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DOE OSTI2022

Developing an Undergraduate Research Laboratory for Experimental Physical Chemistry [Book Chapter]

Embarking on a faculty career in physical chemistry at a primarily undergraduate institution (PUI) is exciting, but also overwhelming. Becoming both an effective teacher and a productive researcher requires a good plan, hard work and support from others who understand what it takes to be successful. The phrase, “building a laboratory,” calls to mind the physical construction of a research instrument, but beginning a career at a PUI involves much more than assembling equipment. Funding for the lab must be secured, students must be recruited and mentored, and the lab must be overseen to keep things running on a daily basis. While many of these tasks would also be part of starting a career at a doctoral level institution, there are many special considerations that must be taken into account when working with undergraduate students because their laboratory experience and chemical knowledge are still within those beautiful but nascent stages. Here, this unique aspect makes building a research program challenging, but also very rewarding. Exposing young minds to the wonders of physical chemistry and building personal relationships through the mentoring process can be immensely gratifying. This chapter is a compilation of holistic advice for building an experimental physical chemistry research laboratory for undergraduates, reflecting a typical experience found in the United States.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2020

Improving the Success of Underrepresented Populations in Computer and Computational Science Research with the CRA-W Women and URMD Grad Cohort Workshops

The Computing Research Association’s Committee on Widening Participation (CRA-WP) aims to increase the number of individual researchers from underrepresented groups in computing (UGC) (including women, underrepresented minorities, and persons with disabilities) who participate and succeed in computer science research at every stage of the research pipeline. Achieving these objectives requires that an increasing number of individuals from UGC start and progress to the next stage. The CRA-WP Grad Cohort Workshops are focused at the graduate level to maximize the likelihood participants will successfully complete their graduate degrees. Factors such as role models, skills, competence, confidence, mentoring, social support, and development of identity as a researcher help students to persist in graduate school, while factors such as sexism, racism, and dissatisfaction with their graduate program may cause them to leave. We, therefore, help first, second, and third year students build their skills, research strategies, and confidence; meet potential mentors from outside their institutions; develop connections with each other and with their research communities; and inform them about strategies for successful publishing, speaking, and advisor management strategies. By targeting early graduate students, we seek to help them stay in graduate school and in research.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2020

Reversed Field Pinch Research in MST (Final Technical Report)

This is the Final Technical Report for the cooperative agreement DE-FC02-05ER54814 titled “Reversed Field Pinch Research in MST” spanning the funding period 4/1/2005 to 12/14/2019. It summarizes key results from MST research, major publications and presentations, and the mentoring of graduate students and postdocs. The Madison Symmetric Torus (MST) is unique within the U.S. and world fusion plasma program. As one of just five operating reversed field pinch (RFP) experiments, and the only one in the U.S., MST has had an important role in advancing the fundamental understanding of the RFP plasma configuration. The MST research program targets topics that intersect with all three goals. While MST provides a unique opportunity to advance the science and fusion potential of the RFP, as a cousin to the tokamak and stellarator plasma configurations the RFP is a valuable partner in establishing validated predictive capability for fusion science more generally. Specific combinations of the major variables in toroidal confinement, like magnetic field strength, plasma current, and shaping, define the different configurations. By exploring adjacent regions in this major variable parameter space, the RFP exposes dependencies not otherwise accessible in the tokamak and stellarator. This diversity enlarges the arena for scientific discovery, both for fusion and plasma physics. The basic science emphasis for MST research has been the self-organizing behavior of RFP plasmas. This inspired MST’s participation in the NSF Physics Frontier Center for Magnetic Self-Organization in Laboratory and Astrophysical Plasmas (CMSO), which ran from 2004-2016 and motivated a substantial fraction of MST’s research goals and capabilities. By all measures the MST Program has been remarkably successful in publications, community engagement, and mentoring of young scientists. While the DOE-FES’s proof-of-principle program for the RFP now languishes through the cessation of this cooperative agreement, operation of MST continues as one of two devices included in the new Wisconsin Plasma Physics Laboratory (WiPPL) basic science user facility. The scope of present research for MST in WiPPL is narrowed to the basic science associated with the RFP magnetic configuration and the advancement of specific fusion topics, which now includes studies of disruptions in tokamak plasmas. The world’s effort in RFP fusion research continues, despite a lack of U.S. federal support to investigate the RFP configuration for fusion application, most notably through a major upgrade to the RFX-mod2 facility in Italy [1] and the recent construction of the KTX facility at USTC in China. First plasmas for RFX-mod2 are anticipated in 2021.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗
DOE OSTI2020

2020 LLNL Nuclear Science and Security Summer Internship Program

The Lawrence Livermore National Laboratory (LLNL) Nuclear Science and Security Summer Internship Program (NS 3 IP) is designed to give graduate students an opportunity to come to LLNL for 8–10 weeks of hands-on research. Students conduct research under the supervision of a staff scientist, attend a weekly lecture series, interact with other students, and present their work in poster format at the end of the program. Students also have the opportunity to meet staff scientists one-on-one, participate in LLNL facility tours (e.g., the National Ignition Facility and Center for Accelerator Mass Spectrometry), and gain a better understanding of the various science programs at LLNL. Due to the travel and access restrictions imposed by the COVID-19 pandemic, the 2020 NS 3 IP was organized as an “all-virtual” internship program. With LLNL’s extensive institutional support, students accessed the laboratory’s cyberinfrastructure through a secure virtual desktop environment and all seminars, mentor interactions, summer presentations, and laboratory tours were performed remotely. While this virtual internship format did not allow for hands-on laboratory research projects, both the interns and their mentors constructed creative research projects that maximized student exposure to nuclear science research that is relevant to DTRA and LLNL interests in nuclear security.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2021

Final Reports of the 2019 Los Alamos National Laboratory Computational Physics Student Summer Workshop

The Los Alamos National Laboratory Computational Physics Workshop is intended to educate select students in problems of computational physics, while exciting them about problems of particular interest to LANL. The long term goal is to train a cadre of future researchers with strong connections to LANL and both interest and expertise in the problems LANL faces. This year’s workshop ran from June 10 – August 16, 2019 and once again attracted a phenomenal group of students, whose work is presented in the following pages. The students worked with LANL staff mentors in teams of two, doing original research. In addition, they attended a lecture series focusing on both the basics and the cutting edge challenges of computational physics (Table 1). A new item this year was a modification to our Meet LANL series of brown-bag lunch session, moving from focusing on individual researchers to panel presentations from the different groups within XCP. As always, the mentors were drawn from across disciplines and divisions. Projects looked physics ranging from quantum interactions, up to solar system development.

71 CLASSICAL AND QUANTUM MECHANICS, GENERAL PHYSIC↗
DOE OSTI2021

2021 LLNL Nuclear Science and Security Summer Internship Program

The Lawrence Livermore National Laboratory (LLNL) Nuclear Science and Security Summer Internship Program (NS 3 IP) is designed to give graduate students an opportunity to come to LLNL for 8–10 weeks of hands-on research. Students conduct research under the supervision of a staff scientist, attend a weekly lecture series, interact with other students, and present their work in poster format at the end of the program. Students also have the opportunity to meet staff scientists one-on-one, participate in LLNL facility tours (e.g., the National Ignition Facility and Center for Accelerator Mass Spectrometry), and gain a better understanding of the various science programs at LLNL. Due to the travel and access restrictions imposed by the COVID-19 pandemic, the 2021 NS 3 IP was organized as an “all-virtual” internship program. With LLNL’s extensive institutional support, students accessed the laboratory’s cyberinfrastructure through a secure virtual desktop environment and all seminars, mentor interactions, summer presentations, and laboratory tours were performed remotely. While this virtual internship format did not allow for hands-on laboratory research projects, both the interns and their mentors constructed creative research projects that maximized student exposure to nuclear science research that is relevant to DTRA and LLNL interests in nuclear security. We anticipate a return to an in-person internship format for the summer of 2022.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗
DOE OSTI2022

2022 LLNL Nuclear Science and Security Summer Internship Program

The Lawrence Livermore National Laboratory (LLNL) Nuclear Science and Security Summer Internship Program (NS 3 IP) is designed to give graduate and undergraduate students an opportunity to come to LLNL for 8–10 weeks of hands-on research. Students conduct research under the supervision of a staff scientist, attend a weekly lecture series, interact with other students, and present their work to the LLNL scientific community at the end of the program. Students also have the opportunity to meet staff scientists one-on-one, participate in LLNL facility tours (e.g., the National Ignition Facility and Center for Accelerator Mass Spectrometry), and gain a better understanding of the various science programs at LLNL. Due to the travel and access restrictions imposed by the COVID-19 pandemic, the 2022 NS 3 IP was organized as a hybrid internship program. Five of the 20 NS 3 IP students participated remotely. One of the 8 students funded directly by DTRA participated remotely. With LLNL’s extensive institutional support, remote students accessed the laboratory’s cyberinfrastructure through a secure virtual desktop environment and all seminars, mentor interactions, summer presentations, and laboratory tours had a remote option. The hybrid approach to the internship program provided flexibility to both the interns and their mentors to construct creative research projects that maximized student exposure to nuclear science research that is relevant to DTRA and LLNL. We anticipate continuing a hybrid internship format in the summer of 2023.

38 RADIATION CHEMISTRY, RADIOCHEMISTRY, AND NUCLEA↗
DOE OSTI2023

LANL Institutional Computing Close-out Report for Project t22_ocean_time_step

This year, my team made a very productive use of LANL IC time. Four papers were published that used IC resources, and two more are under review. These publications fall into three categories: 1.) Improving tide modeling in the global ocean by adding self attraction and loading (Barton et. al. 2022), ice shelf cavities (Pal et al. 2023), and local time stepping (Lilly et al. 2023). 2.) A new sea ice numerical formulation (Capodaglio 2023). 3.) Performance comparisons, methods, and test cases for ocean model development, This includes a verification suite for ocean models (Bishnu, submitted) and a comparison between Julia and Fortran (Strauss, submitted). A new time-stepping method was introduced in Calandrini et al. (2022). These publications, and the use of LANL IC resources, go hand-in-hand with our mentoring efforts to train young scientists. Two of the lead authors are graduate students who are conducting their PhD research: Kristin Barton at the University of Michigan and Jeremy Lilly at Oregon State. These are both their first publications, and they both have DOE funding and DOE mentors. In addition, Bishnu is a post-doctoral researcher at LANL; Strauss conducted his research as a senior in high school; and Capodaglio, Calandrini and Pal are all early-career scientists who were converted to staff in 2021 or 2022. Here we highlight two publications on improvements in tidal modeling: Barton et al. 2022 and Lilly et al. 2023.

58 GEOSCIENCES↗
DOE OSTI2023

Student Programs Office Overview [Slides]

The Student Programs further the Laboratory’s goal of developing and mentoring the next generation of scientific, technical, and professional staff by supporting 2,000+ interns at all levels (high school, undergraduate, graduate, and postgraduate) along with 2,000+ mentors and 70 division student liaisons. The activities include internship promotion and external engagement, intern identification and sourcing, training and orientation, professional and career development, social and community engagement, and compliance.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2023

2023 SAGE-Camp Report

The 7 th Summer Physics Camp for Young Women was successfully held in person in 2023 from June 5 th to 16 th at the New Mexico School for the Arts in Santa Fe, NM at Hilo Intermediate School in Hawaii. This year’s camp was dedicated to the topic of Energy Security and was made possible thanks to the strong collaboration of Los Alamos, Sandia and Hawaii teams and the logistical and financial support of Los Alamos and Sandia National Laboratories, New Mexico Consortium, SAGE- Moore Foundation, LANL Foundation, ACS, IEE, APS four corners, N3B, Hawaii Museum of Science and Technology, New Mexico School for the Arts (NMSA) and Tech Source. The camp mobilized more than 120 volunteers who made the camp a success. The camp is free of charge to the students and included free lunch and snacks for the busy brains to have plenty of energy, also included all materials needed for the hands-on activities (like drone building, crystal structure, solar panels, wind turbine fabrication, soldering, coding etc) and also a stipend for students who attended for the full two weeks and for two educators and two student mentors in NM. The camp offered 32 high school students from New Mexico and 8 from Hawaii a unique opportunity to explore science topics and meet a broad range of role model professionals across STEM fields including astrophysics, cybersecurity, Energy fields, space science, engineering, biophysics, environmental science, robotics, computer science, nuclear engineering, radiological science, physics and chemistry. With nearly 120 volunteers who came mainly from Los Alamos National Laboratory (66%) and Sandia national laboratories (18%), two funded educators from NM, Dr. Weldon Beauchamp and Dr. Ellee Cook, and two educators from Hilo, Dr. Pascale Creek Pinner and LeAnn Ragasa, the camp was educationally sound and extremely varied. The collaboration with school educators is critical for the goal of this camp to not only impact students' lives but also improve STEM education in NM and Hawaii. The ultimate goal of the camp is to increase higher education aspirations of students, empower them to consider careers in STEM and learn more about the opportunities available to them in our local colleges and DOE National Laboratories. In addition, the camp also hired 2 past students as student mentors, Megan Odom and Elisea Jackson, who currently attend NMSA and were students at the camp in 2022 when it was virtual. The in-person camp which aims at empowering under-represented minorities in STEM in our community received more than 52 applications this year from all over NM and 8 applications from Hawaii. Our selection criteria are based on diversity, equity and inclusion, and students for whom the camp can be a life-changing opportunity are given a chance to attend the camp. During COVID, the camp was held virtually and gave the opportunity to students from remote areas in NM and Hawaii to attend from their homes. This year, fantastic families supported students everyday even when home was in remote areas in NM like Lea county, Sandoval county, Bernalillo or Mora county. The organizers hope next year they can offer a residential option for students from remote areas.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2023

AMES: MS and MENG in Advanced Manufacturing for Energy at the University of Connecticut (Final Technical Report)

The objective of the project is to develop and implement an advanced degree program (MS and MENG in Advanced Manufacturing for Energy Systems, AMES) responding to the long-term workforce and technology requirements of the nation’s advanced energy products manufacturing industry. The program provided an industry relevant research experience by leveraging existing energy (e.g. fuels, power electronics, electrochemical power sources) and advanced manufacturing (e.g. additive manufacturing, composites, sensing) research at UConn funded by federal and state agencies, and industry, as well as through our industry partnerships. The trainees have joined research teams, advised by faculty with relevant research interests and expertise and were co-advised by industrial mentors. The AMES program have developed a truly interdisciplinary curriculum, first graduate degree program at UConn School (now College) of Engineering not housed in an academic department, with concentrations focusing on various challenges in advanced manufacturing for energy systems, e.g. advanced materials and processing. The project also developed new courses focusing on common technical and professional skills, and integrated various components for an industry relevant training. The program has admitted 29 Master of Science (MS) students since inception in January 2019. Twenty six of these students were AMES fellows, who have received partial funding from DoE through this project. The program far exceeded the goal of admitting at least five new MS (with thesis) students. All students were required to complete a thesis (M.S.) or a capstone (M.Eng.) project that are defined in collaboration with industry partners to ensure industrial relevancy, addressing a current industrial challenges. Industrial mentors also participated in advising the students in their research. AMES fellows, in addition were also required to complete an industrial internship for further industrial experience.

36 MATERIALS SCIENCE↗
DOE OSTI2022

Improving the Success of Underrepresented Populations in Computer and Computational Science Research with the CRA–WP Grad Cohort Workshops

The CRA–WP Grad Cohort Workshops are focused at the graduate level to maximize the likelihood participants will successfully complete their graduate degrees. Factors such as role models, skills, competence, confidence, mentoring, social support, and development of identity as a researcher help students to persist in graduate school, while factors such as sexism, racism, and dissatisfaction with their graduate program may cause them to leave. We, therefore, help first, second, and third year students build their skills, research strategies, and confidence; meet potential mentors from outside their institutions; develop connections with each other and with their research communities; and inform them about strategies for successful publishing, speaking, and advisor management strategies. By targeting early graduate students, we seek to help them stay in graduate school and in research.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2025

OPCW Twining Project Visit by the National Laboratory of Scientific and Technical Police (LNPST) to Lawrence Livermore National Laboratory Forensic Science Center (LLNL)

PURPOSE FOR TRIP Through the Organisation for Prohibition of Chemical Weapons (OPCW) Twinning and Assistance Program, Lawrence Livermore National Laboratory, Forensic Science Center (LLNL) has been paired with Morocco’s National Laboratory of Scientific and Technical Police (LNPST), with the goal of mentoring LNPST to become an OPCW Designated Laboratory. The purpose of this visit was for LLNL staff to mentor staff from LNPST as they participated in hands-on, laboratory-based exercises to analyze proficiency test samples prepared by LLNL. This visit was designed to help LNPST scientists strengthen their skills in OPCW proficiency testing.

45 MILITARY TECHNOLOGY, WEAPONRY, AND NATIONAL DEF↗
DOE OSTI2026

Data-Driven Modeling and Control of Systems with Plasma-Surface Interactions (Final Technical Report)

This final technical report summarizes the activities and accomplishments in the period from February 2023 thru January 2026. The objective of the proposed research is to investigate the physical mechanisms and processes underlying the formation of structures and patterns in systems with plasma-surface interactions. In the past decades, there have been extensive studies on the interaction of glow discharges, dielectric barrier discharges, and arc discharges with confining or intervening surfaces. The advancement of the understanding of these phenomena is not only of fundamental scientific interest and relevance to the knowledge of the plasma state, but also with profound implications in various technological applications. The research will integrate theoretical, computational, and experimental work within an innovative framework of data assimilation, i.e., optimally combining model predictions with measurements. The scientific merit of this research has three aspects. Firstly, it extends the studies of plasma-surface interactions to systems with insulator surfaces and multi-layer systems, while existing studies are predominantly on electrode surfaces. Secondly, it expects to develop a novel data-driven modeling approach based on data assimilation to enhance the predictive and control capabilities, which could make transformative contributions to basic plasma research. Thirdly, it will shed new light on outstanding problems related to formation of patterns interfacing plasmas. This project also aims to launch an education and outreach initiative at Texas A&M University-Kingsville, a non-R1, minority-serving institution in South Texas. The initiative is structured as a four-tier pyramid. Tier one will be a webinar series for culture and capacity building to inform broader audience in the region about the research fields of plasma science and engineering. Tier two will be the creation and offering of an upper-level undergraduate course on introductory plasma physics, which will help with the recruitment for the upper tiers. On tier three, we will engage and mentor senior design students to conduct work toward the research goal of this project. There will also be a certificate program on general plasma science for undergrad and graduate students, part of which will be lab training at Princeton University. Tier four will be the supervision and mentoring of Ph.D. students. Therefore, this project will systematically expand the talent pipeline, broaden participation from communities historically and geographically underrepresented in DOE SC research portfolio, significantly improve the research and education capacity at the PI’s institution, and contribute to developing a diverse workforce in plasma science and engineering.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗
NASA NTRS1998

1997 NASA Academy in Aeronautics

The NASA Academy in Aeronautics at the Dryden Flight Research Center (DFRC) was a ten-week summer leadership training program conducted for the first time in the summer of 1997. Funding was provided by a contract between DFRC and Purdue University. Mr. Lee Duke of DFRC was the contract monitor, and Professor Dominick Andrisani was the principal investigator. Five student research associates participated in the program. Biographies of the research associates are given in Appendix 1. Dominick Andrisani served as Dean of the NASA Academy in Aeronautics. NASA Academy in Aeronautics is a unique summer institute of higher learning that endeavors to provide insight into all of the elements that make NASA aeronautical research possible. At the same time the Academy assigns the research associate to be mentored by one of NASA!s best researchers so that they can contribute towards an active flight research program. Aeronautical research and development are an investment in the future, and NASA Academy is an investment in aeronautical leaders of the future. The Academy was run by the Indiana Space Grant Consortium at Purdue in strategic partnership with the National Space Grant College and Fellowship Program. Research associates at the Academy were selected with help from the Space Grant Consortium that sponsored the research associate. Research associate stipend and travel to DFRC were paid by the students' Space Grant Consortium. All other student expenses were paid by the Academy. Since the Academy at DFRC had only five students the opportunity for individual growth and attention was unique in the country. About 30% of the working time and most of the social time of the students were be spent as a "group" or "team." This time was devoted to exchange of ideas, on forays into the highest levels of decision making, and in executing aeronautical research. This was done by interviewing leaders throughout the aerospace industry, seminars, working dinners, and informal discussions. The other 70% of the working time was spent working on the technical research project with the engineering mentors. Abstracts of those projects are given in Appendix 4.

Andrisani, Dominick, II↗
NASA NTRS1997

Thermal-Structures and Materials Testing Laboratory

Since its inception and successful implementation in 1997 at James Madison University, the Thermal Structures and Materials Testing Laboratory (T-SaMTL) funded by the NASA Langley Research Center is evolving into one of the University's premier and exemplary efforts to increase minority representation in the sciences and mathematics. Serving ten (10) students and faculty directly and almost fifty (50) students indirectly, T-SAMTL, through its recruitment efforts, workshops, mentoring program, tutorial services and its research and computational laboratories has marked the completion of the first year with support from NASA totaling $ 100,000. Beginning as an innovative academic research and mentoring program for underrepresented minority science and mathematics students, the program now boasts a constituency which consists of 50% graduating seniors in the spring of 1998 with 50% planning to go to graduate school. The program's intent is to increase the number of underrepresented minorities who receive doctoral degrees in the sciences by initiating an academically enriched research program aimed at strengthening the academic and self actualization skills of undergraduate students with the potential to pursue doctoral study in the sciences. The program provides financial assistance, academic enrichment, and professional and personal development support for minority students who demonstrate the potential and strong desire to pursue careers in the sciences and mathematics. James Madison University was awarded the first $100,000, in April 1997, by The NASA Langley Research Center for establishment and support of its Thermal Structures and Materials Testing

Teate, Anthony A.↗
NASA NTRS2000

Third Annual HEDS-UP Forum

The HEDS-UP (Human Exploration and Development of Space-University Partners) program has been instituted to build new relationships between university faculty and students and NASA in support of the Human Exploration and Development of Space. The program provides a mechanism whereby university students can explore problems of interest to NASA through student design projects, led by a university professor or mentor, and aided by the HEDSUP staff. HEDS-UP advises on the type of project that is of interest and provides contacts to NASA and industry professionals who may serve as mentors to the student project. Students become acquainted with objectives, strategies, development issues, and technologic characteristics of space exploration programs. In doing so, they are preparing themselves for future engineering challenges and may well find that the program is on their critical path to professional advancement. Many of the ideas are novel and are of interest to NASA. Industry finds in HEDS-UP a mechanism to meet many bright and enthusiastic students who are about to enter the work force. The universities become more involved with space exploration and the students are encouraged to include an outreach element in their work, to bring their efforts and their excitement to others in their universities or in their communities. The climax of the HEDS-UP program each year is the HEDS-UP Forum, held at the Lunar and Planetary Institute. Here, the university teams bring their projects - written reports, oral reports, models, prototypes, and experiment demonstrations - to show to one another and to NASA and industry participants. NASA, industry, and academic professionals present discussions of problems of current interest to space exploration. All meet informally around the posters that each of the teams brings to the Forum. This year the HEDS-UP Forum was held May 4-5 at the Lunar and Planetary Institute in Houston. Thirteen university teams from twelve universities participated. Eleven teams were undergraduate teams; two were composed of graduate students. Each team contributed a 20-page written report, and these reports are reproduced in this volume. The specially invited NASA presenters included Mr. John Connolly, Dr. David McKay and Dr. Donald Henninger of the NASA Johnson Space Center, Dr. Paul Spudis and Dr. Steve Clifford of the Lunar and Planetary Institute, and Dr. Pascal Lee of the NASA Ames Research Center.

Duke, Michael B.↗
NASA NTRS2000

Overview of Space Science and Information Research Opportunities at NASA

It is not possible to review all the opportunities that NASA provides to support the Space Science Enterprise, in the short amount of time allotted for this presentation. Therefore, only a few key programs will be discussed. The programs that I will discuss will concentrate on research opportunities for faculty, graduate and postdoctoral candidates in Space Science research and information technologies at NASA. One of the most important programs for research opportunities is the NASA Research Announcement or NRA. NASA Headquarters issues NRA's on a regular basis and these cover space science and computer science activities relating to NASA missions and programs. In the Space Sciences, the most important NRA is called the "Research Opportunities in Space Science or the ROSS NRA. The ROSS NRA is composed of multiple announcements in the areas of structure and evolution of the Universe, Solar System exploration, Sun-Earth connections, and applied information systems. Another important opportunity is the Graduate Student Research Program (GSRP). The GSRP is designed to cultivate research ties between a NASA Center and the academic community through the award of fellowships to promising students in science and engineering. This program is unique since it matches the student's area of research interest with existing work being carried out at NASA. This program is for U.S. citizens who are full-time graduate students. Students who are successful have made the match between their research and the NASA employee who will act as their NASA Advisor/ Mentor. In this program, the student's research is primarily accomplished under the supervision of his faculty advisor with periodic or frequent interactions with the NASA Mentor. These interactions typically involve travel to the sponsoring NASA Center on a regular basis. The one-year fellowships are renewable for up to three years and over $20,000 per year. These and other important opportunities will be discussed.

Green, James L.↗