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NASA NTRS2003

Changing the Paradigm: Preparing Students for the Computing Profession in the 21st Century

The dramatic technological developments of the past decade have led to a tremendous growth in the demand for computer science professionals well-versed in advanced technology and techniques. NASA, traditionally a haven for cutting-edge innovators, is now competing with every industrial and government sector for computer science talent. The computer science program at University of Texas at San Antonio (UTSA) faces challenges beyond those intrinsically presented by rapid technological change, because a significant number of UTSA students come from low-income families with no Internet or computer access at home. An examination of enrollment statistics for the computer science program at UTSA showed that very few students who entered as freshmen successfully graduated. The upper division courses appeared to be populated by graduate students removing deficiencies and by transfer students. The faculty was also concerned that the students who did graduate from the program did not have the strong technical and programming skills that the CS program had been noted for in the community during the 1980's.

Robbins, Kay A.↗

NASA NTRS2003

Students Work Alongside Scientists to Test Mars Rover

NASA's 2003-2004 Mars Exploration Rovers and associated Athena Science Payload will provide an exciting opportunity to get students and the public involved in Mars exploration. One outreach component, the Athena Student Interns Program, will directly engage high school students in scientific discovery on Mars by incorporating the students into the mission s science team. The Athena Student Interns Program, based on the successful LAPIS program, was prototyped during the FIDO rover field trials that took place in the Arizona desert and at the Jet Propulsion Laboratory (JPL) in August 2002 (http://mars.jpl.nasa.gov/mer/fido). Use of a participatory evaluation process allowed mid-course corrections to be made to the program and provided the model for mission-related outreach.

Fuchs, M. P.↗

NASA NTRS2003

High-school Student Teams in a National NASA Microgravity Science Competition

The Dropping In a Microgravity Environment or DIME competition for high-school-aged student teams has completed the first year for nationwide eligibility after two regional pilot years. With the expanded geographic participation and increased complexity of experiments, new lessons were learned by the DIME staff. A team participating in DIME will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a NASA microgravity drop tower. A team of NASA scientists and engineers will select the top proposals and then the selected teams will design and build their experiment apparatus. When completed, team representatives will visit NASA Glenn in Cleveland, Ohio to operate their experiment in the 2.2 Second Drop Tower and participate in workshops and center tours. NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA (e.g. NASA Student Involvement Program) and student teams mentored by NASA centers (e.g. For Inspiration and Recognition of Science and Technology Robotics Competition). This participation by NASA in these public forums serves to bring the excitement of aerospace science to students and educators.Researchers from academic institutions, NASA, and industry utilize the 2.2 Second Drop Tower at NASA Glenn Research Center in Cleveland, Ohio for microgravity research. The researcher may be able to complete the suite of experiments in the drop tower but many experiments are precursor experiments for spaceflight experiments. The short turnaround time for an experiment's operations (45 minutes) and ready access to experiment carriers makes the facility amenable for use in a student program. The pilot year for DIME was conducted during the 2000-2001 school year with invitations sent out to Ohio- based schools and organizations. A second pilot year was conducted during the 2001-2002 school year for teams in the six-state region of Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. The third year for DIME was conducted during the 2002-2003 school year for teams from the fifty United States, the District of Columbia, and Puerto Rico. An annual national DIME program is planned for the foreseeable future. Presented in this paper will be a description of DIME, an overview of the planning and execution of such a program, results from the first three years, and lessons learned from the first national competition.

DeLombard, Richard↗

NASA NTRS1998

S'COOL Takes Students to New Heights

Students Cloud Observations On-Line (S'COOL) is a hands-on educational project which supports NASA's Clouds and the Earth s Radiant Energy System (CERES) satellite instrument; part of the Earth Science Enterprise studying our planet. S'COOL meets science, math, technology and geography Standards of Learning (SOLs) as students observe clouds and related weather conditions, compute data and locate vital information while obtaining ground truth observations for the CERES instrument. These observations can then be used to help validate the CERES measurements; particularly detection of clear sky from space. Participants to date have been in 20 states and 5 countries and have reported great interest and learning among their students. Many have used this project as a stepping stone to further learning in other areas of Earth Science; and to do more with the Internet in the classroom. Satellite images and clues to their interpretation are used on the website ( http://asd-www.larc.nasa.gov/SCOOL/) . Background information is also given on Earth's Radiation Budget and it s importance in understanding our climate. Students can retrieve both their observations and the corresponding satellite data and participate in the validation efforts. A number of suggestions for studies to be done with the data, and related lesson plans, are available. Teachers can tailor this project to the appropriate level and subject matter needed for their students. The recommended grade level is 4th through 12th grade. The project is now open to new participants. We particularly seek schools in more remote areas, to obtain wider geographic coverage for ground truth data; so the project has been designed to use, but not require, computer technology. AGU participants attending the S'COOL presentation will be given a handout describing the project. Material for introducing the project in the classroom will be demonstrated in a participatory style.

Green, Carolyn J.↗

NASA NTRS2004

A Strategy for Improving US Middle School Student Mathematics Word Problem Solving Performance

U.S. middle school students have difficulty understanding and solving mathematics word problems. Their mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves. This researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy.

Thomas, Valerie L.↗

NASA NTRS2011

Expedition Earth and Beyond: Engaging Classrooms in Student-Led Research Using NASA Data, Access to Scientists, and Integrated Educational Strategies

Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies.

Graff, P. V.↗

NASA NTRS2017

Growing Beyond Earth; Students Exploring Plant Varieties for Future Space Exploration

Future space exploration and long duration space flight will pose an array of challenges to the health and wellbeing of astronauts. Since 2015, Fairchild Tropical Botanic Garden (FTBG), in partnership with NASA's Veggie team, has been testing edible crops for space flight potential through a series of citizen science experiments. FTBG's interest in classroom-based science projects, along with NASA's successful operation of the Veggie system aboard the International Space Station (ISS), led to a NASA-FTBG partnership that gave rise to the Growing Beyond Earth STEM Initiative (GBE). Established in 2015, GBE now involves 131 middle and high school classrooms in South Florida, all conducting simultaneous plant science experiments. The results of those experiments (both numeric and visual) are directly shared with the space food production researchers at KSC. Through this session, we will explore the successful classroom implementation and integration into the curriculum, how the data is being used and the impact of the project on participating researchers, teachers, and students. Participating schools were supplied with specialized LED-lit growth chambers, mimicking the Veggie system on ISS, for growing edible plants under similar physical and environmental constraints. Research protocols were provided by KSC scientists, while edible plant varieties were selected mainly by the botanists at FTBG. In a jointly-led professional development workshop, participating teachers were trained to conduct GBE experiments in their classrooms. Teachers were instructed to not only teach basic botany concepts, but to also demonstrate practical applications of math, physics and chemistry. As experiments were underway, students shared data on plant germination, growth, and health in an online spreadsheet. Results from the students research show a promising selection of new plant candidates for possible further testing. Over a two year period, more than 5000 South Florida students, ages 11 to 18, participated in GBE. Evaluation of the program shows an increased knowledge of and interest in science and science careers among students. The program has also boosted the demand for summer high school internships at FTBG, further developing expertise in plant research and science related to space exploration. Supported by a grant from NASA (NNX16AM32G) to Fairchild Tropical Botanic Garden.

Veggie↗

NASA NTRSDate not supplied

Assimilating Lessons Learned – From URGE to NASA's Student Airborne Science Activation (SaSa) Project

In the first half of 2021, formal and informal pods at several universities and NASA Center affiliates participated in the Unlearning Racism in Geosciences (URGE) curriculum and deliverables. As a result, several members from different URGE pods are propagating and applying the URGE lessons learned to the new 5-year NASA Student Airborne Science Activation project (SaSa). Starting in the Summer of 2022, SaSa will provide an 8-week summer Earth Science research experience focused on attracting and retaining early undergraduate students from historically underrepresented groups from minority-serving institutions (MSIs). The multicenter and field-based research experience will provide the students access to and experience with NASA airborne resources. Additionally, integrating NASA material into the MSI curricula and providing student mentorship at both MSIs and NASA Centers will enhance students' exposure to Earth Science research. The objectives of URGE and SaSa are highly compatible with one another, and the project timing allows for the integration of URGE lessons early in the SaSa curriculum design phase. As of December 2021, the first SaSa summer program application will be open and the first SaSa semester at the host MSIs will be completed. This presentation will discuss the assimilation of URGE lessons learned from our respective pods into the first SaSa academic semester and into the preparations for the first SaSa summer cohort. We will welcome additional feedback from the broader URGE community in advance of SaSa's first summer session.

Kristina Pistone↗

NASA NTRSDate not supplied

GeneLab for High Schools – Bioinformatic Training For Students And Educators

Modern biological sciences are increasingly based on high-throughput molecular techniques, including genomics, transcriptomics, and proteomics. NASA’s GeneLab program has collected extensive data from ‘omics’ studies, curated them into an accessible platform and provided data analysis/visualization tools to facilitate the generation of new hypotheses and research directions. GeneLab for High Schools (GL4HS), launched in 2017, has endeavored to utilize this database and provide tools for students to understand and analyze omics datasets whilst also learning about spaceflight research. The GL4HS program ran in person at Ames from 2017-2019 and has run virtually since 2020. Each year fifteen high school students are trained to analyze and interpret GeneLab transcriptomic data. Additionally, in the last several years we have expanded our “teacher training program” to include 10 teachers total in an effort to enable this program to be utilized in classrooms across the USA. Teachers also join the NASA GeneLab Education Working Group (EWG) enabling support as they implement custom GL4HS modules into their classrooms. The GL4HS program consists of three main components – (1) core learning modules, (2) networking and teamwork, and (3) an independent learning project. Students are also taught critical networking and science communication skills facilitating their ability to ‘sell their science’ in innovative and creative ways. This program has enabled students to learn about biology in space and to have a glimpse into the world of research for the first time. Many of the students in this program shared that the course was transformative to their perception about biological sciences and how it linked to other areas of STEM. The ultimate and long-term goal of GL4HS is to expand the program to multiple locations thereby facilitating the reach of NASA Space Biology beyond NASA-centric regions.

GeneLab↗

DOE OSTI2025

Teacher-student training improves the accuracy and efficiency of machine learning interatomic potentials

Machine learning interatomic potentials (MLIPs) are revolutionizing the field of molecular dynamics (MD) simulations. Recent MLIPs have tended towards more complex architectures trained on larger datasets. The resulting increase in computational and memory costs may prohibit the application of these MLIPs to perform large-scale MD simulations. Herein, we present a teacher-student training framework in which the latent knowledge from the teacher (atomic energies) is used to augment the students' training. We show that the light-weight student MLIPs have faster MD speeds at a fraction of the memory footprint compared to the teacher models. Remarkably, the student models can even surpass the accuracy of the teachers, even though both are trained on the same quantum chemistry dataset. Our work highlights a practical method for MLIPs to reduce the resources required for large-scale MD simulations.

36 MATERIALS SCIENCE↗

NASA NTRS1978

Satellite Power System (SPS) student participation

A assessment of methods which are appropriate to initiate student participation in the discussion of a satellite power system (SPS) is presented. Methods which are incorporated into the campus environment and the on-going learning experience are reported. The discussion of individual methods for student participation includes a description of the technique, followed by comments on its enhancing and limiting factors, references to situations where the method has been demonstrated, and a brief consideration of cost factors. The two categories of recommendations presented are: an outline of fourteen recommendations addressing specific activities related to student participation in the discussion of SPS, and three recommendations pertaining to student participation activities in general.

Ladwig, A.↗

NASA NTRS1982

The Shuttle Student Involvement Project for Secondary Schools - Reports on first flights

During the 1980-81 academic year, NASA established the Shuttle Student Involvement Project for Secondary Schools (SSIP), an annual competition which invites students to propose experiments suitable for flight aboard the Space Shuttle. The purpose of the project is to stimulate the teaching and study of science and engineering among students in grades 9 through 12. Results of the first year of the project have been reported. The second competition was announced in September 1981. With a February 1, 1982 deadline, 2,800 proposals were submitted. Twenty national winners were announced in May 1982. NASA is now pairing the 20 winners with a corporate sponsor and with a NASA scientist or engineer to work with the student. Most SSIP experiments are performed in the Orbiter's mid-deck, and receive up to one hour of crew time. Attention is given to the desired outcomes of SSIP, and the SSIP experiments.

Ladwig, A.↗

NASA NTRS1991

NASA/DOD Aerospace Knowledge Diffusion Research Project. Report 8: Summary report to phase 3 faculty and student respondents

Phase 3 of a four part study was undertaken to investigate the use of scientific and technical information (STI) in the academic aerospace community. Three questionnaires that were sent to three groups (i.e., faculty, librarians, and students) in the academic aerospace community were used. Specific attention was paid to the types of STI used and the methods in which academic users acquired STI. The focus is on the responses of two of the three groups: faculty in aerospace departments and students enrolled in the USRA-funded capstone design courses. Respondents in both groups relied heavily upon informal sources of information, although students were less inclined to regard their personal collections of STI as important. Both groups relied upon most formal sources of STI about the same, but students reported more difficulty in using the formal resources.

Pinelli, Thomas E.↗

NASA NTRS1989

A successful intervention program for high ability minority students

Among professional occupations in the United States, non-Asian minorities are least represented in science and engineering fields. The Bureau of Labor Statistics predicts that over the next decade, civilian employment of scientists and engineers has the potential to grow by 40 percent. Furthermore, projections for the year 2000 indicate that 100,000 fewer B.S. and B.A. degrees will be awarded than were awarded in 1984. The latter projection takes into consideration the overall declining proportion of all 18 year old college students. Within this shrinking pool of 18 year old potential college students will be an increasing proportion of Blacks and Hispanics. In order to change the educational patterns for minority youth, an intense look at the factors that affect the science and mathematics performance of minorities. Furthermore, the work of programs that are successful at producing minority scientists and engineers must be examined and documented with the intent of replicating these programs. The fundamental concern at this time appears to be the quality of precollege experience because research has shown that lack of precollege preparation is the single most important cause of underrepresentation of minorities in science and engineering careers. For many years, intervention programs have attempted to improve the quality of the minority precollege experience by latter year intervention in grades eleven and twelve. Later efforts, such as this one, have concentrated on earlier years. The effectiveness of intervention programs is widely accepted but not rigorously documented. The mechanisms these programs have developed need to be identified and their potential for broader use evaluated. The ultimate goal of such studies would be to provide the different educational communities with a set of proven cost-effective state of the art mechanisms designed to increase participation and success of minority students in science and mathematics-related courses. One such intervention program is the Saturday Academy program for high ability minority students in the Washington, D.C. area. A description of the Saturday Academy is provided with the intent of making it available to personnel who are considering the development of similar projects. The effect of participation in the program on high school graduate rates, college enrollment, and choice of quantitative major is examined.

Coleman, Winson R.↗

NASA NTRS1992

The 1993/1994 NASA Graduate Student Researchers Program

The NASA Graduate Student Researchers Program (GSRP) attempts to reach a culturally diverse group of promising U.S. graduate students whose research interests are compatible with NASA's programs in space science and aerospace technology. Each year we select approximately 100 new awardees based on competitive evaluation of their academic qualifications, their proposed research plan and/or plan of study, and their planned utilization of NASA research facilities. Fellowships of up to $22,000 are awarded for one year and are renewable, based on satisfactory progress, for a total of three years. Approximately 300 graduate students are, thus, supported by this program at any one time. Students may apply any time during their graduate career or prior to receiving their baccalaureate degree. An applicant must be sponsored by his/her graduate department chair or faculty advisor; this book discusses the GSRP in great detail.

Source record↗

NASA NTRS1993

California Student Get Away Special Payload GAS-450

The California Student Get Away Special Payload GAS-450, recently went into orbit on the STS-57 Mission, Space Shuttle, Endeavour, 21 June 1993, 6:14 AM and landed on the 29 June 1993 at Kennedy Space Center (KSC). Fifty students from 13 California Central Coast Schools and one in San Francisco designed and built 13 active experiments (6 modules) for this mission. Preliminary analysis of our completely reusable payload bus system indicated that the structure, power system, microprocessor, and sensor systems in each experiment module worked flawlessly. The experiments themselves performed exceptionally well with a 60 percent success ratio. The students are thoroughly documenting their own experiments and results via a standard research paper guideline generated by the GAS-450 technical staff. Lessons learned (program management and technical) are documented at the end of the paper. If any other organization needs payload/experiment development or NASA documentation assistance, then please contact us. We can help make your idea a space tested reality. Three years of intense effort culminated on 3 February 1993, the GSFC field operations team at Kennedy Space Center performed the final pressure decay and electrical tests upon the fully integrated GAS-450 flight canister. Subsequently, the payload was integrated with its parent GAS Bridge Assembly in mid-February and the bridge was transferred to the KSC orbiter team in late February 1993. The STS-57 mission originally scheduled to launch on the 29 April 1993 slipped until 21 June 1993. Our Payload shared the cargo bay with ten other GAS Canisters, the EUREKA experiment, the SHOOT experiment, and the SPACEHAB-1 module. The SIL technical staff retrieved the GAS-450 payload after flight from the NASA Spin Test Facility at KSC and shipped it back to California on the 22 July 1993 for student analysis at Allan Hancock College this summer.

Ray, Glen↗

NASA NTRS1995

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 51: Workplace communications skills and the value of communications and information-use skills instruction: Engineering students' perspectives

Studies indicate that communications and information-related activities take up a substantial portion of an engineer's work week; therefore, effective communications and information use skills are one of the key engineering competencies that recent graduates of engineering programs are expected to possess. Feedback from industry rates communications and information use skills of entry-level engineers low. Missing from current discussions of communications and information use skills and competencies for engineering students is a clear explanation from the professional engineering community about what constitutes 'acceptable and desirable communications and information norms' within that community. To gather adequate and generalizable data about communications and information skills instruction and to provide a student perspective on the communications skills of engineers, we undertook a national study of aerospace engineering students in March 1993. The study included questions about the importance of certain communications and information skills to professional success, the instruction students had received in these skills, and perceived helpfulness of the instruction. Selected results from the study study are reported in this paper.

Pinelli, Thomas E.↗

NASA NTRS1999

Development of a Remote Sensing and Microgravity Student GAS Payload

The G-781 Terrestrial and Atmospheric Multi-Spectral Explorer payload (TAMSE) is the result of an educational partnership between Broward and Brevard Community Colleges with the Association of Small Payload Researchers (ASPR) and the Florida Space Institute, University of Central Florida. The effort focuses on flying nine experiments, including three earth viewing remote sensing experiments, three microgravity experiments involving crystal growth, and three radiation measurement experiments. The G-781 science team, composed of both student and faculty members, has been working on this payload since 1995. The dream of flying the first Florida educational GAS experiment led to the flight of a passive Radiation dosimetry experiment on STS-91 (ASPR-GraDEx-I), which will be reflown as part of TAMSE. This project has lead to the development of a mature space science program within the schools. Many students have been positively touched by direct involvement with NASA and the GAS program as well as with other flight programs e.g. the KC-135 flight program. Several students have changed majors, and selected physics, engineering, and other science career paths as a result of the experience. The importance of interdisciplinary training is fundamental to this payload and to the teaching of the natural sciences. These innovative student oriented projects will payoff not only in new science data, but also in accomplishing training for the next generation of environmental and space scientists. The details the TAMSE payload design are presented in this paper.

Branly, Rolando↗