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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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NASA NTRS2005

International Space Education Outreach: Taking Exploration to the Global Classroom

With the development of the International Space Station and the need for international collaboration for returning to the moon and developing a mission to Mars, NASA has embarked on developing international educational programs related to space exploration. In addition, with the explosion of educational technology, linking students on a global basis is more easily accomplished. This technology is bringing national and international issues into the classroom, including global environmental issues, the global marketplace, and global collaboration in space. We present the successes and lessons learned concerning international educational and public outreach programs that we have been involved in for NASA as well as the importance of sustaining these international peer collaborative programs for the future generations. These programs will undoubtedly be critical in enhancing the classroom environment and will affect the achievements in and attitudes towards science, technology, engineering and mathematics.

Dreschel, T. W.↗
NASA NTRS2005

Evaluating the Effectiveness of the 2003-2004 NASA CONNECT(trademark)Program

NASA CONNECT is an Emmy-award-winning series of instructional (distance learning) programs for grades 6-8. Produced by the NASA Center for Distance Learning, the nine programs in the 2003-2004 NASA CONNECT series are research-, inquiry-, standards-, teacher-, and technology-based and include a 30-minute program, an educator guide containing a hands-on activity, and a web-based component. The 1,500 randomly selected NASA CONNECT registered users were invited to complete an electronic (self-reported) survey that employed a 5-point Likert-type scale. Regarding NASA CONNECT, respondents reported that the programs (1) enhance the teaching of mathematics, science, and technology (4.53); (2) are aligned with the national mathematics, science, and technology standards (4.52); (3) raise student awareness of careers requiring mathematics, science, and technology (4.48); (4) demonstrate the application of mathematics, science, and technology (4.47); and (5) present women and minorities performing challenging engineering and science tasks (4.50).

Caton, Randall H.↗
NASA NTRS1999

Wilberforce Power Technology in Education Program

The Wilberforce Power Technology in Education Program is a multipart program. Three key parts of this program will be described. They are: (1) WISE-The Wilberforce Summer Intensive Experience. This annual offering is an educational program which is designed to provide both background reinforcement and a focus on study skills to give the participants a boost in their academic performance throughout their academic careers. It is offered to entering Wilberforce students. Those students who take advantage of WISE learn to improve important skills which enable them to work at higher levels in mathematics, science and engineering courses throughout their college careers, but most notably in the first year of college study. (2) Apply technology to reaming. This is being done in several ways including creating an electronic chemistry text with hypertext links to a glossary to help the students deal with the large new vocabulary required to describe and understand chemistry. It is also being done by converting lecture materials for the Biochemistry class to PowerPoint format. Technology is also being applied to learning by exploring simulation software of scientific instrumentation. (3) Wilberforce participation in collaborative research with NASA's John H. Glenn Research Center at Lewis Field. This research has focused on two areas in the past year. The first of these is the deposition of solar cell materials. A second area involves the development of polymeric materials for incorporation into thin film batteries.

Gordon, Edward M.↗
NASA NTRS2008

MODSIM World 2007 Conference and Expo: Select Papers and Presentations from the Education and Training Track

This NASA Conference Publication features select papers and PowerPoint presentations from the Education and Training Track of MODSIM World 2007 Conference and Expo. Invited speakers and panelists of national and international renown, representing academia, industry and government, discussed how modeling and simulation (M&S) technology can be used to accelerate learning in the K-16 classroom, especially when using M&S technology as a tool for integrating science, technology, engineering and mathematics (STEM) classes. The presenters also addressed the application ofM&S technology to learning and training outside of the classroom. Specific sub-topics of the presentations included: learning theory; curriculum development; professional development; tools/user applications; implementation/infrastructure/issues; and workforce development. There was a session devoted to student M&S competitions in Virginia too, as well as a poster session.

Pinelli, Thomas E.↗
NASA NTRS1997

Science, Engineering, Mathematics and Aerospace Academy

This is an annual report on the Science, Engineering, Mathematics, and Aerospace Academy (SEMAA), which is run as a collaborative effort of NASA Lewis Research Center, and Cuyahgoga Community College. The purpose of SEMA is to increase the percentage of African Americans, and Hispanics in the fields of science and technology. The SEMAA program reaches from kindergarden, to grade 12, involving the family of under-served minorities in the education of the children. The year being reported (i.e., 1996-1997) saw considerable achievement. The program served over 1,939 students, and 120 parents were involved in various seminars. The report goes on to review the program and its implementation for each grade level. It also summarizes the participation, by gender and ethnicity.

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NASA NTRS2016

NASA's Suborbital Missions Teach Engineering and Technology: Goddard Space Flight Center's Wallops Flight Facility

A 50 minute-workshop based on NASA publicly available information will be conducted at the International Technology and Engineering Educator Association annual conference. Attendees will include middle and high school teachers and university teacher educators. Engineering and technology are essential to NASA's suborbital missions including sounding rockets, scientific balloon and airborne science. The attendees will learn how to include NASA information on these missions in their teaching.

STEM: Science Technology Engineering and Mathemati↗
NASA NTRS1993

The NASA HRMS educational outreach program - Searching for extraterrestrial intelligence while developing extraintelligent terrestrials

Students, young and old, find extraterrestrial life one of the most intriguing of all science topics. A curriculum development project co-funded by the National Science Foundation and NASA, and administered by the SETI Institute, is underway to develop and test third through ninth grade science lessons that draw upon this fascination to focus student interest on science and mathematics. Individual lessons are designed by teachers and curriculum developers, tested in classrooms, revised and re-tested prior to distribution. A series of guides, each containing 10 to 15 lessons, will be finished by late summer 1994.

Coulter, Gary R.↗
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 NTRS1986

Physics through the 1990s: Scientific interfaces and technological applications

The volume examines the scientific interfaces and technological applications of physics. Twelve areas are dealt with: biological physics-biophysics, the brain, and theoretical biology; the physics-chemistry interface-instrumentation, surfaces, neutron and synchrotron radiation, polymers, organic electronic materials; materials science; geophysics-tectonics, the atmosphere and oceans, planets, drilling and seismic exploration, and remote sensing; computational physics-complex systems and applications in basic research; mathematics-field theory and chaos; microelectronics-integrated circuits, miniaturization, future trends; optical information technologies-fiber optics and photonics; instrumentation; physics applications to energy needs and the environment; national security-devices, weapons, and arms control; medical physics-radiology, ultrasonics, MNR, and photonics. An executive summary and many chapters contain recommendations regarding funding, education, industry participation, small-group university research and large facility programs, government agency programs, and computer database needs.

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NASA NTRS1999

Digitized Educational Technology: A Learning Tool Using Remotely Sensed Data

Digitized Educational software for different levels of instruction were developed and placed on the web (geocities). Students attending the Pre-Engineering Summer 1998 Camp at Dillard University explored the use of the software which included presentations, applications, and special exercises. Student comments were received and considered for adjustments. The second outreach program included students from Colton Junior High School and Natural Science Majors at Dillard University. The Natural Majors completed a second survey concerning reasons why students selected majors in the Sciences and Mathematics. Two student research assistants (DU) and faculty members/parents of Colton Junior High assisted.

Love, Gloria Carter↗
NASA NTRS2012

Space Operations Learning Center

The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

Lui, Ben↗
NASA NTRS1997

Summer High School Apprenticeship Research Program (SHARP)

The summer of 1997 will not only be noted by NASA for the mission to Mars by the Pathfinder but also for the 179 brilliant apprentices that participated in the SHARP Program. Apprentice participation increased 17% over last year's total of 153 participants. As indicated by the End-of-the-Program Evaluations, 96% of the programs' participants rated the summer experience from very good to excellent. The SHARP Management Team began the year by meeting in Cocoa Beach, Florida for the annual SHARP Planning Conference. Participants strengthened their Education Division Computer Aided Tracking System (EDCATS) skills, toured the world-renowned Kennedy Space Center, and took a journey into space during the Alien Encounter Exercise. The participants returned to their Centers with the same goals and objectives in mind. The 1997 SHARP Program goals were: (1) Utilize NASA's mission, unique facilities and specialized workforce to provide exposure, education, and enrichment experiences to expand participants' career horizons and inspire excellence in formal education and lifelong learning. (2) Develop and implement innovative education reform initiatives which support NASA's Education Strategic Plan and national education goals. (3) Utilize established statistical indicators to measure the effectiveness of SHARP's program goals. (4) Explore new recruiting methods which target the student population for which SHARP was specifically designed. (5) Increase the number of participants in the program. All of the SHARP Coordinators reported that the goals and objectives for the overall program as well as their individual program goals were achieved. Some of the goals and objectives for the Centers were: (1) To increase the students' awareness of science, mathematics, engineering, and computer technology; (2) To provide students with the opportunity to broaden their career objectives; and (3) To expose students to a variety of enrichment activities. Most of the Center goals and objectives were consistent with the overall program goals. Modem Technology Systems, Inc., was able to meet the SHARP Apprentices, Coordinators and Mentors during their site visits to Stennis Space Center, Ames Research Center and Dryden Flight Research Center. All three Centers had very efficient programs and adhered to SHARP's general guidelines and procedures. MTSI was able to meet the apprentices from the other Centers via satellite in July during the SHARP Video-Teleconference(ViTS). The ViTS offered the apprentices and the NASA and SHARP Coordinators the opportunity to introduce themselves. The apprentices from each Center presented topical "Cutting Edge Projects". Some of the accomplishments for the 1997 SHARP Program year included: MTSI hiring apprentices from four of the nine NASA Centers, the full utilization of the EDCATS by apprentices and NASA/SHARP Coordinators, the distribution of the SHARP Apprentice College and Scholarship Directory, a reunion with former apprentices from Langley Research Center and the development of a SHARP Recruitment Poster. MTSI developed another exciting newsletter containing graphics and articles submitted by the apprentices and the SHARP Management Team.

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NASA NTRS2011

Virginia Demonstration Project Encouraging Middle School Students in Pursuing STEM Careers

Encouraging students at all grade levels to consider pursuing a career in Science, Technology, Engineering, and Mathematics (STEM) fields i s a national focus. In 2005, the Naval Surface Warfare Center, Dahlgren Division (NSWCDD), a Department of Defense laboratory located in Da hlgren, Virginia, began work on the Virginia Demonstration Project (VDP) with the goal of increasing more student interest in STEM educatio n and pursuing STEM careers. This goal continues as the program enters its sixth year. This project has been successful through the partici pation of NSWCDD's scientists and engineers who are trained as mentor s to work in local middle school classrooms throughout the school year, As an extension of the in-class activities, several STEM summer aca demies have been conducted at NSWCDD, These academies are supported by the Navy through the VDP and the STEM Learning Module Project. These projects are part of more extensive outreach efforts offered by the National Defense Education Program (NDEP), sponsored by the Director, Defense Research and Engineering. The focus of this paper is on the types of activities conducted at the summer academy, an overview of the academy planning process, and recommendations to help support a nati onal plan of integrating modeling and simulation-based engineering and science into all grade levels. based upon the lessons learned

Bachman, Jane T.↗
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.↗
NASA NTRS1997

Microgravity: A Teacher's Guide With Activities in Science, Mathematics, and Technology

The purpose of this curriculum supplement guide is to define and explain microgravity and show how microgravity can help us learn about the phenomena of our world. The front section of the guide is designed to provide teachers of science, mathematics, and technology at many levels with a foundation in microgravity science and applications. It begins with background information for the teacher on what microgravity is and how it is created. This is followed with information on the domains of microgravity science research; biotechnology, combustion science, fluid physics, fundamental physics, materials science, and microgravity research geared toward exploration. The background section concludes with a history of microgravity research and the expectations microgravity scientists have for research on the International Space Station. Finally, the guide concludes with a suggested reading list, NASA educational resources including electronic resources, and an evaluation questionnaire.

Rogers, Melissa J. B.↗
NASA NTRS2012

Bridging the Gap Between Scientists and Classrooms: Scientist Engagement in the Expedition Earth and Beyond Program

Teachers in today s classrooms need to find creative ways to connect students with science, technology, engineering, mathematics (STEM) experts. These STEM experts can serve as role models and help students think about potential future STEM careers. They can also help reinforce academic knowledge and skills. The cost of transportation restricts teachers ability to take students on field trips exposing them to outside experts and unique learning environments. Additionally, arranging to bring in guest speakers to the classroom seems to happen infrequently, especially in schools in rural areas. The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center has created a way to enable teachers to connect their students with STEM experts virtually. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. Through EEAB, scientists are able to actively engage with students across the nation in multiple ways. They can work with student teams as mentors, participate in virtual student team science presentations, or connect with students through Classroom Connection Distance Learning (DL) Events.

Graff, P. V.↗
NASA NTRS2012

Expedition Earth and Beyond: Using Crew Earth Observation Imagery from the International Space Station to Facilitate Student-Led Authentic Research

Student-led authentic research in the classroom helps motivate students in science, technology, engineering, and mathematics (STEM) related subjects. Classrooms benefit from activities that provide rigor, relevance, and a connection to the real world. Those real world connections are enhanced when they involve meaningful connections with NASA resources and scientists. Using the unique platform of the International Space Station (ISS) and Crew Earth Observation (CEO) imagery, the Expedition Earth and Beyond (EEAB) program provides an exciting way to enable classrooms in grades 5-12 to be active participants in NASA exploration, discovery, and the process of science. EEAB was created by the Astromaterials Research and Exploration Science (ARES) Education Program, at the NASA Johnson Space Center. This Earth and planetary science education program has created a framework enabling students to conduct authentic research about Earth and/or planetary comparisons using the captivating CEO images being taken by astronauts onboard the ISS. The CEO payload has been a science payload onboard the ISS since November 2000. ISS crews are trained in scientific observation of geological, oceanographic, environmental, and meteorological phenomena. Scientists on the ground select and periodically update a series of areas to be photographed as part of the CEO science payload.

Graff, P. V.↗
NASA NTRS1998

An Integrated Approach to Engineering Education in a Minority Community

Northeastern New Mexico epitomizes regions which are economically depressed, rural, and predominantly Hispanic. New Mexico Highlands University (NMHU), with a small student population of approximately 2800, offers a familiar environment attracting students who might otherwise not attend college. An outreach computer network of minority schools was created in northeastern New Mexico with NASA funding. Rural and urban minority schools gained electronic access to each other, to computer resources, to technical help at New Mexico Highlands University and gained access to the world via the Internet. This outreach program was initiated in the fall of 1992 in an effort to attract and to involve minority students in Engineering and the Mathematical Sciences. We installed 56 Kbs Internet connections to eight elementary schools, two middle schools, two high schools, a public library (servicing the home schooling community) and an International Baccalaureate school. For another fourteen rural schools, we provided computers and free dial-up service to servers on the New Mexico Highlands University campus.

Taylor, Bill↗