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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 811 records · Page 45
All sourcesNASA NTRSDOE OSTI
NASA NTRS1990

Economical graphics display system for flight simulation avionics

During the past academic year the focal point of this project has been to enhance the economical flight simulator system by incorporating it into the aero engineering educational environment. To accomplish this goal it was necessary to develop appropriate software modules that provide a foundation for student interaction with the system. In addition experiments had to be developed and tested to determine if they were appropriate for incorporation into the beginning flight simulation course, AERO-41B. For the most part these goals were accomplished. Experiments were developed and evaluated by graduate students. More work needs to be done in this area. The complexity and length of the experiments must be refined to match the programming experience of the target students. It was determined that few undergraduate students are ready to absorb the full extent and complexity of a real-time flight simulation. For this reason the experiments developed are designed to introduce basic computer architectures suitable for simulation, the programming environment and languages, the concept of math modules, evaluation of acquired data, and an introduction to the meaning of real-time. An overview is included of the system environment as it pertains to the students, an example of a flight simulation experiment performed by the students, and a summary of the executive programming modules created by the students to achieve a user-friendly multi-processor system suitable to an aero engineering educational program.

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NASA NTRS1993

Schools of the Pacific rainfall climate experiment

The SPaRCE program is a cooperative rainfall climate field project involving high school and college level students and teachers from various Pacific island and atoll nations. The goals of the SPaRCE program are: (1) to foster interest and increase understanding among Pacific-area students and teachers of climate and climate change; (2) to educate the students and teachers as to the importance of rainfall in the Pacific area to climate studies; (3) to provide the students and teachers an opportunity of making a major contribution to the global climate research effort by collecting and analyzing Pacific rainfall data; and (4) to incorporate collected rainfall observations into a comprehensive Pacific daily rainfall data base to be used for climate research purposes. Schools participating in SPaRCE have received standard raingauges with which to measure rainfall at their sites. Students learned to site and use their raingauges by viewing a video produced at the University of Oklahoma. Four more videos will be produced which will include information on Earth's atmosphere, global climate and climate change, regional climate and implications of climate change, and how to analyze and use the rainfall data they are collecting. The videos are accompanied by workbooks which summarize the main points of each video, and contain concrete learning activities to help the student better understand climate and climate change. Following each video, interactive sessions are held with the students using the PEACESAT (Pan-Pacific Education And Communication Experiments by Satellite) satellite radio communication system.

Postawko, S. E.↗
NASA NTRS1993

NASA Propulsion Engineering Research Center, volume 1

Over the past year, the Propulsion Engineering Research Center at The Pennsylvania State University continued its progress toward meeting the goals of NASA's University Space Engineering Research Centers (USERC) program. The USERC program was initiated in 1988 by the Office of Aeronautics and Space Technology to provide an invigorating force to drive technology advancements in the U.S. space industry. The Propulsion Center's role in this effort is to provide a fundamental basis from which the technology advances in propulsion can be derived. To fulfill this role, an integrated program was developed that focuses research efforts on key technical areas, provides students with a broad education in traditional propulsion-related science and engineering disciplines, and provides minority and other under-represented students with opportunities to take their first step toward professional careers in propulsion engineering. The program is made efficient by incorporating government propulsion laboratories and the U.S. propulsion industry into the program through extensive interactions and research involvement. The Center is comprised of faculty, professional staff, and graduate and undergraduate students working on a broad spectrum of research issues related to propulsion. The Center's research focus encompasses both current and advanced propulsion concepts for space transportation, with a research emphasis on liquid propellant rocket engines. The liquid rocket engine research includes programs in combustion and turbomachinery. Other space transportation modes that are being addressed include anti-matter, electric, nuclear, and solid propellant propulsion. Outside funding supports a significant fraction of Center research, with the major portion of the basic USERC grant being used for graduate student support and recruitment. The remainder of the USERC funds are used to support programs to increase minority student enrollment in engineering, to maintain Center infrastructure, and to develop research capability in key new areas. Significant research programs in propulsion systems for air and land transportation complement the space propulsion focus. The primary mission of the Center is student education. The student program emphasizes formal class work and research in classical engineering and science disciplines with applications to propulsion.

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NASA NTRS1995

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 46: Technical communications in aerospace: A comparison across four countries

In this paper we describe the preliminary analysis of four groups of aerospace engineering and science students -- student members of the American Institute of Aeronautics and Astronautics (AIAA) and students from universities in Japan, Russia, and Great Britain. We compare: (1) the demographic characteristics of the students; (2) factors that affected their career decision; (3) their career goals and aspirations; (4) their training in technical communication; and (5) their training in techniques for finding and using aerospace scientific and technical information (STI). Many employers in the US aerospace industry think there is a need for increased training of engineering students in technical communication. Engineers in the US and other countries believe that technical communication skills are critical for engineers' professional success. All students in our study agree about the importance of technical communication training for professional success, yet relatively few are happy with the instruction they receive. Overall, we conclude that additional instruction in technical communication and accessing STI would make it easier for students to achieve their career goals.

Kennedy, John M.↗
NASA NTRS1996

Howard University Energy Expert Systems Institute Summer Program (EESI)

Howard University, under the auspices of the Center for Energy Systems and Controls runs the Energy Expert Systems Institute (EESI) summer outreach program for high school/pre-college minority students. The main objectives are to introduce precollege minority students to research in the power industry using modern state-of-the-art technology such as Expert Systems, Fuzzy Logic and Artificial Neural Networks; to involve minority students in space power management, systems and failure diagnosis; to generate interest in career options in electrical engineering; and to experience problem-solving in a teamwork environment consisting of faculty, senior research associates and graduate students. For five weeks the students are exposed not only to the exciting experience of college life, but also to the inspiring field of engineering, especially electrical engineering. The program consists of lectures in the fundamentals of engineering, mathematics, communication skills and computer skills. The projects are divided into mini and major. Topics for the 1995 mini projects were Expert Systems for the Electric Bus and Breast Cancer Detection. Topics on the major projects include Hybrid Electric Vehicle, Solar Dynamics and Distribution Automation. On the final day, designated as 'EESI Day' the students did oral presentations of their projects and prizes were awarded to the best group. The program began in the summer of 1993. The reaction from the students has been very positive. The program also arranges field trips to special places of interest such as the NASA Goddard Space Center.

Momoh, James A.↗
NASA NTRS1999

The Starshine Hitchhiker Mission on STS-96

A mirrored, spherical "Starshine" satellite was ejected by NASA into a circular low Earth orbit from a Hitchhiker canister in the cargo bay of Space Shuttle OV-103 Discovery at 07:21 Universal Time on June 5, 1999, near the end of Discovery's STS-96 mission to the International Space Station. Starshine's initial orbital altitude was 218 Nautical Miles (387 km), and its orbital inclination was 51.6 deg. The satellite is expected to orbit Earth until sometime in January 2000, when it will reenter the atmosphere and vaporize. Some 25,030 students in 700 schools around the world participated in the construction of this satellite by polishing 878 small, front-surface aluminum mirrors that stud its outer surface. A small fraction of those students is presently tracking the satellite and measuring its angular position at specific times. The Naval Research Laboratory is combining the students' measurements with Naval Space Command radar tracking data to compute the satellite's orbit on a daily basis. From the rate of decay of the orbit, the students are able to calculate the density of the atmosphere at the satellite's present altitude. The students are also accessing the project's web site to observe ground-based and space-based images of the sun and other indices of solar activity. They are then using these data to make correlations between the intensity of solar storms and fluctuations in the density of the earth's upper atmosphere. The number of students participating in the tracking phase of the project is expected to increase dramatically at the start of the fall school term in the northern hemisphere. At the conclusion of the Starshine mission, the student team will attempt to predict when and where the satellite will re-enter the atmosphere, so they can compete for a cash prize for the best photograph of the satellite's fiery demise.

Moore, Gil↗
NASA NTRS2000

Team Training and Retention of Skills Acquired Above Real Time Training on a Flight Simulator

Above Real-Time Training (ARTT) is the training acquired on a real time simulator when it is modified to present events at a faster pace than normal. The experiments related to training of pilots performed by NASA engineers (Kolf in 1973, Hoey in 1976) and others (Guckenberger, Crane and their associates in the nineties) have shown that in comparison with the real time training (RTT), ARTT provides the following benefits: increased rate of skill acquisition, reduced simulator and aircraft training time, and more effective training for emergency procedures. Two sets of experiments have been performed; they are reported in professional conferences and the respective papers are included in this report. The retention of effects of ARTT has been studied in the first set of experiments and the use of ARTT as top-off training has been examined in the second set of experiments. In ARTT, the pace of events was 1.5 times the pace in RTT. In both sets of experiments, university students were trained to perform an aerial gunnery task. The training unit was equipped with a joystick and a throttle. The student acted as a nose gunner in a hypothetical two place attack aircraft. The flight simulation software was installed on a Universal Distributed Interactive Simulator platform supplied by ECC International of Orlando, Florida. In the first set of experiments, two training programs RTT or ART7 were used. Students were then tested in real time on more demanding scenarios: either immediately after training or two days later. The effects of ARTT did not decrease over a two day retention interval and ARTT was more time efficient than real time training. Therefore, equal test performance could be achieved with less clock-time spent in the simulator. In the second set of experiments three training programs RTT or ARTT or RARTT, were used. In RTT, students received 36 minutes of real time training. In ARTT, students received 36 minutes of above real time training. In RARTT, students received 18 minutes of real time training and 18 minutes of above real time training as top-off training. Students were then tested in real time on more demanding scenarios. The use of ARTT as top-off training after RTT offered better training than RTT alone or ARTT alone. It is, however, suggested that a similar experiment be conducted on a relatively more complex task with a larger sample of participants. Within the proposed duration of the research effort, the setting up of experiments and trial runs on using ARTT for team training were also scheduled but they could not be accomplished due to extra ordinary challenges faced in developing the required software configuration. Team training is, however, scheduled in a future study sponsored by NASA at Tuskegee University.

Ali, Syed Friasat↗
NASA NTRS2002

CaTs Lab (CHAOS and Thermal Sciences Laboratory)

The CHAOS and Thermal Sciences Laboratory (CaTs) at James Madison University evolved into a noteworthy effort to increase minority representation in the sciences and mathematics. Serving ten students and faculty directly, and nearly 50 students indirectly, CaTs, through recruitment efforts, workshops, mentoring programs, tutorial services and research and computational laboratories, fulfilled its intent to initiate an academically enriched research program aimed at strengthening the academic and self-actualization skills of undergraduate students with potential to pursue doctoral study in the sciences. The stated goal of the program was to increase by 5% the number of enrolled mathematics and science students into the program. Success far exceeded the program goals by producing 100% graduation rate of all supported recipients during its tenure, with 30% of the students subsequently in pursuit of graduate degrees. Student retention in the program exceeded 90% and faculty participation exceeded the three members involved in mentoring and tutoring, gaining multi-disciplinary support. Aggressive marketing of the program resulted in several paid summer internships and commitments from NASA and an ongoing relationship with CHROME, a nationally recognized organization which focuses on developing minority students in the sciences and mathematics. Success of the program was only limited by the limited fiscal resources at NASA which resulted in phasing out of the program.

Teate, Anthony A.↗
NASA NTRS2002

Virginia Space Grant Consortium Management of National General Aviation Design Competition

This report summarizes the management of the National General Aviation Design Competition on behalf of NASA, the FAA and the Air Force by the Virginia Space Grant Consortium (VSGC) for the time period October 1, 2000 through September 30, 2001. This was the VSGC's seventh and final year of managing the Competition, which the Consortium originally designed, developed and implemented for NASA and the FAA. The competition is now being managed in-house by NASA. Awards to winning university teams were presented at a ceremony held at AirVenture 2001, the Experimental Aircraft Association's Annual Convention and Fly-In at Oshkosh, Wis. by NASA and FAA officials. The competition called for individuals or teams of undergraduate and graduate students from U.S. engineering schools to participate in a major national effort to rebuild the U.S. general aviation sector. Participants were challenged to meet the engineering goals of the Advanced General Aviation Transport Experiment (AGATE) project. For the purpose of the contest, general aviation aircraft are typically defined as single or twin engine (turbine or piston), single-pilot, fixed-wing aircraft for 2 - 6 passengers. The competition seeks to raise student awareness of the importance of general aviation by having students address design challenges for a small aircraft transportation system. NASA, AFRL and the FAA hope to stimulate breakthroughs in technology and their application in the general aviation marketplace. National goals for revitalizing the industry offer excellent, open-ended design challenges with real world applications for the Innovative Design Category. Both individual and team submissions were encouraged. University faculty advisors and students consistently cite the value of this kind of educational experience for their engineering students. Eight proposals were submitted for the 2001 Competition for the Innovative Design Category. Eleven faculty members and 124 students participated. Since inception, more than 785 students and 60 faculty members have participated in the Competition. A review panel comprised of general aviation experts from the FAA, EAA, NASA and industry representatives reviewed the design packages and selected the winners. The VSGC coordinated marketing of the competition to a mailing list which included selected deans and department chairs from ABET-accredited institutions, Space Grant affiliates, faculty who had previously participated in or expressed interest in the Competition, and others.

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NASA NTRS2002

Promoting Real-Time Science in the Classroom using Wireless PDA Technology

The year is 2004, NASA has landed and deployed a fleet of rovers on the surface of Mars to continue the exploration of that planet and prepare the way for human visitors. Middle school students at Milton Elementary have been following the mission through the media and Internet as part of Mr. Johnson's Earth and space sciences class. The kids have been working in teams to track the rovers as they move across the surface of Mars on a scale model of the landing site they built from sand and rocks using pictures and video downloaded from the Internet. They also built their own version of a rover that can be driven around the model. The time is 3:36pm. Jim and a couple of his fellow students from class are sitting in the cafeteria waiting for a student council meeting to begin. Mary and several others are on the bus riding home. Kathy is in her father's car waiting to leave the parking lot. On Mars, Rover-3 has just stopped and issued an alert to ground control at NASA's Jet Propulsion Laboratory (JPL). Back at Milton Elementary chimes can be heard going off in the cafeteria, on the school bus, and in Kathy's car. The students are familiar with the drill and each brings up the Mars mission status display on their hand-held PDA device. They've been using their PDAs (those Palm devices that seem to be everywhere today) to obtain real-time position information for each of the rovers throughout the mission. The mission status display tells them that Rover-3 has stopped on the edge of a small gully and isn't quite sure what to do. The students begin considering the options amongst themselves. Should the rover just drive through the gully? If it does, what happens if it gets stuck? Maybe it should turnaround and look for away around the gully? Trough questions. Real questions. Real problems. The students know they will need to be prepared to discuss the options and conduct their own simulations using the models they built in Mr. Johnson's class tomorrow. Much the same way engineers and scientists will be working to solve the problem at NASA. It's a couple of days later, NASA has made a decision on what to do and has issued new commands for Rover-3 to execute at 9:15am Milton Elementary time. Interestingly, NASA's solution to the problem differs from the one favored by the students. 9:16am, chimes can be heard going off throughout Milton Elementary.

Matusow, David↗
NASA NTRS2003

NASA's Bioreactor: Growing Cells in a Simulated Microgravity Environment

National Science Education Standards (NSES), Science for All Americans, the Secretary's Commission on Achieving Necessary Skills (SCANS) as well as the National Aeronautics and Space Administration (NASA) are all making an effort to promote scientific literacy in America. Unfortunately, major evaluation programs such as the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) have provided information that suggested our students are not able to compete with peers from comparable countries. Although results indicated that American students are recalling memorized, factual knowledge well enough, the real problem is the ability to apply what they know. Concerned with these reports, the National Science Teacher's Association (NSTA) has developed a mission to support innovation and high quality in science teaching and learning for every student. NSTA recommends less emphasis on factual knowledge (memorization) and information and more understanding of the concepts. Science process skills are considered imperative to prepare America's students for the 21st century. The National Aeronautics and Space Administration (NASA) supports this mission and adds that NASA strives to help prepare and encourage the next generation of researchers and explorers. One method that NASA supports educators and its mission is to publish educational briefs. NASA describes a brief as a publication that ranges from one-to-thirty pages. The focus is on mission discoveries and results. The brief provides curriculum to educators that supports their objectives and NASA's interest. Educational Briefs are specific to the grade level and course so that educators may have choices that fit their methods and students level. Sometimes, the brief includes lessons and activities teachers may use. For example, NASA's Microgravity Division has designed a student bioreactor. Consequently, an Educational Brief is being written that focuses on how to build a student bioreactor and experiments that can be conducted in it. These experiments mimic the experiments done by NASA and other researchers in the real world of work.

Richardson, Denise↗
NASA NTRS2003

A Tutor That's Up to the Task

With assistance from NASA s Marshall Space Flight Center, a new breed of ITS for technical training and complex problem-solving has hit the market to provide students and trainees with the decision-making skills necessary to succeed to the next level. The Task Tutor Toolkit (T3), developed by Stottler Henke Associates, Inc., of San Mateo, California, is a generic tutoring system shell and scenario authoring tool that emulates expert instructors and lowers the cost and difficulty of creating scenario-based ITS for technical training. The functionality of Stottler Henke Associates T3 far exceeds that of traditional computer-based training systems, which test factual recall and narrow skills by prompting students to answer multiple-choice or fill-inthe- blank questions. The T3, on the contrary, lets students assess situations, generate solutions, make decisions, and carry out actions in realistically complex scenarios.At the beginning of each scenario, the T3 tutoring system presents a briefing that describes the situation and the goals the students should pursue. Each scenario contains a solution template that specifies a partially-ordered sequence of action patterns that match correct sequences of student actions. During each scenario, the built-in simulator notifies the tutoring system of each student action. The T3 uses this information to evaluate the student action by comparing it with the scenario s solution template and with error rules that detect incorrect actions.

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NASA NTRS2005

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.

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NASA NTRS2007

Digital Learning Network Education Events of NASA's Extreme Environments Mission Operations

NASA's Digital Learning Network (DLN) reaches out to thousands of students each year through video conferencing and web casting. The DLN has created a series of live education videoconferences connecting NASA s Extreme Environment Missions Operations (NEEMO) team to students across the United States. The programs are also extended to students around the world live web casting. The primary focus of the events is the vision for space exploration. During the programs, NEEMO Crewmembers including NASA astronauts, engineers and scientists inform and inspire students about the importance of exploration and share the impact of the project as it correlates with plans to return to the moon and explore the planet Mars. These events highlight interactivity. Students talk live with the aquanauts in Aquarius, the National Oceanic and Atmospheric Administration s underwater laboratory. With this program, NASA continues the Agency s tradition of investing in the nation's education programs. It is directly tied to the Agency's major education goal of attracting and retaining students in science, technology, and engineering disciplines. Before connecting with the aquanauts, the students conduct experiments of their own designed to coincide with mission objectives. This paper describes the events that took place in September 2006.

Paul, Heather↗
NASA NTRS2010

Developing Nontraditional Partnerships to Disseminate the Space Science Story

NASA Space Science Days (NSSD) was established in 2004 to bring the story of the Mars Exploration Rovers (MER) to a community far removed from areas NASA traditionally serves. The original NSSD invited 400 5th and 8th graders from the Texas Rio Grande Valley area to the University of Texas Brownsville campus to participate in a one day Saturday event filled with information about MER with related hands on activities. Currently the program has grown to over 700 5th and 8th grade participants who are mentored by trained university students from several Texas universities and community colleges and growing to include universities from throughout the U.S. A collaboration between three major institutions: The NASA Johnson Space Center (JSC) Astromaterials Research and Exploration Science Directorate (ARES), the Society of Hispanic Professional Engineers/Advancing Hispanic Excellence in Technology Engineering, Math, and Science, (SHPE/AHETEMS), and the University of Texas at Brownsville (UTB) has been established to enable the dissemination of Solar System related educational materials throughout the U.S. Already in its 8th year, UTB has developed and tested a NSSD model that has successfully disseminated space science materials to students throughout South Texas Rio Grande Valley. With this newly formed collaboration this model s expansion will allow trained SHPE students and professionals to conduct events throughout its established nation-wide delivery systems. Each year a new NSSD site will be established through an application process solicited from SHPE student and professional chapters. Once a chapter is awarded, upper-level high school and university students will travel to NASA- JSC for a two day workshop where students learn about the current year s theme and are trained to present hands-on activities related to the theme. Additional training by ARES and UTB occurs one month before the new event in their own communities. Both local middle school teachers and mentors are trained locally. This allows the teachers time to prepare their students with the background material for NSSD and give the mentors time to decide which activity they feel comfortable with to lead. Several events using this process have already been successful and an increase in interest from SHPE chapters wanting to establish their NSSD event is growing.

Galindo, Charles↗
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 NTRS2013

International Space Station Accomplishments Update: Scientific Discovery, Advancing Future Exploration, and Benefits Brought Home to Earth

Throughout the history of the International Space Station (ISS), crews on board have conducted a variety of scientific research and educational activities. Well into the second year of full utilization of the ISS laboratory, the trend of scientific accomplishments and educational opportunities continues to grow. More than 1500 investigations have been conducted on the ISS since the first module launched in 1998, with over 700 scientific publications. The ISS provides a unique environment for research, international collaboration and educational activities that benefit humankind. This paper will provide an up to date summary of key investigations, facilities, publications, and benefits from ISS research that have developed over the past year. Discoveries in human physiology and nutrition have enabled astronauts to return from ISS with little bone loss, even as scientists seek to better understand the new puzzle of "ocular syndrome" affecting the vision of up to half of astronauts. The geneLAB campaign will unify life sciences investigations to seek genomic, proteomic, and metabolomics of the effect of microgravity on life as a whole. Combustion scientists identified a new "cold flame" phenomenon that has the potential to improve models of efficient combustion back on Earth. A significant number of instruments in Earth remote sensing and astrophysics are providing new access to data or nearing completion for launch, making ISS a significant platform for understanding of the Earth system and the universe. In addition to multidisciplinary research, the ISS partnership conducts a myriad of student led research investigations and educational activities aimed at increasing student interest in science, technology, engineering and mathematics (STEM). Over the past year, the ISS partnership compiled new statistics of the educational impact of the ISS on students around the world. More than 43 million students, from kindergarten to graduate school, with more than 28 million teachers located in 49 countries have participated in some aspect of ISS educational activities. These activities include student-developed investigations, education competitions, and classroom versions of ISS investigations, participating in ISS investigator experiments, ISS hardware development, educational demonstrations, and cultural activities. Through the many inquiry-based educational activities, students and teachers are encouraged to participate in the ISS program thus motivating the next generation of students to pursue careers in STEM.

Thumm, Tracy↗
NASA NTRS2016

Case Study: Managing Undergraduate Interns in the Context of Multidisciplinary Projects

Internship opportunities can be immensely beneficial to both the students who pursue them and the labs that employ them. However, optimal results for all stakeholders can be uncertain. Several factors compound this issue. In this case study, the highly multidisciplinary nature of the BioEngineering Instrumentation Group at NASA Ames Research Center has made productively integrating short-term summer interns challenging. In general, taking on more undergraduate interns during a given time period can lead to diminishing returns, particularly if those interns are primarily short-time interns with few long-term senior students present.Introducing a level of industry-style project management processes can help. On the one hand, extreme formality can reduce the enthusiasm that students can bring; also, time constraints on internships make extensive training in formal process an investment with comparatively little return. On the other hand, lack of process can result in many forms of wastage. A moderate, lightweight level of process i.e., simple processes with high payoff to time invested ratios, including processes to effectively handle multidisciplinary issues can yield both a far more efficient lab, and a richer educational experience for the interns. In this case study, we implemented simple processes such as brief weekly stand-up meetings, a standard action item bug tracking process, and deadline-based scheduling with prudent reserves and critical path tracking.To evaluate these steps, several parameters were considered: the number of projects the lab could successfully pursue, the number of interns that could be successfully integrated onto each project, diversity of student intern educational backgrounds, student satisfaction, student understanding of expectations, and student preparation for industry-standard work. Generally, outcomes were enhanced across the board, even with imperfectly implemented processes. Lightweight process implementation is shown to be tremendously effective in a multidisciplinary internship context.

Case Study↗