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NASA NTRS2013

Efficient Cells Cut the Cost of Solar Power

If you visit Glenn Research Center, you might encounter a photovoltaic (PV) array that looks unlike anything you've ever seen. In fact, what one would normally identify as the panel is actually a series of curved mirrors called solar concentrators, engineered to reflect sunlight rather than absorb it. These concentrators gather, intensify, and focus sun beams upward, aiming at a fixture containing specialized silicon concentrated PV chips the actual solar cells. If you stay by the array for a while, you'll notice that the solar concentrators follow the path of the sun throughout the day, changing position to best capture and utilize the sunlight. The specialized chips that make the technology possible are the brainchild of Bernard Sater, an engineer who had worked at Glenn since the early 1960s before retiring to pursue his unique ideas for harnessing solar power. Sater contributed to multiple PV projects in the latter part of his career at the Center, including research and development on the International Space Station s solar arrays. In his spare time, he enjoyed tinkering with new approaches to solar power, experiments that resulted in the system installed at Glenn today. Sater s basic idea had two components. First, he wanted to create a silicon cell that was smaller, more efficient, and much lower cost than those available at the time. To ensure that the potential of such a chip could be realized, he also planned on pairing it with a system that could concentrate sunlight and focus it directly on the cell. When he retired from Glenn in 1994 to focus on researching and developing the technology full time, Sater found that NASA was interested in the concept and ready to provide funding, facilities, and expertise in order to assist in its development.

Source record↗

NASA NTRSDate not supplied

NASA's Professional DEVELOPment - Evaluating 10 Weeks of Capacity Building

Under NASA’s Applied Sciences, the NASA DEVELOP Program is centered on dual capacity building. Projects bring together partners and participants to learn how Earth observation data can enhance environmental decision-making practices and inform action. During their time with DEVELOP, participants build technical skills around remotely sensed data and professional skills through interactions with team members, science advisors, and partners. To further refine the participant experience, DEVELOP explores which technical and professional skills individuals report improving during the 10-week program. An analysis of self-reported assessments from 2018 to 2021 included projects that were conducted in-person and virtually. Participants consistently indicated a strong improvement in technical and professional skills yet there was clear variation between in-person and virtual opportunities. When comparing between 2019 and 2021, self-reporting showed a higher percentage of participants reporting an increase in networking in the virtual environment and an increase in building professional relationships with project partners virtually. This analysis suggests that professional opportunities available in the virtual environment may in fact bolster early career scientists’ networking abilities. This presentation will identify DEVELOP’s approach to monitoring and evaluation, highlight interesting trends introduced by the pandemic, and lessons learned.

Sarah Payne↗

NASA NTRSDate not supplied

The NASA DEVELOP Model of Community Science & Engagement: Localizing Earth Science Information

The NASA DEVELOP Program conducts 10 week feasibility studies that apply Earth observation data to address community priorities and support informed decision making. Part of NASA’s Earth Action Capacity Building Program, DEVELOP builds skills in both participants ( recent graduates, and early/transitioning career professionals), who work on small interdisciplinary project teams, and partner organizations (state and local governments, federal agencies, non profit and for profit organizations, universities, and international organizations) that work closely with DEVELOP to design the project. Projects address a wide variety of environmental issues, such as disaster risk and resilience, air pollution, and the impact of urban development, with a growing number of projects exploring how satellite data can help inform decision making around environmental injustices. A subset of DEVELOP partner organizations are local municipalities or community led non profits, with the co production model serving as an effective engagement tool and an introduction for communities to engage in Earth science research and become familiar with satellite remote sensing. This presentation will highlight the DEVELOP co production model, community project use cases, and lessons learned in partnering with local communities.

Michael Pazmino↗

NASA NTRSDate not supplied

NASA DEVELOP’s User-Centric Approach to Building Capacity to Use Earth Observations for Decision Making

The DEVELOP Program, part of NASA’s Applied Sciences, conducts 50-60 feasibility studies annually that center on user needs. Each project is tailored to its partner’s decision making processes with the goal of identifying and implementing opportunities for Earth observation data and information to be integrated into environmental decision making processes. These projects are conducted by a team of early career professionals through a 10-week term where the DEVELOP team rapidly iterates with partners culminating in a “recipe” for using NASA Earth observations. This presentation will introduce the DEVELOP model for user-centered design of projects, share the program's iterative approach to project execution, highlight multiple case studies, and lessons learned in the program’s model evolution.

Capacity Building↗

NASA NTRS2003

Materials trade study for lunar/gateway missions

The National Aeronautics and Space Administration (NASA) administrator has identified protection from radiation hazards as one of the two biggest problems of the agency with respect to human deep space missions. The intensity and strength of cosmic radiation in deep space makes this a 'must solve' problem for space missions. The Moon and two Earth-Moon Lagrange points near Moon are being proposed as hubs for deep space missions. The focus of this study is to identify approaches to protecting astronauts and habitats from adverse effects from space radiation both for single missions and multiple missions for career astronauts to these destinations. As the great cost of added radiation shielding is a potential limiting factor in deep space missions, reduction of mass, without compromising safety, is of paramount importance. The choice of material and selection of the crew profile play major roles in design and mission operations. Material trade studies in shield design over multi-segmented missions involving multiple work and living areas in the transport and duty phase of space mission's to two Earth-Moon co-linear Lagrange points (L1) between Earth and the Moon and (L2) on back side of the moon as seen from Earth, and to the Moon have been studied. It is found that, for single missions, current state-of-the-art knowledge of material provides adequate shielding. On the other hand, the choice of shield material is absolutely critical for career astronauts and revolutionary materials need to be developed for these missions. This study also provides a guide to the effectiveness of multifunctional materials in preparation for more detailed geometry studies in progress. c2003 COSPAR. Published by Elsevier Ltd. All rights reserved.

NASA Discipline Radiation Health↗

NASA NTRSDate not supplied

Developing Soft Skill in the Geosciences: NASA DEVELOP’s Approach to Strengthening Soft Skills in the Future Geospatial Workforce

Part of NASA’s Applied Sciences, the DEVELOP Program bridges the gap between NASA Earth Science and potential users through rapid feasibility studies that apply Earth observations to environmental decision making needs. The program conducts 50-60 studies a year that engage participants – students, recent graduates, early career individuals, and transitioning career professionals – in autonomous teamwork with an emphasis on professional development and communication. The experience offers participants a robust opportunity to build their teaming skills (facilitated through programmatic personality assessments and discussions), interpersonal communication, and critical thinking skills which are central to project work in the DEVELOP model. The program also offers leadership opportunities where participants lead their peers within a supportive environment. This presentation will introduce the DEVELOP model for soft skill development, lessons learned, and highlight testimonials of past participants.

Amanda Clayton↗

NASA NTRS2005

A Lengthy Career's Lessons on Risk

I BECAME A PROJECT MANAGER AT AGE TWENTY-TWO AT Eglin Air Force Base. I managed the droning of the B47 to fly unmanned, and 1 had zero experience to take on that task. What 1 learned is the real way you acquire risk aversion: 1 was scared to death that I d fail. This developed a characteristic that 1 carried with me throughout my career. The strongest thing a project leader can feel, in terms of risk, is the risk of failing. So I took it upon myself to learn everything about the airplane and the guidance control system by searching out the best in the aerospace community. At that time, Lockheed was doing a modification of the aircraft. Boeing designed and built the aircraft, and Sperry was doing the guidance control system. I made sure that I spent hours and hours with each of them to understand exactly what 1 was responsible for.

Guastaferro, Angelo↗

NASA NTRS2004

The PMDP Roadmap

NASA's complex and highly technical missions rely on effective project teams and managers. Since 1993, through its Project Management Development Process (PMDP), the Academy of Program and Project Leadership (APPL) has offered direction to the Agency's project practitioners as they advance in their careers. PMDP helps identify and sequence professional experiences, courses, and other project-based learning experiences that support individual career goals and center activities by outlining competencies at four levels of development. The result is that PMDP provides NASA project practitioners with a road map to the knowledge and competencies appropriate for their job and the jobs to which they aspire. Plus, new this year, APPL has rolled out its electronic Project Management Development Process (ePMDP) tool, a learning management system that includes a dynamic presentation of the PMDP levels, competency areas, competency organizational structures, Individual Development Plans (IDP), and online PMDP enrollment. APPL's website, www.appl.nasa.gov, provides access to ePMDP as well as other online resources for NASA practitioners enrolled in the Project Management Development Process.

Source record↗

NASA NTRSDate not supplied

Localizing Earth Science: The NASA DEVELOP Model of Community Science & Engagement

NASA’s DEVELOP Program conducts rapid feasibility studies that apply Earth observations to address community priorities and needs and enable informed decision making. Part of NASA’s Applied Sciences’ Capacity Building Program, DEVELOP builds skills in both participants (students, recent graduates, and early/transitioning career professionals) who conduct projects on small teams, and partner organizations (state and local governments, federal agencies, non-profit and for-profit organizations, and international organizations) that work closely with DEVELOP to design the project. While only a subset of DEVELOP partner organizations are local municipalities or community-led non-profits, the DEVELOP model is an effective engagement tool and often used by NASA as an introduction for communities to engage in Earth science research and familiarization with satellite remote sensing. This presentation will highlight the DEVELOP model of co-production and community collaboration, lessons learned in partnering with local communities, and evaluation activities that look at the program’s reach and efforts.

Robert Cecil Byles↗

NASA NTRSDate not supplied

NASA DEVELOP’s Approach to Co-Production and Collaborative STEM Engagement

The NASA DEVELOP Program conducts 50-60 projects each year with the goal of bringing the benefits of NASA Earth science to local decision-making challenges. DEVELOP, part of NASA’s Applied Sciences’ Capacity Building Program, connects end users with students, recent graduates, and early and transitioning career professionals through 10-week rapid feasibility studies. These projects are a collaboration between NASA, DEVELOP office host locations (universities and other federal installations), project partners (federal agencies, state and local governments, non-profit and for-profit organizations, and international organizations), and the project teams who conduct them. The projects take place under the guidance of science advisors from NASA, academia, and partner organizations, and introduces communities to new applications of NASA Earth observations data with the desired outcome of informed decision-making. This presentation will highlight the DEVELOP model of co-production and programmatic collaboration, lessons learned in partnering, and evaluation activities that look at the impact of the program’s efforts.

Capacity Building↗

NASA NTRS1998

Aeronautics and Aviation Science: Careers and Opportunities Project

The National Aeronautics and Space Administration funded project, Aeronautics and Aviation Science: Careers and Opportunities has been in operation since July, 1995. This project operated as a collaboration with Massachusetts Corporation for Educational Telecommunications, the Federal Aviation Administration, Bridgewater State College and four targeted "core sites" in the greater Boston area. In its first and second years, a video series on aeronautics and aviation science was developed and broadcast via "live, interactive" satellite feed. Accompanying teacher and student supplementary instructional materials for grades 6-9 were produced and disseminated by the Massachusetts Corporation for Educational Telecommunications (MCET). In the MCET grant application it states that project Take Off! in its initial phase would recruit and train teachers at "core" sites in the greater Boston area, as well as opening participation to other on-line users of MCET's satellite feeds. "Core site" classrooms would become equipped so that teachers and students might become engaged in an interactive format which aimed at not only involving the students during the "live" broadcast of the instructional video series, but which would encourage participation in electronic information gathering and sharing among participants. As a Take Off! project goal, four schools with a higher than average proportion of minority and underrepresented youth were invited to become involved with the project to give these students the opportunity to consider career exploration and development in the field of science aviation and aeronautics. The four sites chosen to participate in this project were: East Boston High School, Dorchester High School, Randolph Junior-Senior High School and Malden High School. In year 3 Dorchester was unable to continue to fully participate and exited out. Danvers was added to the "core site" list in year 3. In consideration of Goals 2000, the National Science Foundation standards for quality of teaching, and an educational agenda that promotes high standards for all students, Aeronautics and Aviation Science: Careers and Opportunities had as its aim to deliver products to schools, both in and outside the project sites, which attempt to incorporate multi-disciplined approaches in the presentation of a curriculum which would be appropriate in any classroom, while also aiming to appeal to young women and minorities. The curriculum was developed to provide students with fundamentals of aeronautics and aviation science. The curriculum also encouraged involving students and teachers in research projects, and further information gathering via electronic bulletin boards and internet capabilities. Though not entirely prescriptive, the curriculum was designed to guide teachers through recommended activities to supplement MCET's live telecast video presentations. Classroom teachers were encouraged to invite local pilots, meteorologists, and others from the field of aviation and aeronautics, particularly women and minorities to visit schools and to field questions from the students.

Texter, P. Cardie↗

NASA NTRS2006

NASA - Human Space Flight

The presentation covers five main topical areas. The first is a description of how things work in the microgravity environment such as convection and sedimentation. The second part describes the effects of microgravity on human physiology. This is followed by a description of the hazards of space flight including the environment, the space craft, and the mission. An overview of biomedical research in space, both on shuttle and ISS is the fourth section of the presentation. The presentation concludes with a history of space flight from Ham to ISS. At CART students (11th and 12th graders from Fresno Unified and Clovis Unified) are actively involved in their education. They work in teams to research real world problems and discover original solutions. Students work on projects guided by academic instructors and business partners. They will have access to the latest technology and will be expected to expand their learning environment to include the community. They will focus their studies around a career area (Professional Sciences, Advanced Communications, Engineering and Product Development, or Global Issues).

Davis, Jeffrey R.↗

NASA NTRS2000

NASA/University JOint VEnture (JOVE) Program. VIXEN(tm): Object-Oriented, Technology-Adaptive, Virtual Information Exchange Environment

Vixen is a collection of enabling technologies for uninhibited distributed object computing. In the Spring of 1995 when Vixen was proposed, it was an innovative idea very much ahead of its time. But today the technologies proposed in Vixen have become standard technologies for Enterprise Computing. Sun Microsystems J2EE/EJB specifications, among others, are independently proposed technologies of the Vixen type. I have brought Vixen completely under the J2EE standard in order to maximize interoperability and compatibility with other computing industry efforts. Vixen and the Enterprise JavaBean (EJB) Server technologies are now practically identical; OIL, another Vixen technology, and the Java Messaging System (JMS) are practically identical; and so on. There is no longer anything novel or patentable in the Vixen work performed under this grant. The above discussion, notwithstanding, my independent development of Vixen has significantly helped me, my university, my students and the local community. The undergraduate students who worked with me in developing Vixen have enhanced their expertise in what has become the cutting edge technology of their industry and are therefore well positioned for lucrative employment opportunities in the industry. My academic department has gained a new course: "Multi-media System Development", which provides a highly desirable expertise to our students for employment in any enterprise today. The many Outreach Programs that I conducted during this grant period have exposed local Middle School students to the contributions that NASA is making in our society as well as awakened desires in many such students for careers in Science and Technology. I have applied Vixen to the development of two software packages: (a) JAS: Joshua Application Server - which allows a user to configure an EJB Server to serve a J2EE compliant application over the world wide web; (b) PCM: Professor Course Manager: a J2EE compliant application for configuring a course for distance learning. These types of applications are, however, generally available in the industry today.

Anyiwo, Joshua C.↗

NASA NTRS1998

Take Off! Aeronautics and Aviation Science: Careers and Opportunities

Funded by National Aeronautic and Space Administration's High Performance Computing and Communications/ Learning Technologies Project (HPCC/LTP) Cooperative Agreement, Aeronautics and aviation Science: Careers and Opportunities was operative from July 1995 through July 1998. This project operated as a collaboration with Massachusetts Corporation for Educational Telecommunications, the Federal Aviation Administration, Bridgewater State College and four targeted "core sites" in the greater Boston area: Dorchester, Malden, East Boston and Randolph. In its first and second years, a video series with a participatory website on aeronautics and aviation science was developed and broadcast via "live, interactive" satellite feed. Accompanying teacher and student supplementary instructional materials for grades 6-12 were produced and disseminated by the Massachusetts Corporation for Educational Telecommunications (MCET). In year three, the project team redesigned the website, edited 14 videos to a five part thematic unit, and developed a teacher's guide to the video and web materials supplement for MAC and PC platforms, aligned with national standards. In the MCET grant application it states that project Take Off! in its initial phase would recruit and train teachers at "core" sites in the greater Boston area, as well as opening participation to other on-line users of MCET's satellite feeds. "Core site" classrooms would become equipped so that teachers and students might become engaged in an interactive format which aimed at not only involving the students during the "live" broadcast of the instructional video series, but which would encourage participation in electronic information gathering and sharing among participants. As a Take Off! project goal, four schools with a higher than average proportion of minority and underrepresented youth were invited to become involved with the project to give these students the opportunity to consider career exploration and development in the field of science aviation and aeronautics. The four sites chosen to participate in this project were East Boston High School, Dorchester High School, Randolph Junior-Senior High School and Malden High School. In year 3 Dorchester was unable to continue to fully participate and exited out. Danvers was added to the "core site" list in year 3.

Source record↗

NASA NTRSDate not supplied

NASA DEVELOP’s Approach to Building Individual and Institutional Capacity to Use Earth Observations for Atmospheric Monitoring and Decision Making

NASA DEVELOP, an Applied Sciences’ Capacity Building program, introduces individuals and institutions to the applications of NASA Earth observation data in an effort to help inform decision making. The program employs early career professionals to conduct rapid feasibility studies tailored specific to partner needs. Each year, DEVELOP conducts 50-60 feasibility studies that highlight the capabilities of Earth observations for measuring and monitoring a wide range of environmental phenomena. For this presentation, example projects will be highlighted that focus on monitoring air quality and pollution, wildfire emissions, and greenhouse gasses such as methane. An overview of example projects, the user communities involved, satellite data used, and lessons learned will be shared.

Capacity Building↗

NASA NTRSDate not supplied

Impacts and Conclusions of NASA DEVELOP’s Environmental Justice Landscape Analyses and Feasibility Studies

The NASA DEVELOP National Program builds dual capacity in their partner organizations and participants (students and early or transitioning career professionals) to apply Earth science and remote sensing for decision making about environmental and policy issues. The first iteration of projects at DEVELOP’s Environmental Justice (EJ) node conducted landscape analyses to identify geospatial understandings and needs of organizations working at the intersection of EJ and disasters and air quality. Their findings about collaboration, community engagement, networking, and holistic approaches to justice informed the planning and structures of the EJ node’s successive feasibility projects, which leverage NASA Earth observations and sociodemographic and economic data to provide geospatial analyses tailored to partner concerns. This poster provides an overview of DEVELOP’s approach to conducting EJ feasibility projects, use of Earth observations, end products, project outcomes, challenges, and impacts.

Julianne Bo-Heen Liu↗

NASA NTRSDate not supplied

TPSAS-NF1676L-32124-DND

The NASA DEVELOP National Program seeks to simultaneously build capacity to use Earth observations in early career and transitioning professionals while building capacity with institutional partners to apply Earth observations in conducting operations, making decisions, or informing policy. This is done through 10-week feasibility projects, conducted by the DEVELOP teams in collaboration with decision makers. The program carries out 60-80 projects each year, engaging with over 120 partners from local, state, and federal governments to academic institutions and NGOs. To best understand project partner needs, projects begin with a thorough proposal development process in which partners share their current practices, needs, and capabilities. Throughout the project life cycle, the DEVELOP teams engage with the partners to ensure communication, feedback, and understanding. DEVELOP’s model of conducting rapid feasibility projects is an effective way to show decision maker show they can use NASA Earth science data in new ways to help them make informed decisions. Because the projects are conducted by a DEVELOP team in collaboration with end users, the partners are introduced to new data products and methodologies that they otherwise might not be able to explore within their own resource constraints. This presentation will discuss project examples, success stories, and best practices for engaging with decision makers on applied science projects.

Amanda Clayton↗

NASA NTRS1991

The National Space Grant College and Fellowship Program

This paper outlines the development of NASA's National Space Grant College and Fellowship Program. The program was introduced by Senator Bentsen (D-TX) and passed into law on October 30, 1987. NASA consulted with professional higher education associations in translating the law's provisions into program objectives. The objectives include the establishment of a national network of universities with interests and capabilities in aeronautics, space and related fields; the formation of cooperative programs among universities, aerospace industry, and federal, state and local governments; the broadening of interdisciplinary training, research and public-service programs related to aerospace; the recruiting and training of professionals, especially women and underrepresented minorities, for careers in aerospace science, and technology and allied fields; and, the development of a strong science, mathematics and technology base from elementary school through university levels.

Schwartz, Elaine T.↗