effects that solar storms can have on interplanetary space and in our day-to-day life on Earth. Activities for tracking when solar storms happen and how they affect the Earth were developed and brought together in an educational package called Space Weather Action Centers. This project is explained in more detail in another presentation in this session being given by Norma Teresinha Oliveira Reis. Recent Sun-Earth Days have utilized "social networking" technologies to reach widespread groups on the internet. Podcasts, Vodcasts, Facebook, Twitter, and Second Life are the types of network technologies being employed now. The NASA Distance learning Network is another method for bringing Sun-Earth Day events and training to widespread educators and classrooms in order to magnify the reach of Sun-Earth Day. Examples of the technologies will be shown along with an assessment of their effectiveness.

Thieman, J.↗

NASA NTRS1994

Formative and summative evaluation efforts for the Teacher Enhancement Institute conducted at the NASA Langley Research Center, summer 1994

The Teacher Enhancement Institute (TEI) at NASA Langley Research Center was developed in response to Executive Order 12821 which mandates national laboratories to 'assist in the mathematics and science education of our Nation's students, teachers, parents, and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science. Such programs, to the maximum extent possible, shall involve partnerships with universities, state and local elementary and secondary school authorities, corporations and community based organizations'. The faculty worked closely with one another and the invited speakers to insure that the sessions supported the objectives. Speakers were informed of the objectives and given guidance concerning form and function for the session. Faculty members monitored sessions to assist speakers and to provide a quality control function. Faculty provided feedback to speakers concerning general objective accomplishment. Participant comments were also provided when applicable. Post TEI surveys asked for specific comments about each TEI session. During the second of the two, two week institutes, daily critiques were provided to the participants for their reflection. This seemed to provide much improved feedback to speakers and faculty because the sessions were fresh in each participant's mind. Between sessions one and two, some changes were made to the program as a result of the formative evaluation process. Those changes, though, were minor in nature and comprised what may be called 'fine tuning' a well conceived and implemented program. After the objectives were written, an assessment instrument was developed to test the accomplishment of the objectives. This instrument was actually two surveys, one given before the TEI and one given after the TEI. In using such a series, it was expected that changes in the participants induced by attendance at TEI may be discovered. Because the institute was limited in time and depth of exposure, attitudinal changes (self-assessment of ability and confidence) were chosen to be surveyed. On the pre-survey, seven general categories of questions were asked. The post-survey repeated three of these categories, providing a pre and post evaluation of the same questions and added a fourth category which asked the participant to self-assess objective accomplishment. The assessment process for TEI was valuable when one looks at the final accomplishments of the TEI. A number of aspects stand out: (1) formative evaluation during project development allowed the goals and objectives to guide the development of the institute; (2) formative evaluation provided positive guidance to presenters in developing and implementing their session; (3) formative evaluation helped presenters to improve or focus their sessions; (4) summative evaluation provided managers a way to gauge the success of the institute; (5) summative evaluation provided a benchmark for future programs to be measured against.

Carlson, Randal D.↗