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NASA NTRS2012

Collaborative Educational Experiences through Higher Education-Industry Partnerships

This paper examines the perceptions of mentors and student interns from NASA's Langley Aerospace Research Summer Scholars (LARSS) program in Hampton, Virginia. Data for the current study are from student interns and mentors participating in the 2010, 10-week summer internship. Students are chosen from around the country based upon their applications and mentoring opportunities to participate in a summer program focusing on a range of specialty areas including: aeronautics; earth science research; exploration and flight; systems and concepts; systems engineering; subsonic/transonic testing; supersonic/hypersonic testing; and structures testing. This study presents information on mentors perceptions of academic preparedness brought to the workplace by student interns; student interns perceptions of how the internship helped develop key skill areas; and self-reports from student interns and their mentors about their internship experience.

Pinelli, Thomas E.↗

NASA NTRSDate not supplied

Overview of NASA's RESOURCE (Resource Exploration and Science of OUR Cosmic Environment) Project

The RESOURCE(Resource Exploration and Science of OUR Cosmic Environment) project is supported by NASA’s SSERVI (Solar System Exploration Research Virtual Institute) and is led by Principal Investigator (PI) Dr. Jennifer L. Heldmann and Deputy PIs Dr. Matthew Deans and Dr. Alexander Sehlke at NASA Ames Research Center. RESOURCE is focused on enabling In Situ Resource Utilization (ISRU) near the sites of robotic and/or human missions to enable sustainable and affordable exploration of the Moon and near-Earth objects (NEOs). This year RESOURCE has supported the development of a summary of the current state of knowledge regarding lunar polar volatiles as well as a comprehensive catalog and analysis of NEOs. RESOURCE is developing advanced mission capabilities to enable rapid, collaborative operations for lunar resource exploration missions. Hardware testing has been conducted to evaluate potential contaminants released during lunar polar regolith heating. Volatiles and particulates are the two sources of contamination that will affect the requirements of a water cleanup system, and RESOURCE research has identified the requirement for filtration prior to electrolysis for ISRU. RESOURCE also supports development of next-generation planetary drilling systems with integrated instrumentation within the drill. RESOURCE is also deeply committed to sustained efforts to engage educators, students, and broadening participation among under represented groups, and has partnered with Howard University in Washington, DC to foster minoritized students’ interest in STEAMD (science, technology, engineering, arts, math, design) careers through direct and virtual experiences with NASA Subject Matter Experts.

Jennifer L Heldmann↗

NASA NTRS1997

AOPA Survey Summary of AGATE Concepts Demonstration October 17-19, 1996: Basic Report - Volume 1

An AGATE Concepts Demonstration was conducted at the Annual Aircraft Owners and Pilots Association (AOPA) Convention in 1996. The demonstration consisted of an interactive simulation of a single-pilot, single-engine aircraft in which the participant took off, flew a brief enroute segment and then flew a Global Positioning System (GPS) approach and landing. The participant was provided an advanced 'pathway-in-the-sky' presentation on both a head-up display and a head-down display to follow throughout the flight. A single lever power control and display concept was also provided for control of the engine throughout the flight. A second head-down, multifunction display in the instrument panel provided a moving map display for navigation purposes and monitoring of the status of the aircraft's systems. An estimated 352 people observed or participated in the demonstration, and 144 surveys were collected. The pilot ratings of the participants ranged from student to Air Transport Rating with an average of 1850 hours total flight time. The performance of the participants was surprisingly good, considering the minimal training in a completely new system concept. The overwhelming response was that technologies that simplify piloting tasks are enthusiastically welcomed by pilots of all experience levels. The increase in situation awareness and reduction in pilot workload were universally accepted and lauded as steps in the right direction.

Source record↗

NASA NTRS1997

AOPA Survey Summary of AGATE Concepts Demonstration, October 17-19, 1996: Original Survey Data - Volume 2

An AGATE Concepts Demonstration was conducted at the Annual Aircraft Owners and Pilots Association (AOPA) Convention in 1996. The demonstration consisted of an interactive simulation of a single-pilot, single-engine aircraft in which the participant took off, flew a brief enroute segment and then flew a Global Positioning System (GPS) approach and landing. The participant was provided an advanced 'pathway-in-the-sky' presentation on both a head-up display and a head-down display to follow throughout the flight. A single lever power control and display concept was also provided for control of the engine throughout the flight A second head-down, multifunction display in the instrument panel provided a moving map display for navigation purposes and monitoring of the status of the aircraft's systems. An estimated 352 people observed or participated in the demonstration, and 144 surveys were collected. The pilot ratings of the participants ranged from student to Air Transport Rating with an average of 1850 hours total flight time. The performance of the participants was surprisingly good, considering the minimal training in a completely new system concept. The overwhelming response was that technologies that simplify piloting tasks are enthusiastically welcomed by pilots of all experience levels. The increase in situation awareness and reduction in pilot workload were universally accepted and lauded as steps in the right direction.

Source record↗

NASA NTRS2007

CanSat Competition: Contributing to the Development of NASA's Vision for Robotic Space Exploration

CanSat is an international student design-build-launch competition organized by the American Astronautical Society (AAS) and American Institute of Aeronautics and Astronautics (AIAA). The competition is also sponsored by the Naval Research Laboratory (NRL) and the National Aeronautics and Space Administration (NASA). The CanSat competition is designed for college, university and high school students wanting to participate in an applicable space-related competition. The objective of the CanSat competition is to complete space exploration missions by designing a specific system for a small sounding rocket payload which will follow and perform to a specific set of rules and guidelines for each year's competition. The competition encompasses a complete life-cycle of one year which includes all phases of design, integration, testing, judging and competition. The mission guidelines are based from space exploration missions and include bonus requirement options which teams may choose to participate in. The fundamental goal of the competition is to educate future engineers and scientists. This is accomplished by students applying systems engineering practices to a development project that incorporates an end-to-end life cycle, from requirements analysis, through preliminary design, integration and testing, an actual flight of the CanSat, and concluding with a post-mission debrief. This is done specifically with space related missions to bring a unique aspect of engineering and design to the competition. The competition has been progressing since its creation in 2005. The competition was originally meant to purely convey the engineering and design process to its participants, but through many experiences the competition has also undergone a learning experience with respect to systems engineering process and design. According

Berman, Joshua↗

NASA NTRS2014

Inspiring the Next Generation: The International Space Station Education Accomplishments

The International Space Station (ISS) has a unique ability to capture the imagination of both students and teachers worldwide. Since 2000, the presence of humans onboard ISS has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM). Over 43 million students around the world have participated in ISS-related educational activities. Projects such as YouTube Space Lab, Sally Ride Earth Knowledge-based Acquired by Middle Schools (EarthKAM), SPHERES (Synchronized Position Hold Engage and Reorient Experimental Satellites) Zero-Robotics, Tomatosphere, and MAI-75 events among others have allowed for global student, teacher and public access to space through student classroom investigations and real-time audio and video contacts with crewmembers. Educational activities are not limited to STEM but encompass all aspects of the human condition. This is well illustrated in the Uchu Renshi project, a chain poem initiated by an astronaut while in space and continued and completed by people on Earth. With ISS operations now extended to 2024, projects like these and their accompanying educational materials are available to more students around the world. From very early on in the program's history, students have been provided with a unique opportunity to get involved and participate in science and engineering projects. Many of these projects support inquiry-based learning that allows students to ask questions, develop hypothesis-derived experiments, obtain supporting evidence and identify solutions or explanations. This approach to learning is well-published as one of the most effective ways to inspire students to pursue careers in scientific and technology fields. Ever since the first space station element was launched, a wide range of student experiments and educational activities have been performed, both individually and collaboratively, by all the international partner agencies, National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency, (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos), and a number of non-participating countries, some under commercial agreements. Many of these programs still continue, and others are being developed and added to the stations tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; education competitions; students participating in ISS Engineering Education; Education Demonstrations and Cultural Activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the space station.

Alleyne, Camille W.↗

NASA NTRSDate not supplied

GL4U: Using Space Omics Data to Provide Bioinformatics Training for Students and Educators

NASA’s GeneLab project provides researchers open access to space-relevant experiment multi-omics data that can be mined to understand the effects of spaceflight on biological systems. To maximize the number of scientists who understand and utilize GeneLab data and data processing pipelines, GeneLab has created GeneLab for Colleges and Universities (GL4U). GL4U provides space biology-relevant training in bioinformatics to the next generation of scientists through direct and indirect approaches. The GeneLab team plans to host two annual data processing bootcamps, one for college-level students (direct) and one for college educators (indirect – training of trainers), in which participants learn to analyze GeneLab’s space-relevant omics data. The GL4U direct training pilot program was conducted in June 2021. During the pilot, students participated in a week-long bootcamp consisting of space biology-specific lectures and hands-on instruction using Jupyter Notebooks to analyze RNA sequence data. This pilot demonstrated the capacity of GL4U for training young scientists and encouraging data re-use. In June 2022, GL4U partnered with Jet Propulsion Laboratory’s (JPL) Planetary Protection Center of Excellence to conduct the indirect training pilot program by training educators at historically black colleges and universities (HBCUs) and minority serving institutions (MSIs). During the educator pilot, participants received materials, training, and will be provided the necessary compute resources to enable them to run the bootcamp at their home institutions or alternatively to adapt the content to implement within existing courses, thereby extending the reach of this initiative. The GL4U training program provides undergraduate students from underrepresented groups the opportunity to learn about NASA and Space Biology, and to enhance their career prospects by gaining hands-on experience analyzing omics data, a skillset that is highly applicable and marketable in the life sciences. Pre- and post-bootcamp surveys were completed by all participants and show the overwhelming success of the bootcamps.

Amanda M. Saravia-Butler↗

NASA NTRS1997

Recruitment and Retention of Indians in Science and Engineering (RISE)

Fifteen students from Turtle Mountain Community College were selected to participate in activities of the RISE project last summer. Eight students successfully completed project activities and received stipends for their participation. These eight students are (1) Jamie Gable, (2) John Morin, (3) Patrick Belgarde, (4) Jason Laducer, (5) Alex Johnson, (6) Eric Houle, (7) Gary Renault, and (8) Kenny DeCoteau. In the fall of 1998, Jamie Gable and Gary Renault went to North Dakota State University to pursue their undergraduate degrees in mechanical engineering, and John Morin and Alex Johnson joined the University of North Dakota's electrical engineering and industrial technology programs, respectively. Remaining four students will continue to participate in the RISE activities this year and transfer to the universities next year. Seven students who failed to complete the RISE project activities during the current award period are encouraged to participate again this fall. The RISE students were enrolled in a special course called "Introduction to Engineering Materials." The project director, Dr. Kamawat, taught the course on Saturdays and Sundays. Theoretical and mathematical background on engineering materials and careers in various engineering professions were discussed in this course. The students attended guest lectures given by engineers and professors and visited local industries. In addition, the students went to North Dakota State University (NDSU) at Fargo, ND, and the University of Minnesota (UMN) at Minneapolis, MN, to tour their engineering departments. At NDSU, they conducted laboratory tests on various engineering materials, such as concrete, steel, wood, plastics, and carbon composites. The students investigated the mechanical behavior of these materials under various loading conditions, collected data, interpreted data, identified possible errors, determined the mechanical properties, and wrote reports on their findings. The students created posters describing their results on the behavior of engineering material. The posters were displayed in the TMCC's student lounge.

Karnawat, Sunil↗

NASA NTRSDate not supplied

Leading University Students to the Edge of Space

For over 16 years, the Louisiana Space Grant Consortium (LaSPACE), the NASA Balloon Program Office (BPO), and the NASA Columbia Scientific Balloon Facility (CSBF) have collaborated in a series of high altitude balloon-based programs involving hands-on authentic learning experiences that expose university students and other participants to technical skills, teamwork dynamics, and effective communication methods. Such programs go beyond what is possible to achieve in a normal classroom and help prepare future engineers and scientists for a successful aerospace workforce career. In our collaborative effort, LaSPACE has focused on the program content and student mentoring while NASA BPO and CSBF provide balloon flight support and operations. The entry-level Louisiana Aerospace Catalyst Experiences for Students (LaACES) builds students’ skills in basic electronics, sensor interfacing, real-time programming, mechanical development, and project management. These skills are then applied to the design, development, fabrication, and flight of a small (∼500 gram) balloon payload. Finally, the payloads are flight-tested to an altitude of ∼30 km using a 2 kg latex sounding balloon. The LaACES program includes a set of lectures, activities, and Arduino Mega based electronic kits that are used for skill building and as a core control system for the student payload. The more advanced High Altitude Student Platform (HASP) is designed to carry ∼twelve 3 to 20 kg student payloads to an altitude of about 36 kilometers with flight durations of 10 to 20 hours using a ∼311,500 cubic meter, zero pressure balloon. HASP provides all student payloads with power, downlink telemetry, uplink commanding, and real-time HD video for instrument control and assessment during the flight. While originally developed for university students, these programs have been adapted to projects focused on high school teachers as well as affecting minorities underrepresented in aerospace related science and engineering fields. We are now in the process of adapting the LaACES materials to a pre-engineering curriculum for high school students as well as for widespread access over the internet. During this presentation, we will provide details of both the LaACES and HASP programs, how these programs have engaged participants from all demographic groups, and our current plans for continuing and expanding upon our success.

University↗

NASA NTRSDate not supplied

GL4U: Bioinformatics training for students and educators using space omics data

Amanda Marie Saravia-butler↗

NASA NTRSDate not supplied

GL4U: Bioinformatics Training for Students and Educators Using Space Omics Data

Amanda Marie Saravia-butler↗

NASA NTRS1999

Archaea: From Genomics to Physiology and the Origin of Life

This document represents a report on a meeting about Archaea. The meeting had an unusually diversified mix of topics all related to Archaea highlighting their differences and similarities with other kingdoms of life. Thus, a large number of scientists from others areas of biology participated in this conference. One-third of the speakers (11 of 33) represented laboratories whose main interests have not been archaea and who have not previously participated in similar symposia or workshops. Thus, this symposium provided a unique opportunity for archaeal researchers to interact in a wider forum. Because of the broad range of topics covered, the conference also introduced many of the participants to new areas of archaeal research. The discussions of genomics, molecular mechanisms of transcription, metabolic pathways and evolution were at a very high level. Talks and posters provided detailed discussions of the state of the current knowledge in RNA processing, transcriptional initiation, chromatin structure, aminoacyl-tRNA synthetases, autotrophic CO2 fixation, Upid biosynthesis and a wide range of other topics. In addition to providing overviews, major areas of scientific argument were clearly delineated, particularly in the discussions of genomics and evolution. Some of the questions raised included: how representative are individual gene trees of organismal evolution, how prevalent is horizontal evolution, how reliable are functional assignments in genomics? On these topics, the different points of view were well represented. The future of any field depends on the enthusiasm and intellectual engagement of young scientists working in the area. Therefore, the participation of 29 graduate and postdoctoral students (out of about 135 participants) was a highlight of the meeting. This was the consequence of funding contributions by NSF and NASA.

Vothknecht, Ute C.↗

NASA NTRS2013

NASA Sounding Rocket Program Educational Outreach

Educational and public outreach is a major focus area for the National Aeronautics and Space Administration (NASA). The NASA Sounding Rocket Program (NSRP) shares in the belief that NASA plays a unique and vital role in inspiring future generations to pursue careers in science, mathematics, and technology. To fulfill this vision, the NSRP engages in a variety of educator training workshops and student flight projects that provide unique and exciting hands-on rocketry and space flight experiences. Specifically, the Wallops Rocket Academy for Teachers and Students (WRATS) is a one-week tutorial laboratory experience for high school teachers to learn the basics of rocketry, as well as build an instrumented model rocket for launch and data processing. The teachers are thus armed with the knowledge and experience to subsequently inspire the students at their home institution. Additionally, the NSRP has partnered with the Colorado Space Grant Consortium (COSGC) to provide a "pipeline" of space flight opportunities to university students and professors. Participants begin by enrolling in the RockOn! Workshop, which guides fledgling rocketeers through the construction and functional testing of an instrumentation kit. This is then integrated into a sealed canister and flown on a sounding rocket payload, which is recovered for the students to retrieve and process their data post flight. The next step in the "pipeline" involves unique, user-defined RockSat-C experiments in a sealed canister that allow participants more independence in developing, constructing, and testing spaceflight hardware. These experiments are flown and recovered on the same payload as the RockOn! Workshop kits. Ultimately, the "pipeline" culminates in the development of an advanced, user-defined RockSat-X experiment that is flown on a payload which provides full exposure to the space environment (not in a sealed canister), and includes telemetry and attitude control capability. The RockOn! and RockSat-C elements of the "pipeline" have been successfully demonstrated by five annual flights thus far from Wallops Flight Facility. RockSat-X has successfully flown twice, also from Wallops. The NSRP utilizes launch vehicles comprised of military surplus rocket motors (Terrier-Improved Orion and Terrier-Improved Malemute) to execute these missions. The NASA Sounding Rocket Program is proud of its role in inspiring the "next generation of explorers" and is working to expand its reach to all regions of the United States and the international community as well.

Rosanova, G.↗

NASA NTRS1981

Teachers guide for building and operating weather satellite ground stations for high school science

A number of colleges and universities are operating APT direct readout stations. However, high school science teachers have often failed to realize the potential of meteorological satellites and their products as unique instructional tools. The ability to receive daily pictures from these satellites offers exciting opportunities for secondary school teachers and students to assemble the electronic hardware and to view real time pictures of Earth from outer space. The station and pictures can be used in the classroom to develop an approach to science teaching that could span many scientific disciplines and offer many opportunities for student research and participation in scientific processes. This can be accomplished with relatively small expenditures of funds for equipment. In most schools some of the equipment may already be available. Others can be constructed by teachers and/or students. Yet another source might be the purchase of used equipment from industry or through the government surplus channels. The information necessary for individuals unfamiliar with these systems to construct a direct readout for receiving real time APT photographs on a daily basis in the classroom is presented.

Summers, R. J.↗

NASA NTRS2020

Effects of Long-Duration Space Flight on Training Retention and Transfer

The space environment imposes on the astronaut crew significant physiological, psycho-social, and cognitive loads that can not be replicated on the ground. These loads likely impact crew performance. To date, no systematic data collection has taken place to understand the effects of such loads on crew members ability to retain trained knowledge and skills, and to transfer such knowledge and skills to novel situations. The research described here was originally requested by HRP management to be the first such study to systematically collect data on the effects of long duration space flight on training retention and transfer. Because current theories of retention and transfer are based on results obtained in university laboratories using undergraduate students as research participants, and because crew time in space is very expensive, this study was designed to compare the performance of 4 groups of subjects: crew members in space, crew members on the ground, crew-like subjects, and university undergraduate students. Results from the ground-phase of the study reported here demonstrate that crew members performance under cognitive load can not be predicted from the performance of university undergraduate students. It is still an open question the extent to which crew members cognitive performance in space can be predicted from the performance of crew members on the ground.

Barshi, Immanuel↗

NASA NTRS2020

Effects of Long-Duration Space Flight on Training Retention and Transfer

The space environment imposes on the astronaut crew significant physiological, psycho-social, and cognitive loads that can not be replicated on the ground. These loads likely impact crew performance. To date, no systematic data collection has taken place to understand the effects of such loads on crew members’ ability to retain trained knowledge and skills, and to transfer such knowledge and skills to novel situations. The research described here was originally requested by HRP management to be the first such study to systematically collect data on the effects of long duration space flight on training retention and transfer. Because current theories of retention and transfer are based on results obtained in university laboratories using undergraduate students as research participants, and because crew time in space is very expensive, this study was designed to compare the performance of 4 groups of subjects: crew members in space, crew members on the ground, crew-like subjects, and university undergraduate students. Results from the ground-phase of the study reported here demonstrate that crew members’ performance under cognitive load can not be predicted from the performance of university undergraduate students. It is still an open question the extent to which crew members’ cognitive performance in space can be predicted from the performance of crew members on the ground.

training↗

NASA NTRSDate not supplied

Astronauts' Performance: The Retention and Transfer of Training

The space environment imposes on the astronaut crew significant physiological, psycho-social, and cognitive loads that can not be replicated on the ground. These loads likely impact crew performance. To date, no systematic data collection has taken place to understand the effects of such loads on crew members’ ability to retain trained knowledge and skills, and to transfer such knowledge and skills to novel situations. The research described here was originally designed to be the first such study to systematically collect data on the effects of long duration space flight on training retention and transfer. Because current theories of retention and transfer are based on results obtained in university laboratories using undergraduate students as research participants, and because crew time in space is very expensive, this study was designed to compare the performance of 4 groups of subjects: crew members in space, crew members on the ground, crew-like subjects, and university undergraduate students. Results from the ground-phase of the study reported here demonstrate that crew members’ performance under cognitive load can not be predicted from the performance of university undergraduate students. It is still an open question the extent to which crew members’ cognitive performance in space can be predicted from the performance of crew members on the ground.

training↗

NASA NTRSDate not supplied

NASA MUREP-DEAP Institutes - Year 1 Updates on Capacity Building, Community Building and Research Initiatives

Through the Minority University Research and Education Project (MUREP), NASA engages underrepresented populations via various initiatives, including by means of three year competitive awards for Data Science Equity, Access, and Priority in Research and Education (DEAP) Institutes led by Historically Black Colleges and Universities (HBCUs). MUREP DEAP Institutes, multi-institutional consortia, conduct data science research and capacity building initiatives that aim to enhance the research, academic, and technological capabilities of the participating HBCUs while providing NASA-specific knowledge, skills and opportunities for students and faculty who have historically been underrepresented and underserved in the STEM workforce. Three MUREP DEAP Institutes, led by Bethune-Cookman University, North Carolina A&T University, and North Carolina Central University, are conducting data science and natural hazard related research utilizing remote sensing and earth observations, with mentorship for the Institutes provided by scientists from NASA’s Marshall Space Flight Center. Each Institute has unique capabilities, needs, and goals, but overlap in their common interest to conduct cutting edge data science and natural hazard related research and to build capacity, broaden participation, and increase retention of a diverse group of participating students and faculty. Here, successes and challenges from the first year of activities at each MUREP DEAP institute are discussed, where activities focused primarily on the recruitment of a diverse group of students and the upskilling of students and faculty in data science and remote sensing concepts. The planned activities and goals of each DEAP Institute for the upcoming two years of activities will also be discussed, both from research and community-building perspectives.

Ronan Lucey↗