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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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At least 19 records
All sourcesNASA NTRSDOE OSTI
NASA NTRS2007

Research Infrastructure Challenges for Graduate Programs in STEM Disciplines at Minority Institutions

It is much more challenging to perform experimental research functions at many minority institutions, because of lack of adequate research infrastructure. This is especially true if one wishes to initiate and implement masters and doctoral degree program in physics. In the present paper, an attempt is made to discuss the various hurdles encountered by the authors in the establishment of Master's and Doctoral degree programs in physics at one of the HBCUs (Historically Black Colleges and Universities). The department got no special or necessary treatment and faculty members are asked to teach as much course work as any other undergraduate department on the campus. It was very hard to convince university administration that giving less teaching load to research producing department faculty, shall culminate in abundant funding for the future years. This scenario created an extra heavy pressure on the faculty to continue the program. Some of the challenges included the resistance of some faculty and administrators to change, lack of sufficient release time for research producing faculty, and potential variation in funding or support with changes in the state education budget proration or members of the administration. In spite of the indirect cost recovery, very little infrastructure facilities was provided and the federal funding agencies did not want to interfere in the administration of the university. Various issues of recruiting and mentoring minority students, retention in the STEM disciplines as well as research infrastructure challenges at an HBCU university are presented.

Aggarwal, M. D.↗
NASA NTRSDate not supplied

Adapting the NASA Student Airborne Research Program (SARP) to a Virtual Experience in Summer 2020

The NASA Student Airborne Research Program is a summer internship for undergraduate seniors majoring in any of the STEM disciplines. Outstanding students are selected from colleges and universities across the United States. Students fly onboard a NASA research aircraft where they assist in the operation of remote sensing and atmospheric chemistry instrumentation to study the Earth, ocean and atmosphere. This presentation discusses the results of the program over the past decade.

STEM discipline↗
NASA NTRS2010

NASA Education: Yesterday's Dream...Today's Vision...Tomorrow's Hope

For 50 years, NASA's journeys into air and space have developed humankind's understanding of the universe, advanced technology breakthroughs, enhanced air travel safety and security, and expanded the frontiers of scientific research. These accomplishments share a common genesis: education. Education is a fundamental element of NASA's activities, reflecting a balanced and diverse portfolio of: Elementary and Secondary Education, Higher Education, e-Education, Informal Education, and Minority University Research and Education Programs (MUREP). Previous experience has shown that implementing exciting and compelling NASA missions are critical to inspiring the next generation of explorers, innovators, and leaders. Through partnerships with the Agency's Mission Directorates, other federal agencies, private industries, scientific research, and education/academic organizations, NASA's unique mission and education initiatives (content, people, and facilities) are helping to spark student interest and to guide them toward careers in science, technology, engineering, and mathematics (STEM). NASA continues to inspire the next generation of explorers, innovators, and future leaders through its educational investments, which are designed to: (1) Strengthen NASA and the Nation's future workforce -- NASA will identify and develop the critical skills and capabilities needed to ensure achievement of exploration, science, and aeronautics. (2) Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty -- To compete effectively for the minds, imaginations, and career ambitions of America's young people, NASA will focus on engaging and retaining students in STEM education programs to encourage their pursuit of educational disciplines critical to NASA's future engineering, scientific, and technical missions. 3. Engage Americans in NASA's mission -- NASA will build strategic partnerships and links between formal and informal STEM education providers. Through hands-on, interactive, educational activities, NASA will engage students, educators, families, the general public, and all agency stakeholders in increasing America's science and technology literacy. NASA Education uses multiple methods to assess and evaluate the success of its programs and projects. Methods include strategic planning, management and control, expert evaluations and assessments, competitive acquisition, and analysis of performance measurement data and metrics. Additional control measures are in development. These measures will further improve data collection, assist in assessing return on investments, and provide information for accountability in project and program management. In 2009, NASA directly reached over one million students and over 115,000 educators.

Winterton, Joyce L.↗
NASA NTRS2012

NASA Missions Inspire Online Video Games

Fast forward to 2035. Imagine being part of a community of astronauts living and working on the Moon. Suddenly, in the middle of just another day in space, a meteorite crashes into the surface of the Moon, threatening life as you know it. The support equipment that provides oxygen for the entire community has been compromised. What would you do? While this situation is one that most people will never encounter, NASA hopes to place students in such situations - virtually - to inspire, engage, and educate about NASA technologies, job opportunities, and the future of space exploration. Specifically, NASA s Learning Technologies program, part of the Agency s Office of Education, aims to inspire and motivate students to pursue careers in the science, technology, engineering, and math (STEM) disciplines through interactive technologies. The ultimate goal of these educational programs is to support the growth of a pool of qualified scientific and technical candidates for future careers at places like NASA. STEM education has been an area of concern in the United States; according to the results of the 2009 Program for International Student Assessment, 23 countries had higher average scores in mathematics literacy than the United States. On the science literacy scale, 18 countries had higher average scores. "This is part of a much bigger picture of trying to grow skilled graduates for places like NASA that will want that technical expertise," says Daniel Laughlin, the Learning Technologies project manager at Goddard Space Flight Center. "NASA is trying to increase the number of students going into those fields, and so are other government agencies."

Source record↗
NASA NTRS2010

Radiation Beamline Testbeds for the Simulation of Planetary and Spacecraft Environments for Human and Robotic Mission Risk Assessment

The Center for Radiation Engineering and Science for Space Exploration (CRESSE) at Prairie View A&M University, Prairie View, Texas, USA, is establishing an integrated, multi-disciplinary research program on the scientific and engineering challenges faced by NASA and the international space community caused by space radiation. CRESSE focuses on space radiation research directly applicable to astronaut health and safety during future long term, deep space missions, including Martian, lunar, and other planetary body missions beyond low earth orbit. The research approach will consist of experimental and theoretical radiation modeling studies utilizing particle accelerator facilities including: 1. NASA Space Radiation Laboratory (NSRL) at Brookhaven National Laboratory; 2. Proton Synchrotron at Loma Linda University Medical Center; and 3. Los Alamos Neutron Science Center (LANSCE) at Los Alamos National Laboratory. Specifically, CRESSE investigators are designing, developing, and building experimental test beds that simulate the lunar and Martian radiation environments for experiments focused on risk assessment for astronauts and instrumentation. The testbeds have been designated the Bioastronautics Experimental Research Testbeds for Environmental Radiation Nostrum Investigations and Education (BERT and ERNIE). The designs of BERT and ERNIE will allow for a high degree of flexibility and adaptability to modify experimental configurations to simulate planetary surface environments, planetary habitats, and spacecraft interiors. In the nominal configuration, BERT and ERIE will consist of a set of experimental zones that will simulate the planetary atmosphere (Solid CO2 in the case of the Martian surface.), the planetary surface, and sub-surface regions. These experimental zones can be used for dosimetry, shielding, biological, and electronic effects radiation studies in support of space exploration missions. BERT and ERNIE are designed to be compatible with the experimental areas associated with the above facilities. CRESSE has broad expertise in space radiation in the areas of space radiation environment modeling, Monte-Carlo radiation transport modeling, space radiation instrumentation and dosimetry, radiation effects on electronics, and multi-functional composite shielding materials. The BERT and ERNIE testbeds will be utilized in individual and collaborative research incorporating this expertise. The research goal is to maximize the technical readiness level (TRL) of radiation instrumentation for human and robotic missions, optimizing the return value of CRESSE for NASA exploration and international co-operative missions. Outcomes and knowledge from research utilizing BERT and ERNIE will be applied to a variety of scientific and engineering disciplines vital for safe and reliable execution of future space exploration missions, which can be negatively impacted by the space radiation environment. The testbeds will be central to a variety of university educational activities and educational goals of NASA. Specifically, BERT and ERNIE will enhance educational opportunities in science, technology, engineering and mathematics (STEM) disciplines for engineering and science students at PVAMU, a historically black college/university. Preliminary data on prototype testbed configurations, including simulated lunar regolith (JSC-1A stimulant based on Apollo 11 samples), regolith/polyethylene composites, and dry ice, will be presented to demonstrate the usefulness of BERT and ERNIE in radiation beam line experiments.

Wilkins, Richard↗
NASA NTRS2012

The International Space Station (ISS) Education Accomplishments and Opportunities

The International Space Station (ISS) has the unique ability to capture the imaginations of both students and teachers worldwide and thus stands as an invaluable learning platform for the advancement of proficiency in research and development and education. The presence of humans on board ISS for the past ten years has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM) disciplines which will lead to an increase in quality of teachers, advancements in research and development, an increase in the global reputation for intellectual achievement, and an expanded ability to pursue unchartered avenues towards a brighter future. Over 41 million students around the world have participated in ISS-related activities since the year 2000. Projects such as the Amateur Radio on International Space Station (ARISS) and Earth Knowledge Acquired by Middle School Students (EarthKAM), among others, have allowed for global student, teacher, and public access to space through radio contacts with crewmembers and student image acquisition respectively. . With planned ISS operations at least until 2020, projects like the aforementioned and their accompanying educational materials will be available to enable increased STEM literacy around the world. Since the launch of the first ISS element, a wide range of student experiments and educational activities have been performed by each of 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). Additionally, a number of non-participating countries, some under commercial agreements, have also participated in Station-related activities. Many of these programs still continue while others are being developed and added to the station crewmembers 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; 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 ISS. It also highlights some upcoming projects.

Alleyne, Camille W.↗
NASA NTRS2011

Using Game Development to Engage Students in Science and Technology

Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.

Wiacek, John↗
NASA NTRS2011

ELaNa - Educational Launch of Nanosatellite Enhance Education Through Space Flight

One of NASA's missions is to attract and retain students in the science, technology, engineering and mathematics (STEM) disciplines. Creating missions or programs to achieve this important goal helps strengthen NASA and the nation's future work force as well as engage and inspire Americans and the rest of the world. During the last three years, in an attempt to revitalize educational space flight, NASA generated a new and exciting initiative. This initiative, NASA's Educational Launch of Nanosatellite (ELaNa), is now fully operational and producing exciting results. Nanosatellites are small secondary satellite payloads called CubeSats. One of the challenges that the CubeSat community faced over the past few years was the lack of rides into space. Students were building CubeSats but they just sat on the shelf until an opportunity arose. In some cases, these opportunities never developed and so the CubeSat never made it to orbit. The ELaNa initiative is changing this by providing sustainable launch opportunities for educational CubeSats. Across America, these CubeSats are currently being built by students in high school all the way through graduate school. Now students know that if they build their CubeSat, submit their proposal and are selected for an ELaNa mission, they will have the opportunity to fly their satellite. ELaNa missions are the first educational cargo to be carried on expendable launch vehicles (ELY) for NASA's Launch Services Program (LSP). The first ELaNa CubeSats were slated to begin their journey to orbit in February 2011 with NASA's Glory mission. Due to an anomaly with the launch vehicle, ELaNa II and Glory failed to reach orbit. This first ELaNa mission was comprised of three IU CubeSats built by students at Montana State University (Explorer Prime Flight 1), the University of Colorado (HERMES), and Kentucky Space, a consortium of state universities (KySat). The interface between the launch vehicle and the CubeSat, the Poly-Picosatellite Orbital Deployer (P-POD), was developed and built by students at California Polytechnic State University (Cal Poly). Integrating a P-POD on a NASA ELV was not an easy task. The creation of new processes and requirements as well as numerous reviews and approvals were necessary within NASA before the first ELaNa mission could be attached to a NASA launch vehicle (LV). One of the key objectives placed on an ELaNa mission is that the CubeSat and PPOD does not increase the baseline risk to the primary mission and launch vehicle. The ELaNa missions achieve this objective by placing a rigorous management and engineering process on both the LV and CubeSat teams. So, what is the future of ELaNa? Currently there are 16 P-POD missions manifested across four launch vehicles to support educational CubeSats selected under the NASA CubeSat Initiative. From this initiative, a rigorous selection process produced 22-student CubeSat missions that are scheduled to fly before the end of 2012. For the initiative to continue, organizations need to submit proposals to the annual CubeSat initiative call so they have the opportunity to be manifested and launched.

Skrobot, Garrett Lee↗
NASA NTRS2012

Bringing You the Moon: Lunar Education Efforts of the Center for Lunar Science and Education

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA's Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute. In addition to research and exploration activities, the CLSE team is deeply invested in education and public outreach. Overarching goals of CLSE education are to strengthen the future science workforce, attract and retain students in STEM disciplines, and develop advocates for lunar exploration. The team's efforts have resulted in a variety of programs and products, including the creation of a variety of Lunar Traveling Exhibits and the High School Lunar Research Project, featured at http://www.lpi.usra.edu/nlsi/education/.

Shaner, A. J.↗
NASA NTRS2013

Modeling the Skills and Practices of Scientists through an “All-Inclusive” Comparative Planetology Student Research Investigation

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of "all-inclusive" investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

Graff, Paige↗
NASA NTRSDate not supplied

Lunar Payloads to Constrain Exospheric Water through the NASA M-STAR program

Our understanding of water cycles on the Moon has significantly enhanced recent observations by Chang E-5, Lunar Prospector, and Chandrayaan-1 missions indicating the existence of an active water cycle on the Moon. In a new partnership between Delaware State University (DSU) and NASA Goddard Space Flight Center, enabled through the NASA’s M-STAR (MUREP Space Technology Artemis Research) program, we are developing low mass and power lunar rover payloads to enable long-duration human exploration missions. Payload technologies include wavelength modulation absorption spectroscopy to simultaneously detect water (H16OH) and isotopes (H16OD) in the (6700 nm) mid-infrared region using a closed path in compact Herriot cell optical design and wavelength modulation spectroscopy, and (2) Laser-induced breakdown spectroscopy (LIBS) to simultaneously detect and correlate water isotopes with characteristics elemental composition of lunar regolith. Due to the airless atmosphere of the Moon, we will utilize Artificial intelligence (AI) and Machine learning (ML) approaches to discriminate spectral interference with instrument drifts and correlate mid-IR trace gas profile with LIBS spectral information. This partnership will initiate a STEM engagement space program, e.g., Lander and CubeSat payload technology development for students and the next-generation NASA workforce for future lunar and Mars missions. DSU, a Historically Black University, prides itself in its proven excellence in teaching and research. It enrolls a diverse population of students (~5000) traditionally underrepresented in STEM disciplines. DSU has established itself at the forefront of optics and photonics research that transcends multidisciplinary fields of earth sciences, environmental, defense, and biomedical sensing applications.

water cycles↗
NASA NTRS2012

STEM Careers Are Out of This World--No Need to Fear Science, Technology, Engineering, or Math

At NASA, we fully support the President's Educate to Innovate Program in the hopes that American students move from the middle of the pack to the top in the next decade; and that we are expanding STEM education and career opportunities for underrepresented groups, including minorities and females. The first goal we have implemented to help accomplish this is to Strengthen NASA and the Nation's future workforce - Many of you in the audience could be our potential workforce, and the co-op and intern program at NASA is helping students like you. The second goal is to Attract and retain students in STEM disciplines-To compete effectively for the minds, imaginations and career ambitions of young people like you, throughout NASA, we regularly send educators and NASA speakers into classrooms to work directly with you, encouraging you to follow in the footsteps of NASA engineers and scientists. The Third goal is to Engage Americans in NASA's mission- To get young people involved in NASA's mission, we have many exciting programs for college students like the Lunabotics Mining Competition and the Cubes Satellites sent to space

Griffin, Amanda↗
NASA NTRSDate not supplied

High Flying Interns: NASA's Student Airborne Research Program

The NASA Student Airborne Research Program is an annual summer internship for upper-level undergraduate STEM majors. Each summer since 2009, we have competitively selected ~30 undergraduates from colleges and universities across the United States for this unique airborne research experience. In all past summers, students flew onboard a NASA research aircraft where they assisted in the operation of remote sensing and in situ instrumentation to study the Earth, ocean, and atmosphere. Students also participated in field trips where they acquired data to ground-truth and complement the airborne data. After their flights and field trips, students then spent the rest of summer developing individual research projects using the data they collected as well as data from previous year SARP flights, other NASA airborne campaigns, and NASA satellite data. This summer, we adapted the program to be entirely online. Each of the 28 undergraduate students still completed an individual research project using data from previous SARP flights as well as publicly available data from other airborne campaigns, satellites, and/or ground stations. Students were mentored remotely by five university faculty members, five graduate students, and several additional scientists and engineers from NASA. In order to preserve some aspects of the hands-on research experience, we also shipped each student a box of twenty-four Whole Air Sampling canisters identical to what they would have used to collect air samples onboard the NASA aircraft. Instead, each student collected ground samples near their home starting in mid-April through July. The goal of this sampling was to attempt to characterize the impacts of pandemic-related changes in emissions with time across the United States. The results of that ground sampling are being presented in scientific sessions in this meeting. In addition, students also measured PM2.5 and aerosol optical depth from June through August using sensors provided by the Citizen-Enabled Aerosol Measurements for Satellites (CEAMS) at Colorado State University. We will discuss strategies we employed to conduct research online, the unexpected opportunities that arose, and lessons learned.

STEM disciplines↗
NASA NTRS1990

Application of global sensitivity equations in multidisciplinary aircraft synthesis

The present paper investigates the applicability of the Global Sensitivity Equation (GSE) method in the multidisciplinary synthesis of aeronautical vehicles. The GSE method provides an efficient approach for representing a large coupled system by smaller subsystems and accounts for the subsystem interactions by means of first-order behavior sensitivities. This approach was applied in an aircraft synthesis problem with performance constraints stemming from the disciplines of structures, aerodynamics, and flight mechanics. Approximation methods were considered in an attempt to reduce problem dimensionality and to improve the efficiency of the optimization process. The influence of efficient constraint representations, the choice of design variables, and design variable scaling on the conditioning of the system matrix was also investigated.

Hajela, P.↗
NASA NTRS2011

Multidisciplinary Tool for Systems Analysis of Planetary Entry, Descent, and Landing

Systems analysis of a planetary entry (SAPE), descent, and landing (EDL) is a multidisciplinary activity in nature. SAPE improves the performance of the systems analysis team by automating and streamlining the process, and this improvement can reduce the errors that stem from manual data transfer among discipline experts. SAPE is a multidisciplinary tool for systems analysis of planetary EDL for Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Titan. It performs EDL systems analysis for any planet, operates cross-platform (i.e., Windows, Mac, and Linux operating systems), uses existing software components and open-source software to avoid software licensing issues, performs low-fidelity systems analysis in one hour on a computer that is comparable to an average laptop, and keeps discipline experts in the analysis loop. SAPE uses Python, a platform-independent, open-source language, for integration and for the user interface. Development has relied heavily on the object-oriented programming capabilities that are available in Python. Modules are provided to interface with commercial and government off-the-shelf software components (e.g., thermal protection systems and finite-element analysis). SAPE currently includes the following analysis modules: geometry, trajectory, aerodynamics, aerothermal, thermal protection system, and interface for structural sizing.

Samareh, Jamshid A.↗
NASA NTRS1993

Cell proliferation and differentiation in chemical leukemogenesis

In tissues such as bone marrow with normally high rates of cell division, proliferation is tightly coordinated with cell differentiation. Survival, proliferation and differentiation of early hematopoietic progenitor cells depend on the growth factors, interleukin 3 (IL-3) and/or granulocyte-macrophage colony stimulating factor (GM-CSF) and their synergism with other cytokines. We provide evidence that a characteristic shared by a diverse group of compounds with demonstrated leukemogenic potential is the ability to act synergistically with GM-CSF. This results in an increase in recruitment of a resting population of hematopoietic progenitor cells normally unresponsive to the cytokine and a twofold increase in the size of the proliferating cell population normally regarded to be at risk of transformation in leukemogenesis. These findings support the possibility that transient alterations in hematopoietic progenitor cell differentiation may be an important factor in the early stages of development of leukemia secondary to chemical or drug exposure.

Non-NASA Center↗
NASA NTRS1996

The intersection of risk assessment and neurobehavioral toxicity

Neurobehavioral toxicology is now established as a core discipline of the environmental health sciences. Despite its recognized scientific prowess, stemming from its deep roots in psychology and neuroscience and its acknowledged successes, it faces additional demands and challenges. The latter, in fact, are a product of its achievements because success at one level leads to new and higher expectations. Now the discipline is counted upon to provide more definitive and extensive risk assessments than in the past. These new demands are the basis for the appraisals presented in the SGOMSEC 11 workshop. They extend beyond what would be offered in a primer of methodology. Instead, these appraisals are framed as issues into which what are usually construed as methodologies have been embedded.

NASA Discipline Environmental Health↗
NASA NTRS2013

From STEM to STEAM: Toward a Human-Centered Education

The 20th century was based on local linear engineering of complicated systems. We made cars, airplanes and chemical plants for example. The 21st century has opened a new basis for holistic non-linear design of complex systems, such as the Internet, air traffic management and nanotechnologies. Complexity, interconnectivity, interaction and communication are major attributes of our evolving society. But, more interestingly, we have started to understand that chaos theories may be more important than reductionism, to better understand and thrive on our planet. Systems need to be investigated and tested as wholes, which requires a cross-disciplinary approach and new conceptual principles and tools. Consequently, schools cannot continue to teach isolated disciplines based on simple reductionism. Science; Technology, Engineering, and Mathematics (STEM) should be integrated together with the Arts1 to promote creativity together with rationalization, and move to STEAM (with an "A" for Arts). This new concept emphasizes the possibility of longer-term socio-technical futures instead of short-term financial predictions that currently lead to uncontrolled economies. Human-centered design (HCD) can contribute to improving STEAM education technologies, systems and practices. HCD not only provides tools and techniques to build useful and usable things, but also an integrated approach to learning by doing, expressing and critiquing, exploring possible futures, and understanding complex systems.

Boy, Guy A.↗