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All sources NASA NTRS DOE OSTI

NASA NTRS1994

1994 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

Spencer, John H.↗

NASA NTRS1998

1998 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The program objectives include: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

Marable, William P.↗

NASA NTRS1995

The 1995 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

Tiwari, Surendra N.↗

NASA NTRS1998

1997 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are as follows: (1) To further the professional knowledge of qualified engineering and science faculty members, (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. Program description is as follows: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

Tiwari, Surendra N.↗

NASA NTRS1986

Hampton University/American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1986

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university will be faculty members appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the Fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education or industry.

Spencer, J. H.↗

NASA NTRS1985

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1985

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to simulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The fellows will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, the educational community, or industry.

Goglia, G.↗

NASA NTRS1992

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1992

Spencer, John H.↗

DOE OSTI2012

iSTEM Summer Institute: An Integrated Approach to Teacher Professional Development inSTEM

The importance of STEM education to our national prosperity and global competitiveness was recently reinforced by the Obama administration support for Change the Equation. Change the Equation is a multi-entity initiative formed in response to the rapidly increasing demand for STEM related careers and the potential lack of preparation by many Americans to be employed in these positions. To address the issue many are calling for increased emphasis on K-12 STEM education, as early preparation in STEM provides the foundation essential for further learning and competencies (National Research Council, 2007). Achieving and sustaining depth and breadth of K-12 STEM education is inextricably linked to ongoing professional development of K-12 educators. The need for teacher continuing education in STEM education and the link between teacher effectiveness and student preparation in STEM was the impetus behind our i- STEM professional development summer institute. The i-STEM initiative is a collaborative effort between business, industry, government, K-12, and higher education. Although the organization is working on a number of projects, including policy, research, communication, and collaborations, the i-STEM group has directed significant resources toward K-12 educator professional development opportunities in STEM. Our report focuses on the structure and impact of the intensive four-day i-STEM residential professional development institute which we designed to increase the capacity of grade 4-9 teachers to teach STEM content. We structured the summer institute using the outcome of a survey we conducted of grade 4-9 teachers’ to assess their STEM professional development needs, the extant literature on teacher development, the increasing need for a STEM informed society, and our desire to use evidence based practices to enhance teacher capacity to teach STEM content. We developed this investigation to determine if our summer institute influenced the participating teachers comfort with teaching STEM, efficacy for teaching STEM, content knowledge of STEM, inquiry implementation in STEM, and perceptions of STEM education. These parameters in-part have been gathered previously for specific areas of math or science education, but we are not aware of any study in which these variables have been attended to and assessed in the context of enhancing inservice teacher preparation to teach STEM. Therefore, our project provides a unique contribution to the literature because of our focus on STEM education and our adaptation and use of an array of assessment tools to measure the impact on our participants’ perceptions of teaching STEM, affective perspectives, and knowledge of the related content. Further, we are responding to the position of Putnam and Borko (2000) who contend there has been a dearth of attention paid toward creating teacher professional development experiences consistent with the teacher learning and investigations of the impact of the experience on the participating educators. Before we present our research and results, we discuss the relevant literature establishing the justification for our study. Following the presentation of our study results we discuss the related implications and directions for future research. We conclude with a discussion of study limitations and some closing remarks of our study contributions to the field of teacher professional development in STEM education.

99 GENERAL AND MISCELLANEOUS↗

NASA NTRSDate not supplied

Growing Beyond Earth: Student Citizen Science Contributing to Space Crop Production

Fairchild Tropical Botanic Garden and NASA have been partnering since 2015 to conduct a citizen science education program for middle and high school students called Growing Beyond Earth (GBE). Growing Beyond Earth is a multi-classroom science project designed to advance NASA’s research on growing plants in space. GBE was implemented locally and scaled nationally under two NASA Grants. Now serving more than 250 schools and over 10,000 middle and high school students nationwide, GBE successfully improved STEM education. It also contributed student-generated data to NASA, improving NASA research on the ground and on ISS, with two student-selected crops grown in space. GBE is unique in its focus on real scientific research, enabling student “citizen scientists” to contribute data toward NASA mission planning. Each classroom receives a Fairchild-designed plant habitat analogous to the plant growing equipment aboard the International Space Station (ISS). Fairchild and NASA scientists train teachers to conduct in-classroom GBE experiments, and students then share experimental data online with NASA. As NASA looks toward a long-term human presence beyond Earth’s orbit, there are specific science, technology, engineering, and math challenges related to food production in space. During this presentation, learn how GBE is addressing those challenges by expanding the diversity and quality of edible plants that can be grown aboard spacecraft. We will share the significant scientific and educational results that have come out of this partnership and explain how we quickly pivoted to allow students to continue to contribute during the COVID-era. Finally, we will explain how on Earth, GBE is also advancing technologies for growing plants in urban, indoor, and other resource-limited settings through the GBE Maker challenge for High School, University, and Professional communities of Makers across the country to develop the next generation of space crop production technologies. These programs are supported by NASA.

Growing Beyond Earth↗

NASA NTRS2000

Bone Quest - A Space-Based Science and Health Education Unit

This proposal addresses the need for effective and innovative science and health education materials that focus on space bone biology and its implications for bone health on Earth. The focus of these materials, bone biology and health, will increase science knowledge as well as health awareness. Current investigations of the bone loss observed after long-duration space missions provide a link between studies of bone health in space, and studies of osteoporosis, a disease characterized by bone loss and progressive skeletal weakness. The overall goal of this project is to design and develop web-based and print-based materials for high school science students, that will address the following: a) knowledge of normal bone biology and bone biology in a microgravity environment; b) knowledge of osteoporosis; c) knowledge of treatment modalities for space- and Earth-based bone loss; and d} bone-related nutrition knowledge and behavior. To this end, we propose to design and develop a Bone Biology Tutorial which will instruct students about normal bone biology, bone biology in a microgravity environment, osteoporosis - its definition, detection, risk factors, and prevention, treatment modalities for space- and Earth-based bone loss, and the importance of nutrition in bone health. Particular emphasis will be placed on current trends in . adolescent nutrition, and their relationships to bone health. Additionally, we propose to design and develop two interactive nutrition/health ' education activities that will allow students to apply the information provided in the Bone Biology Tutorial. In the first, students will apply constructs provided in the Bone Biology Tutorial to design "Bone Health Plans" for space travelers.

Smith, Scott M.↗

NASA NTRS1996

NASA-ASEE Summer Faculty Fellowship Program at NASA Lewis Research Center

During the summer of 1996, a ten-week Summer Faculty Fellowship Program was conducted at the NASA Lewis Research Center (LeRC) in collaboration with Case Western Reserve University (CWRU), and the Ohio Aerospace Institute (OAI). This is the thirty-third summer of this program at Lewis. It was one of nine summer programs sponsored by NASA in 1996, at various field centers under the auspices of the American Society for Engineering Education (ASEE). The objectives of the program are: (1) to further the professional knowledge of qualified engineering and science educators, (2) to stimulate an exchange of ideas between participants and NASA, (3) to enrich and refresh the research activities of participants' institutions. (4) to contribute to the research objectives of LeRC. This report is intended to recapitulate the activities comprising the 1996 Lewis Summer Faculty Fellowship Program, to summarize evaluations by the participants, and to make recommendations regarding future programs.

Prahl, Joseph M.↗

NASA NTRS1994

Teacher Enhancement Institute

During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories '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'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science/Mathematics model school has been established. Teachers selected for this project represented school systems where income levels are extremely low, and students served tend not to receive innovative instruction in mathematics and science and their use of technology is limited. The Teacher Enhancement Institute contained several features, that when combined, allowed for a unique experience. Some of these features included local teachers, administrators and school board members as presenters, instruction and use of technology every day, tours of select features of the research facility, briefings by NASA/LaRC scientists, engineers and researchers as well as individuals from the Continuous Electron Beam Accelerator Facility (CEBAF). Another unique feature of this program is to have participants convene on three separate occasions throughout the academic year to discuss strategies for information dissemination and implementation results. Teachers' attitudes towards the use of technology, their ability to develop lessons using technology and their ability to develop lessons using information obtained through TEI were assessed using instruments developed by TEI summer faculty members. Data from these instruments were analyzed and reported in a final report submitted to the director of the Office of Education.

Marshall-Bradley, Tina↗

NASA NTRS2009

NASA's Student Launch Projects: A Government Education Program for Science and Engineering

Among the many NASA education activities, the Student Launch projects are examples of how one agency has been working with students to inspire math, science and engineering interest. There are two Student Launch projects: Student Launch Initiative (SLI) for middle and high school students and the University Student Launch Initiative (USLI) for college students. The programs are described and website links are provided for further information. This document presents an example of how an agency can work with its unique resources in partnership with schools and communities to bring excitement to the classroom.

Shepherd, Christena C.↗

NASA NTRS2004

NASA Education Forum at SAO on the Structure and Evolution of the Universe

Overview. The past year for the new SEU Forum has been a highly productive one and has moved us forward on three major objectives: Involving the public in the major scientific discoveries in our SEU theme this past year, especially the exciting discoveries about dark energy, cosmology, and black holes. Implementing the recommendations of the Knappenberger Report in order to strengthen the educational coherence of our collective activities. Developing strategic partnerships with underserved communities and other key customers . Among our activities for the past year are the following: Serving the Informal Science Education Communities: Summary of Goals, Plans and Activities for the Year 9/15/04 - 9/14/05. Interactions with the Space Science Community.

Gould, Roy↗

NASA NTRS1998

Aeronautics. An Educator's Guide with Activities in Science, Mathematics, and Technology Education: What Pilot, Astronaut, or Aeronautical Engineer didn't Start out with a Toy Glider?

Welcome to the exciting world of aeronautics. The term aeronautics originated in France, and was derived from the Greek words for "air" and "to sail." It is the study of flight and the operation of aircraft. This educator guide explains basic aeronautical concepts, provides a background in the history of aviation, and sets them within the context of the flight environment (atmosphere, airports, and navigation). The activities in this guide are designed to be uncomplicated and fun. They have been developed by NASA Aerospace Education Services Program specialists, who have successfully used them in countless workshops and student programs around the United States. The activities encourage students to explore the nature of flight, and experience some real-life applications of mathematics, science, and technology. The subject of flight has a wonderful power to inspire learning.

Biggs, Pat↗

NASA NTRS1991

Benefits to the nation from astronomy and astrophysics

It is argued that astronomy makes unexpectantly large contributions to formal and informal science education, given the small number of research astronomers. Technology transfer and spin-offs from astronomy have important applications in medicine, industry, defence, environmental monitoring, and consumer products. Astronomy provides unusually promising opportunities for international cooperation. Other sciences benefit from synergistic interactions with astronomy. A review is given of astronomy education and teacher training. The role of astronomy in medicine, industry, defence, energy technology, the environment, and everyday life is reviewed.

Trimble, Virginia↗

NASA NTRS2004

Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

Source record↗

NASA NTRS1987

Educational affairs plan: A five-year strategy

A five-year plan is presented to guide the use of NASA resources in administering a focused and consistent set of aeronautics and space science education programs. Major initiatives outlined in this plan fall into two categories: programmatic priorities and institutional priorities. Programmatic priorities for this plan include elementary education, teacher education, underrepresented minority participation, educational technology and the Aerospace Education Services Project (AESP). Institutional priorities highlighted in this plan include university programs, educational publications and their distribution, educational partnerships with public and private organizations, educational research and evaluation, and activities of the educational affairs administration. The plan's aim is to directly and indirectly help to ensure an adequate pool of talented scientists, engineers and technical personnel to keep NASA at the forefront of advancements for the 21st century.

Source record↗