Some Thoughts on Future Workforce Needs
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Barbara Esker↗
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Advanced Learning Technologies and Learning Networks and Their Impact on Future Aerospace Workforce
This document contains the proceedings of the training workshop on Advanced Learning Technologies and Learning Networks and their impact on Future Aerospace Workforce. The workshop was held at the Peninsula Workforce Development Center, Hampton, Virginia, April 2 3, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry, and universities. The objectives of the workshop were to: 1) provide broad overviews of the diverse activities related to advanced learning technologies and learning environments, and 2) identify future directions for research that have high potential for aerospace workforce development. Eighteen half-hour overviewtype presentations were made at the workshop.
Noor, Ahmed K.↗
Perspectives on Advanced Learning Technologies and Learning Networks and Future Aerospace Workforce Environments
An overview of the advanced learning technologies is given in this presentation along with a brief description of their impact on future aerospace workforce development. The presentation is divided into five parts (see Figure 1). In the first part, a brief historical account of the evolution of learning technologies is given. The second part describes the current learning activities. The third part describes some of the future aerospace systems, as examples of high-tech engineering systems, and lists their enabling technologies. The fourth part focuses on future aerospace research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on learning technologies and learning networks.
Noor, Ahmed K.↗
Perspectives on Emerging/Novel Computing Paradigms and Future Aerospace Workforce Environments
The accelerating pace of the computing technology development shows no signs of abating. Computing power reaching 100 Tflop/s is likely to be reached by 2004 and Pflop/s (10(exp 15) Flop/s) by 2007. The fundamental physical limits of computation, including information storage limits, communication limits and computation rate limits will likely be reached by the middle of the present millennium. To overcome these limits, novel technologies and new computing paradigms will be developed. An attempt is made in this overview to put the diverse activities related to new computing-paradigms in perspective and to set the stage for the succeeding presentations. The presentation is divided into five parts. In the first part, a brief historical account is given of development of computer and networking technologies. The second part provides brief overviews of the three emerging computing paradigms grid, ubiquitous and autonomic computing. The third part lists future computing alternatives and the characteristics of future computing environment. The fourth part describes future aerospace workforce research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on future computing paradigms.
Noor, Ahmed K.↗
Developing Soft Skill in the Geosciences: NASA DEVELOP’s Approach to Strengthening Soft Skills in the Future Geospatial Workforce
Part of NASA’s Applied Sciences, the DEVELOP Program bridges the gap between NASA Earth Science and potential users through rapid feasibility studies that apply Earth observations to environmental decision making needs. The program conducts 50-60 studies a year that engage participants – students, recent graduates, early career individuals, and transitioning career professionals – in autonomous teamwork with an emphasis on professional development and communication. The experience offers participants a robust opportunity to build their teaming skills (facilitated through programmatic personality assessments and discussions), interpersonal communication, and critical thinking skills which are central to project work in the DEVELOP model. The program also offers leadership opportunities where participants lead their peers within a supportive environment. This presentation will introduce the DEVELOP model for soft skill development, lessons learned, and highlight testimonials of past participants.
Amanda Clayton↗
Shaping NASA's Earth Science Enterprise Workforce Development Initiative to Address Industry Needs
It has been well recognized that the commercial remote sensing industry will expand in new directions, resulting in new applications, thus requiring a larger, more skilled workforce to fill the new positions. In preparation for this change, NASA has initiated a Remote Sensing Professional Development Program to address the workforce needs of this emerging industry by partnering with the private sector, academia, relevant professional societies, and other R&D organizations. Workforce needs will in part include understanding current industry concerns, personnel competencies, current and future skills, growth rates, geographical distributions, certifications, and sources of pre-service and in-service personnel. Dave Rosage of the NASA Goddard Space Flight Center and a panel of MAPPS members will lead a discussion to help NASA specifically address private firms' near and long-term personnel needs to be included in NASA's Remote Sensing Professional Development Program. In addition, Dave Rosage will present perspectives on how remote sensing technologies are evolving, new NASA instruments being developed, and what future workforce skills are expected to support these new developments.
Rosage, David↗
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.↗
The NASA Astrobiology Program’s Professional Advancement Workshop Series: Next Steps
Introduction: In the modern-day competitive job search, it is not enough for a candidate to have an excellent academic resume. Candidates must also present themselves well in various styles of interviews, have managerial skills, and be capable of engaging in complex interpersonal relationships and team building. The NASA Astrobiology Program’s Professional Advancement Workshop Series (PAWS) addresses the need for professional skills development that is not traditionally taught in graduate programs. PAWS is designed to supplement academic teachings by providing a space where early career scientists can learn new skills to help them explore, interview for, and be hired in the jobs and careers they want. This is especially true for jobs that are outside of the traditional academic “pipeline” (the path of student to postdoc to tenure-track professor). PAWS embraces the braided river model of career development [1], which emphasizes flexibility as a scientist’s needs change throughout their life. PAWS also presents an opportunity for other early career scientists to meet and network with each other outside of conferences and other formal events. This is especially important as the world emerges from the ongoing COVID-19 pandemic. Finally, PAWS creates an informative space full of resources available to everyone, which lowers institutional barriers regarding knowledge of opportunities and potentially provides mentorship to those in need. Both items are identified as supportive of a more diverse and inclusive future workforce [2–4]. PAWS began in August 2021 and was originally intended to last until the Astrobiology Science Conference in May 2022. The NASA Astrobiology Program initially sponsored PAWS, allowing the PAWS Leadership to bring in expert speakers from outside of NASA. These external speakers exposed the event attendees to new techniques and perspectives. PAWS has been able to continue beyond May 2022 because of many people volunteering their time for panels and a good balance between panels and expert-led workshops. Here, we share how PAWS works, what the results have been so far, and the future plans for PAWS.
Worshop↗
NASA Undergraduate Student Instrument (USIP) Project--Lessons Learned
NASA offers real-world experiences, with the goal of developing students’ skills and capabilities in science, technology, engineering and math, skills critical to building a STEM-literate workforce and achieving the nation's exploration goals. In 2016, the NASA Science Mission Directorate (SMD) and the Office of Education National Space Grant Program (OE Space Grant) awarded $8 million through the Undergraduate Student Instrument Project (USIP) to 47 student teams to conduct hands-on research with 23 of the projects being CubeSat projects. The USIP student teams proposed science or technology experiments that are relevant to NASA missions, and the platform to fly their payload. The platforms include sounding rockets, scientific and hand-held balloons, aircraft, suborbital reusable and commercial launch vehicles, and CubeSats launched as a secondary payload on an orbital vehicle. The mission management for USIP was the responsibility of NASA Goddard Space Flight Centers Wallops Flight Facility (WFF) in Virginia. The university faculty supporting USIP attest to the benefits students are receiving in the hands-on aspects of the projects, as well as the real-world problem resolution. The USIP university teams are receiving an authentic NASA educational experience that will encourage the students to be part of NASA’s or the Nations’ future workforce and leaders.
Winterton, Joyce L.↗
Comprehensive Shuttle Foam Debris Reduction Strategies
The Columbia Accident Investigation Board (CAIB) was clear in its assessment of the loss of the Space Shuttle Columbia on February 3, 2003. Foam liberated from the External Tank (ET) impacting the brittle wing leading edge (WLE) of the orbiter causing the vehicle to disintegrate upon re-entry. Naturally, the CAB pointed out numerous issues affecting this exact outcome in hopes of correcting systems of systems failures any one of which might have altered the outcome. However, Discovery s recent return to flight (RTF) illustrates the primacy of erosion of foam and the risk of future undesirable outcomes. It is obvious that the original RTF focused approach to this problem was not equal to a comprehensive foam debris reduction activity consistent with the high national value of the Space Shuttle assets. The root cause is really very simple when looking at the spray-on foam insulation for the entire ET as part of the structure (e.g., actual stresses > materials allowable) rather than as some sort of sizehime limited ablator. This step is paramount to accepting the CAB recommendation of eliminating debris or in meeting any level of requirements due to the fundamental processes ensuring structural materials maintain their integrity. Significant effort has been expended to identify root cause of the foam debris In-Flight Anomaly (FA) of STS-114. Absent verifiable location specific data pre-launch (T-0) and in-flight, only a most probable cause can be identified. Indeed, the literature researched corroborates NASNTM-2004-2 13238 disturbing description of ill defined materials characterization, variable supplier constituents and foam processing irregularities. Also, foam is sensitive to age and the exposed environment making baseline comparisons difficult without event driven data. Conventional engineering processes account for such naturally occurring variability by always maintaining positive margins. Success in a negative margin range is not consistently achieved. Looking at the ET S spray-on foam insulation as part of the structural system (e.g., glass half full mentality) will create an environment where ET debris levels as low as reasonably achievable (ALARA) can be realized. ALARA is a NASA requirements philosophy deployed for the complex, mission altering radiation exposure requirements for life safety of astronauts. In the Shuttle s case, reasonableness is established by exhaustive engineering rigor, allowable debris size/quantity, technology maturity and programmatic constraints. A more robust urethane foam thermal protection system (TPS) will enhance the hctionality of the new Ares I Crew Launch Vehicle (CLV) Upper Stage. This paper will outline the strategy for a comprehensive effort to reduce ET foam debris and outline steps leading to an improved foam TPS. The NASA must remain committed to such an approach no matter what becomes of the next flight s actual debris field lest we fall back into a false sense of security. This commitment along with full implementation of all the other CAB recommendations such as orbiter hardening will significantly improve the Shuttle system, the engineering workforce, future capabilities & alternate policy offramps, national human resource protection, high value national asset protection and increase the level of service to the overall NASA mission.
Semmes, Edmund B.↗
Youth Technology Academy
One of the most important aspects of the YTA Program is that students, working with Tri-C instructors, NASA engineers, and technicians, begin to build relationships with professionals with whom they might not normally have contact. These professionals serve as role models for students and help them to apply math, science and problem-solving skills in real time to construct a competition-ready robot, allowing them to experience the satisfaction and challenges of an engineering or technical career by working diligently to solve problems that may never have been thought possible to solve. Transcending school boundaries, YTA is available to all students who are interested and qualified but who may otherwise never get an opportunity to participate because their school does not offer a robotics program. YTA fills an educational void by offering an exciting engineering and technology experience to a greater number of students than have been able to participate in the past. Our students have been working hard and see the long-term rewards for their efforts. The YTA Team 1270 was a finalist at the 2005 FIRST Robotics Florida Regional and took home second- place honors. Mark Poljak, nominated by the students of YTA Team 1270, received the Woodie Flowers Award at the FIRST 2005 Buckeye Regional competition. This award celebrates effective communication in the art and science of engineering and design. The YTA Team was also invited, as one of fifty-four teams, to participate in this year s FIRST VEX Robotics tournament representing Cuyahoga Community College and NASA GRC (Team 26), held at the FIRST Robotics National Competition in Atlanta, GA. Because of our efforts, community colleges from around the country have taken notice and have asked us to become part of the executive board of the RoboEducators, whose mission is to bring technology training to high school students in preparation for the future workforce.
Source record↗
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 DEVELOP’s Communication Strategy for Sharing Applied Science Outcomes
NASA’s DEVELOP Program conducts rapid feasibility projects that enable the future workforce and current decision makers to collaborate and build capacity to use Earth science data to enhance environmental management. The program communicates its results and applications to a broad audience through multiple methods: social media, website blog posts, print materials, short project videos, an “Ambassador Corps,” scientific and policy conference presentations, community engagement activities, end-of-project presentations, project “hand-offs,” traditional publications (both gray literature and peer-reviewed), and a project archive gallery. This presentation will describe the various methods employed by DEVELOP to communicate the program’s scientific outputs, target audiences, general statistics, community response, and lessons learned.
Capacity Building↗
Workforce for the Future Development of Space Access Vehicles
The development of advanced vehicles that will travel between planetary surfaces with atmospheres and space requires the availability of experimental and computational capabilities that accomplish the research leading to new technologies and the development, test, and evaluation (RDT&E) of new flight systems. The United States is at risk of not having the required RDT&E workforce – qualified and in sufficient numbers – in place and ready to meet the future market’s commercial and defense needs. Systemic challenges include uncertain Federal budgets that limit and interrupt government research and development, the projectized nature of new space access systems that drive boom/bust cycles, an aging aerospace workforce (compounded by a mid-age demographic gap), limited to declining investment in sustaining and advancing experimental and computational tools infrastructure, lack of standards for sharing (and leveraging) data, dramatically changing technologies, changing social norms, and potentially large increases in commercial market needs. Flight systems have mission-based trajectories to and from space and designers must ensure risk is properly assessed across the entire trajectory. Thus, physics questions must be answered at each stage of flight, which requires a suite of experimental and computational tools. The RDT&E workforce utilizing these tools include subject matter experts from the producers, interested in acquiring data and information on the product, and from the capabilities being utilized, interested in addressing the product customer’s needs (providing robust data collection techniques, data quality, timeliness – available when needed, efficient with cost management, and teaming on data analysis). This requires a range of skills – in addition to aerospace, other engineers, and software developers, a highly trained and certified craft and technician workforce is critical to future success. This paper will present a human resources construct that addresses the system of needs for people – including, but more than just technical skills and an application of that construct in the hypersonic Test and Evaluation (T&E) community. This is part of a larger AIAA effort to document challenges and associated best practices for the aerospace RDT&E workforce.
Steven C Dunn↗
Developing Interdisciplinary Workforce to Meet Future Aerospace Challenges
The presentation will focus on the importance of interdisciplinary research for addressing future aerospace challenges. Examples of current research activities at NASA's Glenn Research Center will be provided to illustrate the importance of interdisciplinary research. Challenges with conducting interdisciplinary research will be discussed.
Interdisciplinary↗
Promoting Lifelong Ocean Education: Shaping Tomorrow's Earth Stewards and the Science and Technology Workforce
The coming ocean observing systems provide an unprecedented opportunity to change both the public perception of our oceans, and to inspire, captivate and motivate our children, our young adults and even our fellow adults to pursue careers allied with the oceans and to become stewards of our Planet's last unexplored environment. Education plans for the operational component, the Integrated Ocean Observing System (IOOS), and for the research component, Ocean Research Interactive Observatory Networks (ORION), are designed to take advantage of this opportunity. In both cases, community recommendations were developed within the context of the following assumptions: 1. Utilize research on how people learn, especially the four-pronged model of simultaneous learner-centered, knowledge-center, assessment-centered and community-centered learning 2. Strive for maximum impact on national needs in science and technology learning 3. Build on the best of what is already in place 4. Pay special attention to quality, sustainability, and scalability of efforts 5. Use partnerships across federal, state and local government, academia, and industry. Community recommendations for 100s and ORION education have much in common and offer the opportunity to create a coherent education effort allied with ocean observing systems. Both efforts focus on developing the science and technology workforce of the future, and the science and technology literacy of the public within the context of the Earth system and the role of the oceans and Great Lakes in that system. Both also recognize that an organized education infrastructure that supports sustainability and scalability of education efforts is required if ocean observing education efforts are to achieve a small but measurable improvement in either of these areas. Efforts have begun to develop the education infrastructure by beginning to form a community of educators from existing ocean and aquatic education networks and by exploring needs and issues associated with using ocean observing information assets in education. Likewise efforts are underway to address workforce issues by a systematic analysis of current and future workforce and educational needs. These activities will be described as will upcoming opportunities for the community to participate in these efforts.
Meeson, Blanche↗
A Decade of NASA Strategic Astrophysics Technology Investments: Technology Maturation, Infusion, and Other Benefits
NASA’s Astrophysics Division (APD) funds development of cutting-edge technology to enable its missions to achieve ambitious and groundbreaking science goals. These technology development efforts are managed by the Physics of the Cosmos (PCOS), Cosmic Origins (COR), and Exoplanet Exploration (ExE) Programs. The NASA Strategic Astrophysics Technology (SAT) Program was established in 2009 as a new technology maturation program to fill the gap in the Technology Readiness Level (TRL) range from 3 to 6. Since program inception, 100 SAT grants have been openly competed and awarded, along with dozens of direct-funded projects, leading to a host of technologies advancing their TRLs and/or being infused into space and suborbital missions and ground-based projects. We present the portfolio distribution in terms of specific technology areas addressed, including optics, detectors, coatings, coronagraphs, starshades, lasers, electronics, cooling systems, and micro-thruster subsystems. We show an analysis of the rate of TRL advances, infusion success stories, and other benefits such as training the future astrophysics workforce, including students and postdoctoral fellows hired by projects. Finally, we present APD’s current strategic technology maturation priorities for investment, enabling a range of future strategic astrophysics missions
NASA, astrophysics, technology development, optics↗
Overview of NASA's Propulsion 21 Effort
Propulsion 21 technologies contribute to reducing CO2 and NO(x) emissions and noise. Integrated Government/Industry/University research efforts have produced promising initial technical results. Graduate students from 5 partnering universities will benefit from this collaborative research--> educating the future engineering workforce. Phase 2 Efforts scheduled to be completed 3QFY06.
Long-Davis, Mary Jo↗