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All sourcesNASA NTRSDOE OSTI
NASA NTRSDate not supplied

A Machine Learning Approach to Determine Surface Radiative Fluxes based on CERES Observations

The Clouds and Earth’s Radiant Energy System (CERES) projects provides satellite-based observations of the radiative fluxes and clouds systems. CERES climate quality data products typically take several months of calibration and validation before release to the public. An alternative data product, Fast Longwave and Shortwave radiative Flux (FLASHFlux), was created to provide data to the applied sciences and educational users. FLASHFlux provides Top-of-Atmosphere radiative fluxes, Clouds properties, and parameterized surface radiative fluxes within four days for footprint (Level 2) data. We investigate the use of Artificial Neural Network (ANN) using MODerate resolution Imaging Spectroradiometer (MODIS) derived clouds properties and meteorology from the Global Assimilation and Meteorology Office (GMAO) scaled to the CERES footprint from the CERES Clouds Radiative Swath (CRS) data product to compute surface radiative fluxes. We test ANN produce fluxes against surface fluxes produced from the Fu-Liou model used in CRS and the Langley Parameterized Shortwave Algorithm (LPSA) and Langley Parameterized Longwave Algorithm (LPLA) used in FLASHFlux. We also validated each model with ground-based observations. Furthermore, we investigate Leave-One-Feature-Out Importance (LOFO) to evaluate the significance of each feature in our training and provide insight for future models. Advances in machine learning, along with increases in computational capabilities and available data allow us to estimate effects of unresolved processes in our climate without direct modeling. This work evaluates the ability to create accurate data-driven models to supplement or replace current models that estimate surface radiative fluxes.

Climatology↗
NASA NTRS1994

Looking at Earth from space

This vendor equipment list was developed with NASA funding by the Dallas Remote Imaging Group (DRIG) and the Maryland Pilot Earth Science and Technology Education Network (MAPS-NET) project as a reference guide to low-cost ground station equipment for direct readout, the capability to acquire information directly from environmental satellites. Products were tested with the following standards in mind: ease of use; user friendliness and completeness of manual and instructions; total system cost for computer, geostationary operational environmental satellites (GOES), and automatic picture transmission (APT) capability under $4000; and vendor stability in the industry.

Source record↗
NASA NTRS2016

Collaborative Computer Graphics Product Development between Academia and Government: A Dynamic Model

Collaborations and partnerships between academia and government agencies are common, especially when it comes to research and development in the fields of science, engineering and technology. However, collaboration between a government agency and an art school is rather atypical. This paper presents the Collaborative Student Project, which aims to explore the following challenge: The ideation, development and realization of education and public outreach products for NASAs upcoming ICESat-2 mission in collaboration with art students.

product development with students↗
NASA NTRS1997

Summer High School Apprenticeship Research Program (SHARP)

The summer of 1997 will not only be noted by NASA for the mission to Mars by the Pathfinder but also for the 179 brilliant apprentices that participated in the SHARP Program. Apprentice participation increased 17% over last year's total of 153 participants. As indicated by the End-of-the-Program Evaluations, 96% of the programs' participants rated the summer experience from very good to excellent. The SHARP Management Team began the year by meeting in Cocoa Beach, Florida for the annual SHARP Planning Conference. Participants strengthened their Education Division Computer Aided Tracking System (EDCATS) skills, toured the world-renowned Kennedy Space Center, and took a journey into space during the Alien Encounter Exercise. The participants returned to their Centers with the same goals and objectives in mind. The 1997 SHARP Program goals were: (1) Utilize NASA's mission, unique facilities and specialized workforce to provide exposure, education, and enrichment experiences to expand participants' career horizons and inspire excellence in formal education and lifelong learning. (2) Develop and implement innovative education reform initiatives which support NASA's Education Strategic Plan and national education goals. (3) Utilize established statistical indicators to measure the effectiveness of SHARP's program goals. (4) Explore new recruiting methods which target the student population for which SHARP was specifically designed. (5) Increase the number of participants in the program. All of the SHARP Coordinators reported that the goals and objectives for the overall program as well as their individual program goals were achieved. Some of the goals and objectives for the Centers were: (1) To increase the students' awareness of science, mathematics, engineering, and computer technology; (2) To provide students with the opportunity to broaden their career objectives; and (3) To expose students to a variety of enrichment activities. Most of the Center goals and objectives were consistent with the overall program goals. Modem Technology Systems, Inc., was able to meet the SHARP Apprentices, Coordinators and Mentors during their site visits to Stennis Space Center, Ames Research Center and Dryden Flight Research Center. All three Centers had very efficient programs and adhered to SHARP's general guidelines and procedures. MTSI was able to meet the apprentices from the other Centers via satellite in July during the SHARP Video-Teleconference(ViTS). The ViTS offered the apprentices and the NASA and SHARP Coordinators the opportunity to introduce themselves. The apprentices from each Center presented topical "Cutting Edge Projects". Some of the accomplishments for the 1997 SHARP Program year included: MTSI hiring apprentices from four of the nine NASA Centers, the full utilization of the EDCATS by apprentices and NASA/SHARP Coordinators, the distribution of the SHARP Apprentice College and Scholarship Directory, a reunion with former apprentices from Langley Research Center and the development of a SHARP Recruitment Poster. MTSI developed another exciting newsletter containing graphics and articles submitted by the apprentices and the SHARP Management Team.

Source record↗
NASA NTRS1999

A Study of Short-Term Variations in Jupiter's Synchrotron Emission

Earth-based observations of the flux density and polarization of Jupiter's microwave emission provide useful data to test and constrain computational models of synchrotron radio emission from the inner regions of the Jovian magnetosphere. Stimulated by the sudden brightening of the synchrotron emission caused by the impacts of comet Shoemaker-Levy 9 in 1994, the observational techniques of the NASA-JPL Jupiter Patrol were modified to search for other short-term variations unrelated to the SL-9 event. The characteristics of the improved data base are described and the results of the search for variability on timescales of 5 to 100 days are reported. The first results of Jupiter observations from the Goldstone-Apple Valley Radio Telescope (GAVRT) project are reported and included in the data base. GAVRT is a new project in science education that engages middle- and high school students in science research. The paper also includes new observations of Jupiter's rotational beamed emission, commonly known as the "beaming curve", that describes the observed flux density as a function of System III longitude. The shape of the "beaming curve" is known to change with the parameter D(sub E), the declination of the earth relative to Jupiter's rotational equator. While the history of Jupiter's beaming curve exhibits remarkable stability and repeatability as a function of D(sub E), there may be evidence for short term departures from the nominal curves. Data supporting this tentative conclusion are presented. Preliminary results of a study comparing the observations and computer simulations of the synchrotron beaming curve will also be presented and discussed (see companion paper, "Modeling Jupiter's Synchrotron Emission", by Bolton et. al.). The research reported in this paper was performed by the Jet Propulsion Laboratory, California Institute of Technology, under contract with the National Aeronautics and Space Administration.

Klein, M.J.↗
NASA NTRS2000

Gravitational Influences on the Growth of Polydiacetylene Films by Ultraviolet Solution Polymerization

Technically, the field of integrated optics using organic/polymer materials as a new means of information processing, has emerged as of vital importance to optical computers, optical switching, optical communications, the defense industry, etc. The goal is to replace conventional electronic integrated circuits and wires by equivalent miniaturized optical integrated circuits and fibers, offering larger bandwidths, more compactness and reliability, immunity to electromagnetic interference and less cost. From the Code E perspective, this research area represents an opportunity to marry "front-line" education in science and technology with national scientific and technological interests while maximizing human resources utilization. This can be achieved by the development of untapped resources for scientific research - such as minorities, women, and universities traditionally uninvolved in scientific research.

Frazier, Donald O.↗
NASA NTRS1994

A Knowledge-Based Representation Scheme for Environmental Science Models

One of the primary methods available for studying environmental phenomena is the construction and analysis of computational models. We have been studying how artificial intelligence techniques can be applied to assist in the development and use of environmental science models within the context of NASA-sponsored activities. We have identified several high-utility areas as potential targets for research and development: model development; data visualization, analysis, and interpretation; model publishing and reuse, training and education; and framing, posing, and answering questions. Central to progress on any of the above areas is a representation for environmental models that contains a great deal more information than is present in a traditional software implementation. In particular, a traditional software implementation is devoid of any semantic information that connects the code with the environmental context that forms the background for the modeling activity. Before we can build AI systems to assist in model development and usage, we must develop a representation for environmental models that adequately describes a model's semantics and explicitly represents the relationship between the code and the modeling task at hand. We have developed one such representation in conjunction with our work on the SIGMA (Scientists' Intelligent Graphical Modeling Assistant) environment. The key feature of the representation is that it provides a semantic grounding for the symbols in a set of modeling equations by linking those symbols to an explicit representation of the underlying environmental scenario.

Keller, Richard M.↗
NASA NTRS2001

Three Dimensional Atmospheric Radiative Transfer-Applications and Methods Comparison

We review applications of 3D radiative transfer in the atmosphere, emphasizing the wide spectrum of scales important to remote sensing and modeling of cloud fields, and the characteristic scales introduced into observed radiances and fluxes by the distribution of photon pathlengths at conservative and absorbing wavelengths. We define the "plane-parallel bias", which is a measure of the importance of 3D cloud structure in large-scale models, and the "independent pixel errors" that quantify the significance of 3D effects in remote sensing, and emphasize their relative magnitude and scale dependence. A variety of approaches in current use in 3D radiative transfer, and issues of speed, accuracy, and flexibility are summarized. We also describe a recently initiated "International Intercomparison of 3-Dimensional Radiation Codes", or I3RC. I3RC is a 3-phase effort that has as its goals to: (1) understand the errors and limits of 3D methods; (2) provide "baseline" cases for future 3D code development; (3) promote sharing of 3D tools; (4) derive guidelines for 3D tool selection; and (5) improve atmospheric science education in 3D radiative transfer. Selected results from Phases 1 and 2 of I3RC are discussed. These are taken from five cloud fields: a 1D field of bar clouds, a 2D radar-derived field, a 3D Landsat-derived field, a stratiform cloud from the model of C. Moeng, and a convective cloud from the model of B. Stevens. Computations have been carried out for three monochromatic wavelengths (one conservative, one absorptive, and one thermal) and two solar zenith angles (0, 60 degrees).

Cahalan, Robert F.↗
NASA NTRS2021

Secondary Science Teachers’ Implementation of a Curricular Intervention When Teaching With Global Climate Models

In the past decade, emphasis on promoting “climate literacy” in K-16 science classrooms has increased. Teachers play a critical role in cultivating these opportunities, especially in secondary science classrooms. However, most prior climate education research has focused on students and student learning; little is known about how teachers implement climate-focused curricular interventions. Here, we report findings from a concurrent mixed methods, multiple-case study of four secondary science teachers’ implementation of a new, NGSS-aligned, model-centric climate curriculum module grounded in the use of a data-driven, computer-based climate modeling tool—Easy Global Climate Model (EzGCM). We employ multiple data sources, including video-recorded classroom observations, interviews, and instructional artifacts, and both qualitative and quantitative analyses, to investigate how teachers implemented the curriculum. Findings show that, overall, teachers implemented the curriculum in ways that were less model-centric than designed, placing greater emphasis on EzGCM itself rather than using the model to investigate Earth’s changing climate. Additionally, we present detailed single-case studies of each participant teacher that highlight differences in teachers’ implementation of the curriculum module and their reasoning for making observed instructional decisions. This research sheds light on the design of secondary science learning environments by illustrating the varied ways teachers implement a climate-focused curriculum to support students’ developing climate literacy. This has important implications for the design of climate-focused curriculum and supports for teachers.

Secondary science teaching↗
NASA NTRSDate not supplied

The Future of NASA Earth Science in the Commercial Cloud: Challenges and Opportunities

NASA produces a large volume and variety of data products that are used every day to support research, decision making, and education. The widespread use of NASA’s Earth Science data is enabled by NASA’s Earth Science Data System (ESDS) program, which oversees the archiving and distribution of these data and invests in the development of new data systems and tools. However, NASA’s current approach to Earth Science data distribution — based on distributed institutional archives with individual on-premises high-performance computing capabilities — faces some significant challenges, including massive increases in data volume from upcoming missions, a greater need for transdisciplinary science that synthesizes many different kinds of observations, and a push to make science more open, inclusive, and accessible. To address these challenges, NASA is aggressively migrating its Earth Science data and related tools and services into the commercial cloud. Migration of data into the commercial cloud can significantly improve NASA’s existing data system capabilities by (1) providing more flexible options for storage and compute (including rapid, as-needed access to state-of-the-art capabilities); (2) by centralizing and standardizing data access, which gives all of NASA’s institutional data centers access to all of each other’s datasets; and (3) by facilitating “analysis-in-place”, whereby users can bring their own computational workflows and tools to the data rather than having to maintain their own copies of NASA datasets. However, migration to the commercial cloud also poses some significant challenges, including (1) managing costs under a “pay-as-you-go” model; (2) incompatibility with existing tools and data formats with object-based storage and network access; (3) vendor lock-in; (4) challenges with data access for workflows that mix on-premise and cloud computing; and (5) standardization for highly diverse data as is present in NASA’s data archive. I conclude with two examples of recent NASA activities showcasing capabilities enabled by the commercial cloud: An interactive analysis and development platform for analyzing airborne imaging spectroscopy data, and a new collection of tools and services for data discovery, analysis, publication, and data-driven storytelling (Visualization, Exploration, and Data Analysis, VEDA).

Alexey N Shiklomanov↗
NASA NTRS2008

The Future is Hera! Analyzing Astronomical Over the Internet

Hera is the data processing facility provided by the High Energy Astrophysics Science Archive Research Center (HEASARC) at the NASA Goddard Space Flight Center for analyzing astronomical data. Hera provides all the pre-installed software packages, local disk space, and computing resources need to do general processing of FITS format data files residing on the users local computer, and to do research using the publicly available data from the High ENergy Astrophysics Division. Qualified students, educators and researchers may freely use the Hera services over the internet of research and educational purposes.

Valencic, L. A.↗
NASA NTRS2004

Computing and combustion

Coming into the Combustion Branch of the Turbomachinery and Propulsion Systems Division, there was not any set project planned out for me to work on. This was understandable, considering I am only at my sophmore year in college. Also, my mentor was a division chief and it was expected that I would be passed down the line. It took about a week for me to be placed with somebody who could use me. My first project was to write a macro for TecPlot. Commonly, a person would have a 3D contour volume modeling something such as a combustion engine. This 3D volume needed to have slices extracted from it and made into 2D scientific plots with all of the appropriate axis and titles. This was very tedious to do by hand. My macro needed to automate the process. There was some education I needed before I could start, however. First, TecPlot ran on Unix and Linux, like a growing majority of scientific applications. I knew a little about Linux, but I would need to know more to use the software at hand. I took two classes at the Learning Center on Unix and am now comfortable with Linux and Unix. I already had taken Computer Science I and II, and had undergone the transformation from Computer Programmer to Procedural Epistemologist. I knew how to design efficient algorithms, I just needed to learn the macro language. After a little less than a week, I had learned the basics of the language. Like most languages, the best way to learn more of it was by using it. It was decided that it was best that I do the macro in layers, starting simple and adding features as I went. The macro started out slicing with respect to only one axis, and did not make 2D plots out of the slices. Instead, it lined them up inside the solid. Next, I allowed for more than one axis and placed each slice in a separate frame. After this, I added code that transformed each individual slice-frame into a scientific plot. I also made frames for composite volumes, which showed all of the slices in the same XYZ space. I then designed an addition companion macro that exported each frame into its own image file. I then distributed the macros to a test group, and am awaiting feedback. In the meantime, a am researching the possible applications of distributed computing on the National Combustor Code. Many of our Linux boxes were idle for most of the day. The department thinks that it would be wonderful if we could get all of these idle processors to work on a problem under the NCC code. The client software would have to be easily distributed, such as in screensaver format or as a program that only ran when the computer was not in use. This project proves to be an interesting challenge.

Thompson, Daniel↗
NASA NTRS1994

Teacher Enhancement Institute

In a team building, team teaching strategy with four faculty, can learning strategies such as educational technology and problem based learning be provided to forty local teachers of primary, elementary, and secondary students? The impetus for the effort is to provide information about science and engineering at NASA and motivate students to pursue careers in science and technology. Teachers, identified and selected through a rigorous application procedure, participated in a two week workshop for a graduate credit. Teachers were exposed to computer applications such as INTERNET, MOSAIC, Power Machintosh word processing, NASA scientists, and laboratory experiments. Teachers were evaluated on level and quality of their participation, design of teacher application materials and relevant lesson plans and presentations. The results show that teachers, regardless of preparation and background, can learn science and engineering applications and develop relevant materials to transfer information to their classroom. Follow-up during the academic year will show that teachers are successfully using materials.

Simmons, Ron W.↗
NASA NTRS2008

ESMD Space Grant Faculty Report

The strength of the Exploration Systems Mission Directorate ESMD Faculty Project lies in its ability to meet National Aeronautics Space Administration NASA's Strategic Educational Outcome 1 by developing a sustainable and long-term integration of student involvement at academic institutions with all NASA Centers. This outcome is achieved by a three-fold approach: 1) by collecting Senior Design projects pertaining to Constellation work performed at each of the ten NASA Centers, 2) by engaging students at Minority Serving Institutions in the art of systems engineering and systems design of technologies required for space exploration, and 3) by identifying potential internships at each Center relative to exploration that provide students who are supported by their institutional Space Grant to engage in on-going mission-level and explorative systems designs. The objectives of the ESMD Faculty Project are to: 1. Aid the Centers (both Education Offices and associated technical organizations) in providing relevant opportunities for the ESMD Space Grant Program to support student and faculty in Senior Design projects 2. Enable better matches between the ESMD work required and what the Space Grant Consortia can do to effectively contribute to NASA programs 3. Provide the Space Grant Consortia an opportunity to strengthen relations with the NASA Centers 4. Develop better collective understanding of the U.S. Space Exploration Policy by the Center, Space Grant, faculty, Education Office, and students 5. Enable Space Grant institution faculty to better prepare their students to meet current and future NASA needs 6. Enable the Center Education Offices to strengthen their ties to their technical organizations and Space Grant Consortia 7. Aid KSC in gaining a greater and more detailed understanding of each of the Center activities Senior Design projects are intended to stimulate undergraduate students on current NASA activities related to lunar, Mars, and other planetary missions and to bring out innovative and novel ideas that can be used to complement those currently under development at respective NASA Centers. Additionally, such academic involvement would better the prospects for graduating seniors to pursue graduate studies and to seek careers in the space industry with a strong sense for systems engineering and understanding of design concepts. Internships, on the other hand, are intended to provide hands-on experience to students by engaging them in diverse state-of-the-art technology development, prototype bread-boarding, computer modeling and simulations, hardware and software testing, and other activities that provide students a strong perspective of NASA's vision and mission in enhancing the knowledge of Earth and space planetary sciences. Ten faculty members, each from a Space Grant Consortium-affiliated university, worked at ten NASA Centers for five weeks between June 2 and July 3, 2008. The project objectives listed above were achieved. In addition to collecting data on Senior Design ideas and identifying possible internships that would benefit NASA/ESMD, the faculty fellows promoted and collected data when required for other ESMD-funded programs and helped the Center's Education Office, as,needed. 4

Guo, Jiang↗
NASA NTRS2014

STK Integrated Message Production List Editor (SIMPLE) for CEO Operations

Late in fiscal year 2011, the Crew Earth Observations (CEO) team was tasked to upgrade and replace its mission planning and mission operations software systems, which were developed in the Space Shuttle era of the 1980s and 1990s. The impetuses for this change were the planned transition of all workstations to the Windows 7 64-bit operating system and the desire for more efficient and effective use of Satellite Tool Kit (STK) software required for reliable International Space Station (ISS) Earth location tracking. An additional requirement of this new system was the use of the same SQL database of CEO science sites from the SMMS, which was also being developed. STK Integrated Message Production List Editor (SIMPLE) is the essential, all-in-one tool now used by CEO staff to perform daily ISS mission planning to meet its requirement to acquire astronaut photography of specific sites on Earth. The sites are part of a managed, long-term database that has been defined and developed for scientific, educational, and public interest. SIMPLE's end product is a set of basic time and location data computed for an operator-selected set of targets that the ISS crew will be asked to photograph (photography is typically planned 12 to 36 hours out). The CEO operator uses SIMPLE to (a) specify a payload operations planning period; (b) acquire and validate the best available ephemeris data (vectors) for the ISS during the planning period; (c) ingest and display mission-specific site information from the CEO database; (d) identify and display potential current dynamic event targets as map features; (e) compute and display time and location information for each target; (f) screen and select targets based on known crew availability constraints, obliquity constraints, and real-time evaluated constraints to target visibility due to illumination (sun elevation) and atmospheric conditions (weather); and finally (g) incorporate basic, computed time and location information for each selected target into the daily CEO Target List product (message) for submission to ISS payload planning and integration teams for their review and approval prior to uplink. SIMPLE requires and uses the following resources: an ISS mission planning period Greenwich Mean Time start date/time and end date/time), the best available ISS mission ephemeris data (vectors) for that planning period, the STK software package configured for the ISS, and an ISS mission-specific subset of the CEO sites database. The primary advantages realized by the development and implementation of SIMPLE into the CEO payload operations support activity are a smooth transition to the Windows 7 operating system upon scheduled workstation refresh; streamlining of the input and verification of the current ISS ephemeris (vector data); seamless incorporation of selected contents of the SQL database of science sites; the ability to tag and display potential dynamic event opportunities on orbit track maps; simplification of the display and selection of encountered sites based on crew availability, illumination, obliquity, and weather constraints; the incorporation of high-quality mapping of the Earth with various satellite-based datasets for use in describing targets; and the ability to encapsulate and export the essential selected target elements in XML format for use by onboard Earth-location systems, such as Worldmap. SIMPLE is a carefully designed and crafted in-house software package that includes detailed help files for the user and meticulous internal documentation for future modifications. It was delivered in February 2012 for test and evaluation. Following acceptance, it was implemented for CEO mission operations support in May 2012.

Trenchard, Mike↗
NASA NTRS2002

Institute for Scientific and Educational Technology (ISET)-Education, Research and Training Programs in Engineering and Sciences

The 'Institute for Scientific and Educational Technology' has been established to provide a mechanism through which universities and other research organizations may cooperate with one another and with different government agencies and industrial organizations to further and promote research, education, and training programs in science, engineering, and related fields. This effort has been undertaken consistent with the national vision to 'promote excellence in America s educational system through enhancing and expanding scientific and technological competence.' The specific programs are directed in promoting and achieving excellence for individuals at all levels (elementary and secondary schools, undergraduate and graduate education, and postdoctoral and faculty research). The program is consistent with the existing activities of the Institute for Computational and Applied Mechanics (ICAM) and the American Society for Engineering Education (ASEE) at NASA Langley Research Center (LaRC). The efforts will be directed to embark on other research, education, and training activities in various fields of engineering, scientific, and educational technologies. The specific objectives of the present program may be outlined briefly as follows: 1) Cooperate in the various research, education, and technology programs of the Office of Education at LaRC. 2) Develop procedures for interactions between precollege, college, and graduate students, and between faculty and students at all levels. 3) Direct efforts to increase the participation by women and minorities in educational programs at all levels. 4) Enhance existing activities of ICAM and ASEE in education, research, and training of graduate students and faculty. 5) Invite distinguished scholars as appropriate and consistent with ISET goals to spend their summers and/or sabbaticals at NASA Langley andor ODU and interact with different researchers and graduate students. Perform research and administrative activities as needed to carry out the above mentioned activities. 6) The implementation of various activities of the ISET programs is carried out through cooperative efforts between Old Dominion University (ODU) and the Office of Education at LaRC. At present, major efforts are directed on the following ISET Programs: ICAM Programs, Academic Programs, Educational Research, Outreach Programs, Educational Technology and Cooperative Programs. These programs are described in the following sections.

Tiwari, S. N.↗
NASA NTRS2000

Evaluating the Effectiveness of the 1998-1999 NASA CONNECT Program

NASA CONNECT is a standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (satellite and television) programs for students in grades 5-8. Each of the five programs in the 1998-1999 NASA CONNECT series included a lesson, an educator guide, a student activity or experiment, and a web-based component. In March 1999, a mail (self-reported) survey (booklet) was sent to a randomly selected sample of 1,000 NASA CONNECT registrants. A total of 401 surveys (351 usable) were received by the established cut-off date. Most survey questions employed a 5-point Likert-type response scale. Survey topics included: (1) instructional technology and teaching, (2) instructional programming and technology in the classroom, (3) the NASA CONNECT program, (4) classroom use of computer technology, and (5) demographics. About 68% of the respondents were female, about 88% identified "classroom teacher" as their present professional duty, about 75% worked in a public school, and about 67% held a master's degree or master's equivalency. Regarding NASA CONNECT, respondents reported that: (1) they used the five programs in the 1998-1999 NASA CONNECT series; (2) the stated objectives for each program were met (4.49); (3) the programs were aligned with the national mathematics, science, and technology standards (4.61); (4) program content was developmentally appropriate for grade level (4.25); and (5) the programs in the 1998-1999 NASA CONNECT series enhanced/enriched the teaching of mathematics, science, and technology (4.45).

Pinelli, Thomas E.↗
NASA NTRS2002

Evaluating the Effectiveness of the 1999-2000 NASA CONNECT Program

NASA CONNECT is a standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (satellite and television) programs for students in grades 6-8. Each of the five programs in the 1999-2000 NASA CONNECT series included a lesson, an educator guide, a student activity or experiment, and a web-based component. In March 2000, a mail (self-reported) survey (booklet) was sent to a randomly selected sample of 1,000 NASA CONNECT registrants. A total of 336 surveys (269 usable) were received by the established cut-off date. Most survey questions employed a 5-point Likert-type response scale. Survey topics included (1) instructional technology and teaching, (2) instructional programming and technology in the classroom, (3) the NASA CONNECT program, (4) classroom use of computer technology, and (5) demographics. About 73% of the respondents were female, about 92% identified "classroom teacher" as their present professional duty, about 90% worked in a public school, and about 62% held a master's degree or master's equivalency. Regarding NASA CONNECT, respondents reported that (1) they used the five programs in the 1999-2000 NASA CONNECT series; (2) the stated objectives for each program were met (4.54); (3) the programs were aligned with the national mathematics, science, and technology standards (4.57); (4) program content was developmentally appropriate for grade level (4.17); and (5) the programs in the 1999-2000 NASA CONNECT series enhanced/enriched the teaching of mathematics, science, and technology (4.51).

Pinelli, Thomas E.↗