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NASA NTRS2021

A Short Glossary of Inclusive Language

Words matter—that old adage that many of us may have heard as children, Sticks and stones may break my bones, but words will never hurt me, is a harmful fallacy. In reality, the language we use has tremendous power to alienate, exclude, deride, humiliate, and wound. On the other hand, thoughtful use of language can signal openness, inclusivity, admiration, and celebration, or simply be an expression of empathy and care for our fellow humans. As part of The Oceanography Society (TOS) Justice, Equity, Diversity, and Inclusion Committee’s series of columns in Oceanography, here we provide a glossary of terms that are often used while discussing topics such as race, ethnicity, gender, sexual orientation, and gender identity. It should be explicitly stated that this list is neither definitive nor exhaustive. Indeed, the terms included here are likely heavily influenced by the authors’ own lived experiences and the lenses through which we see the world. Language is a living entity, a fluid social construct subject to rapid changes and overlaid with regional nuances. Indeed, what may be accurate and acceptable terminology for one person may be entirely unacceptable for another. Keeping this in mind, the following glossary is an attempt to group together some of the acronyms and phrases that are most commonly used today in social justice studies and bodies of work and that may have particular relevance to our community of ocean-related scientists, technologists, and stakeholders. We have borrowed heavily from a wide range of excellent existing scholarship and activism and have cited all sources used. We encourage the reader to follow the links to these multimedia resources and, perhaps, use them as teaching and discussion materials with your students, colleagues, and mentees. Finally, it is our hope that this glossary, along with the links provided to more comprehensive definitions and discussions, helps to define terms that you may have heard used, but not understood, and that it will serve to remind us of the power of the words we use in our everyday professional and personal lives. We begin by defining the very words that form the name of our committee: Justice, Equity, Diversity, and Inclusion (JEDI)

Susanne E. Craig↗

NASA NTRS1988

Space Station Freedom - A resource for aerospace education

The role of the International Space Station in future U.S. aerospace education efforts is discussed from a NASA perspective. The overall design concept and scientific and technological goals of the Space Station are reviewed, and particular attention is given to education projects such as the Davis Planetarium Student Space Station, the Starship McCullough, the Space Habitat, the working Space Station model in Austin, TX, the Challenger Center for Space Life Education, Space M+A+X, and the Space Science Student Involvement Program. Also examined are learning-theory aspects of aerospace education: child vs adult learners, educational objectives, teaching methods, and instructional materials.

Brown, Robert W.↗

DOE OSTI2024

Experiments and Project-Based Enhancements for STEM Learning

Motivating K-12 students to pursue careers in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent engagement. Throughout the K-12 student timeline, STEM educators need to continuously pivot their teaching and update their educational materials to motivate the next generation of students. Once students begin their undergraduate education, university professors need to encourage them to consider pursuing graduate studies to ensure that a qualified future workforce can be developed for research and teaching. In this paper, we present our work on developing STEM materials for K-12 student engagement. Our K-12 materials target the grid integration of hydrogen assets that are suitable to engage students in the classroom. Our undergraduate materials target hands-on projects and collaboration with industry to connect classroom learning with real-world applications and needs in renewable energy. Our work leverages available open-source models and tools to create projects for undergraduate students and motivate their interest in pursuing research topics in graduate-level education.

ENERGY PLANNING, POLICY, AND ECONOMY↗

NASA NTRS1974

The LARSYS educational package: Instructor's notes

Materials are presented for assisting instructors in teaching the LARSYS Educational Package, which is a set of instructional materials to train people to analyze remotely sensed multispectral data. The seven units of the package are described. These units are: quantitative remote sensing, overview of the LARSYS software system, the 2780 remote terminal, demonstration of LARSYS on the 2780 remote terminal, exercises, guide to multispectral data analysis, and a case study using LARSYS for analysis of LANDSAT data.

Lindenlaub, J. C.↗

NASA NTRS1993

Development of interactive multimedia applications

Multimedia is making an increasingly significant contribution to our informational society. The usefulness of this technology is already evident in education, business presentations, informational kiosks (e.g., in museums), training and the entertainment environment. Institutions, from grade schools to medical schools, are exploring the use of multifaceted electronic text books and teaching aids to enhance course materials. Through multimedia, teachers and students can take full advantage of the cognitive value of animation, audio, video and other types in a seamless application. The Software Technology Branch at NASA Johnson Space Center (NASA/JSC) is taking similar approaches to apply the state-of-the-art technology to space training, mission operations and other applications. This paper discusses the characteristics and development of multimedia applications at the NASA/JSC.

Leigh, Albert↗

NASA NTRSDate not supplied

ISS Payload Operations Training During the COVID-19 Pandemic: Impacts and Solutions

The onset of the COVID-19 pandemic brought a dramatic and rapid transformation to almost every aspect of humanity in 2020. The world’s space agencies and their missions were not immune to the wide-sweeping changes. One discipline principally affected was mission operations and the various groups supporting that function. Mission support teams, especially for complex and crewed missions like the International Space Station were forced to rapidly rethink how and where control center staff performed their vital work. Operations training – an essential element to mission ops, had unique hurdles to overcome. Operations training is responsible for preparing astronaut crews for their missions, providing training to flight controllers, as well as ensuring that new team members are ready to join their colleagues. Every element of training was impacted by COVID restrictions. From orientation and introductory classes for new controllers, simulations and advanced lessons, On the Job Training and final evaluations; all aspects faced new challenges. Trainers at NASA’s Marshall Space Flight Center in Huntsville, Alabama, were forced to become more efficient with trainees and resources to continue supporting payload operations. The pandemic started in the USA in March 2020. Immediately, NASA mandated that the support for ISS real-time operations was critical. As a result, physical access to key facilities was restricted. Trainers and trainees had to quickly shift to 100 percent remote learning. In the short term, this was not a problem. However, instructors discovered lessons that they were accustomed to delivering in a classroom environment did not translate to remote teaching. Another hurdle to operations training was the mandate that all simulations could only be held remotely. The logistics of even small simulations proved to be challenging due to IT restrictions and public internet limitations. With simulations essentially stopped, as well as the restrictions on most OJT, trainees were essentially stopped in their advancement towards certification. Once limitations were identified, trainers prioritized new options. Transitioning to all electronic learning materials was a relatively easy fix. Teaching to large groups took additional shifts in the training paradigm. Methods for preparing astronauts for their missions were revised. Simulation supervisors found more efficient techniques to provide realistic training experience. Communication and approvals from management was essential. In every case, the payload operations instructors found novel solutions to all functions listed. This paper will discuss the factors and solutions payloads operations trainers found to keep scientific research on the ISS flying forward to mission success.

ISS↗

NASA NTRS2022

ISS Payload Operations Training Throughout the COVID-19 Pandemic: Impacts, Opportunities and Solutions

The onset of the COVID-19 pandemic brought a dramatic and rapid transformation to almost every aspect of humanity. The world’s space agencies and their missions were not immune to the wide-sweeping changes. One discipline principally affected was mission operations and the various groups supporting that function. Mission support teams, especially for complex and crewed missions like the International Space Station (ISS) were forced to rethink how and where control center staff performed their vital work. Operations training – an essential element to mission ops, had unique hurdles to overcome. Operations training is responsible for preparing astronaut crews for their missions, training and certifying flight controllers, as well as ensuring that new team members are ready to join their colleagues. Every element of training was impacted during the pandemic. From orientation and introductory classes for new controllers, simulations, and advanced lessons, On the Job Training (OJT) and final evaluations; all aspects faced challenges. Trainers at NASA’s Marshall Space Flight Center in Huntsville, Alabama were forced to become more efficient with trainees and resources to continue supporting ISS payload operations. The pandemic arrived in the USA in March 2020. Immediately, NASA mandated that the support for ISS real-time operations was critical. As a result, physical access to key facilities was restricted. Trainers and trainees had to quickly shift to 100% remote learning. In the short term, this was not a problem. However, instructors discovered lessons they were accustomed to delivering in a classroom environment often did not translate to remote teaching. Another hurdle to operations training was the mandate that all simulations could only be held remotely. The logistics of even small simulations proved to be challenging due to Information Technology (IT) restrictions and public internet limitations. With simulations essentially halted, as well as the restrictions on most OJT, trainees were essentially stopped in their advancement towards certification. Once limitations were identified, trainers prioritized new options. Transitioning to all electronic learning materials was a relatively easy fix. Teaching to large groups took additional shifts in the training paradigm. Methods for preparing astronauts for their missions were revised. Simulation supervisors found efficient techniques to provide realistic training experiences. Communication and coordination with management was essential. In every case, the payload operations instructors found novel solutions to all functions listed. This paper discusses the factors and solutions payloads operations trainers found to keep scientific research on the ISS flying forward to mission success.

ISS↗

NASA NTRS2004

Medical/Scientific Illustration And Production Of Otological Health Awareness Materials

Over the past year, I have worked for my mentor, Beth Cooper, on a large variety of projects. Beth is the Manager of the Acoustical Testing Laboratory, which tests the acoustical emissions of payloads destined for the International Space Station. She is also responsible for educating, and developing new methods of educating, people of all occupational and educational backgrounds in hearing conservation. Beth spends much of her time developing new materials and strategies with which to train people and teach other people to train people in hearing conservation and noise emissions control. I have been helping Beth develop and market these materials by way of graphic design and scientific illustration. Last summer, I spent much of my time creating educational illustrations that visually explained particular concepts in Beth's presentations. Sometimes these illustrations were small "comics" while, at other times, they were an instructional series of illustrations. Since then, Beth and her lab have been developing and updating some materials which will be distributed free to hearing conservation and noise control professionals and others in related fields. I have helped with these projects by designing their packaging. In each instance, it was my responsibility to develop an aesthetically appealing package that would also, through its imagery, describe or summarize the contents of the product. I did this for 3 CD's (Auditory Demonstrations 11, MACSUG, and JeopEARdy) and saw them through their actual production and distribution. In addition to working with Beth, I work with the Imaging Technology Center on various imaging projects. Some of my activities include photo retouching and manipulation for videos and print. This summer, I also had the opportunity to develop a screen saver that would show of some of the photography contained on the soon-to-be-released "Highlights of the GRC Image Archives, vol. 2". I was also able to utilize my medical training to help several of ITC s videographers identify the best histological examples of cancerous cells for incorporation in one of their videos. Over the last part of this summer and then throughout the school year, I will be working with Beth to develop a "pre-packaged" lecture series about the physics of acoustics in the context of hearing conservation. These lectures will be used to teach people of all backgrounds the fundamental concepts involved in acoustical physics so they might be better aware of their own and others auditory health in and out of the work place, and, in the case of payload developers, to design and build more quiet science experiments for the ISS. Even though it may not seem as such, this project is precisely what I am learning to do as a student of the Cleveland Institute of Art's Medical Illustration Department. From my perspective, this project is about taking technical information and translating it into terms that anyone, regardless of background, can understand.

Hawes, Nicholas E.↗

DOE OSTI2025

Development and Validation of Smart Building Technology Modules for Academic and Professional Education (Final Technical Report)

Smart building technologies can improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both college curricula and building professionals’ continuing education, there is a lack of systematic instruction on smart building technologies. Slipstream, partnering with Texas A&M University (TAMU), the Society of Building Science Educators (SBSE), and the National Institute of Building Sciences (NIBS), developed a semester-long smart building curriculum for college students and 16 training videos for building professionals and the general public. The education and training cover the drivers and benefits of smart building technologies, key building energy systems, the latest sensor technologies and IoT devices, and focus on topics related to smart building controls (i.e., energy management information systems, smart building control platforms, cybersecurity, grid-interactive-efficient buildings [GEBs], smart building control methods, and occupant-centric control). The smart building curriculum for college students was taught at TAMU in the Spring semester of 2024 as part of the validation process. Student feedback was collected and summarized in a validation report by TAMU. The curriculum material was also reviewed by SBSE faculty who are interested in teaching smart building technology-related courses. Suggestions on revisions and better adoption of the materials by other faculty across the architectural, engineering, and construction (AEC) domains were compiled in a distinct validation report by SBSE. The SBSE validation report was used to create structured subsets of the curriculum material for adoption at different levels in different sub-disciplines. These subsets are categorized and offered on the SBSE website (https://www.sbse.org/courses/Smart-Building-Technologies). The 16 training videos for building professionals and the general public were previewed by 17 industry experts, and feedback and suggested changes were incorporated into the final version of these videos. The videos are organized into a smart building technology training course and published on the Whole Building Design Guide website (https://www.wbdg.org/ce/doe/bto/sbtt), which is hosted by the National Institute of Building Sciences (NIBS). Project team members created marketing materials to promote the awareness of these free, publicly available education and training resources. Outreach and marketing activities included creating short promotional videos, building project webpages, making project announcements on social media, conducting an email campaign, and directly reaching out to faculties and building professionals. This report describes the project approach, provides outlines of the training materials, along with links to resources, and identifies lessons learned in creating the content. We also suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies in the real world.

99 GENERAL AND MISCELLANEOUS↗

NASA NTRS1992

Expert system verification and validation study

Five workshops on verification and validation (V&V) of expert systems (ES) where taught during this recent period of performance. Two key activities, previously performed under this contract, supported these recent workshops (1) Survey of state-of-the-practice of V&V of ES and (2) Development of workshop material and first class. The first activity involved performing an extensive survey of ES developers in order to answer several questions regarding the state-of-the-practice in V&V of ES. These questions related to the amount and type of V&V done and the successfulness of this V&V. The next key activity involved developing an intensive hands-on workshop in V&V of ES. This activity involved surveying a large number of V&V techniques, conventional as well as ES specific ones. In addition to explaining the techniques, we showed how each technique could be applied on a sample problem. References were included in the workshop material, and cross referenced to techniques, so that students would know where to go to find additional information about each technique. In addition to teaching specific techniques, we included an extensive amount of material on V&V concepts and how to develop a V&V plan for an ES project. We felt this material was necessary so that developers would be prepared to develop an orderly and structured approach to V&V. That is, they would have a process that supported the use of the specific techniques. Finally, to provide hands-on experience, we developed a set of case study exercises. These exercises were to provide an opportunity for the students to apply all the material (concepts, techniques, and planning material) to a realistic problem.

French, Scott W.↗

NASA NTRS2007

Bridging the Gap between Earth Science and Students: An Integrated Approach using NASA Earth Science Climate Data

Under the auspices of the Department of Education's No Child Left Behind (NCLB) Act, beginning in 2007 students will be tested in the science area. There are many techniques that educators can employ to teach students science. The use of authentic materials or in this case authentic data can be an engaging alternative to more traditional methods. An Earth science classroom is a great place for the integration of authentic data and science concepts. The National Aeronautics and Space Administration (NASA) has a wealth of high quality Earth science data available to the general public. For instance, the Atmospheric Science Data Center (ASDC) at NASA s Langley Research Center houses over 800 Earth science data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry. These data sets were produced to increase academic understanding of the natural and anthropogenic factors that influence global climate; however, a major hurdle in using authentic data is the size of the data and data documentation. To facilitate the use of these data sets for educational purposes, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education. The MY NASA DATA project accomplishes this by reducing these large data holdings to microsets that are easily accessible and explored by K-12 educators and students though the project's Web page. MY NASA DATA seeks to ease the difficulty in understanding the jargon-heavy language of Earth science. This manuscript will show how MY NASA DATA provides resources for NCLB implementation in the science area through an overview of the Web site, the different microsets available, the lesson plans and computer tools, and an overview of educational support mechanisms.

Alston, Erica J.↗

NASA NTRS2008

Integrating Space Flight Resource Management Skills into Technical Lessons for International Space Station Flight Controller Training

The Johnson Space Center s (JSC) International Space Station (ISS) Space Flight Resource Management (SFRM) training program is designed to teach the team skills required to be an effective flight controller. It was adapted from the SFRM training given to Shuttle flight controllers to fit the needs of a "24 hours a day/365 days a year" flight controller. More recently, the length reduction of technical training flows for ISS flight controllers impacted the number of opportunities for fully integrated team scenario based training, where most SFRM training occurred. Thus, the ISS SFRM training program is evolving yet again, using a new approach of teaching and evaluating SFRM alongside of technical materials. Because there are very few models in other industries that have successfully tied team and technical skills together, challenges are arising. Despite this, the Mission Operations Directorate of NASA s JSC is committed to implementing this integrated training approach because of the anticipated benefits.

Baldwin, Evelyn↗

NASA NTRS1989

NASA/USRA University advanced design program

The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA University Advanced Design Program for the 1988 to 1989 academic year is reviewed. The University's design project was the Logistics Resupply and Emergency Crew Return System for Space Station Freedom. Sixty-one students divided into eight groups, participated in the spring 1989 semester. A presentation prepared by three students and a graduate teaching assistant for the program's summer conference summarized the project results. Teamed with the NASA Marshall Space Flight Center (MSFC), the University received support in the form of remote telecon lectures, reference material, and previously acquired applications software. In addition, a graduate teaching assistant was awarded a summer 1989 internship at MSFC.

Lembeck, Michael F.↗

NASA NTRS1990

The Kelvin water-drop experiment

This experiment was originally designed and performed by Lord Kelvin (William Thomson) in the late 1800's to demonstrate the creation of an electric potential simply by means of dividing up a body of flowing water. The objective is to demonstrate the power of electrical forces in a material as common as water and to help teach the student that even simple, well understood phenomena sometimes present unexpected results that, at first thought, defeat explanation. The experimental equipment and procedure are explained.

Shull, Robert D.↗

NASA NTRS1996

An Innovative Multimedia Approach to Laboratory Safety

A new approach for teaching safe laboratory practices has been developed for materials science laboratories at Iowa State university. Students are required to complete a computerized safety tutorial and pass an exam before working in the laboratory. The safety tutorial includes sections on chemical, electrical, radiation, and high temperature safety. The tutorial makes use of a variety of interactions, including 'assembly' interactions where a student is asked to drag and drop items with the mouse (either labels or pictures) to an appropriate place on the screen (sometimes in a specific order). This is extremely useful for demonstrating safe lab practices and disaster scenarios. Built into the software is a record tracking scheme so that a professor can access a file that records which students have completed the tutorial and their scores on the exam. This paper will describe the development and assessment of the safety tutorials.

Anderson, M. B.↗

NASA NTRS2006

Safe Use of Hydrogen and Hydrogen Systems

This is a viewgraph presentation that is a course for teaching the safe use of hydrogen. The objectives of the course are 1. To familiarize the student with H2 safety properties 2. To enable the identification, evaluations and addressing of H2 system hazards 3. To teach: a. Safe practices for, b. Design, c. Materials selection, d. H2 system operation, e. Physical principles and empirical observations on which these safe practices are based, f. How to respond to emergency situations involving H2, g How to visualize safety concepts through in-class exercises, h. Identify numerous parameters important to H2 safety.

Maes, Miguel↗

DOE OSTI2024

Experiments and Project-Based Enhancements for STEM Learning: Preprint

Motivating k-12 students to pick a career in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent attention. At different points in time, STEM educators need to pivot themselves and update educational materials to consistently motivate the next generation of k-12 students to enter into STEM careers. Once they enter undergraduate education, universities need to motivate their undergraduates students to consider graduate studies to ensure qualified human resources can be developed for research, and teaching. We present in this paper, our work on developing STEM materials for k-12 students targeting grid integration of hydrogen assets. This paper also presents our work on leveraging open source distribution system model, digital real time simulation tool to create projects for undergraduate students and motivate their interest in research topics, and enter into graduate level education.

electro-magnetic transients↗

NASA NTRS1989

Rocks and stars - Educational initiatives for the ISY

Several new initiatives of interest to space educators are discussed, with a focus on directions for the dissemination of space science and space technology information, materials, and philosophy. These initiatives involve kindergarten through university teaching, workshops, and programs, development of curricular guides and slide sets, and media presentation of information concerning flight missions.

Dasch, E. Julius↗