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All sourcesNASA NTRSDOE OSTI
NASA NTRS1980

The Space Shuttle as an educational tool

The paper discusses the impact of the Space Transportation System (STS) and the Space Shuttle on the science educational community and gives an overview of past space education programs. Construction of four flight 'Orbiters' (Columbia, Challenger, Discovery, and Atlantis) is being planned, with each Orbiter containing an External Tank (ET) to power the Orbiter's main engines, and two solid rocket boosters (SRB). Each Orbiter can carry a crew of seven, has a cargo bay for 65,000 lb of satellites and scientific equipment, and has an average flight duration of up to 7 days. NASA educational programs reviewed are the Skylab Student Program, the 'Getaway Special' Program, and the Shuttle Student Involvement Project for Secondary Schools (SSIP-S), as well as ESA programs including the Educational Physics Experiments in Spacelab and the Access to Spacelab for Young Europeans Program. A 'Classroom in Space' and 'Space University' have been proposed for the future.

David, L. W.↗
NASA NTRS2000

Student Outreach with Renewable Energy Technology

The Student Outreach with Renewable Energy Technology (SORET) program is an education program involving three Historically Black Colleges and Universities and NASA's John H. Glenn Research Center at Lewis Field. These three universities; Central State University (CSU), Savannah State University (SSU) and Wilberforce University (WU) are working together with NASA Glenn to use the theme of renewable energy to improve the science, engineering and technology education of minority students and to attract minority students to these fields. In this vein, a renewable energy laboratory course is being offered at WU with the goal of giving the students of WU and CSU hands on experiences. As part of this course, the students are constructing solar light posts for a local high school with a high minority population. A Physics teacher from this school and some of his high school students are involved with this project. A lecture course on energy systems and sustainability is being developed by SSU to be delivered via distance reaming to the other institutions. Summer activities are being planned at all three institutions involving student projects in renewable energy. For example, WU students will work on a study of the synthesis and properties of photovoltaic materials. In addition, CSU will present a weeklong summer program to high school students with the assistance of WU. This presentation will focus on the student involvement and achievements in the educational area to date and plot the future course of this program.

Buffinger, D. R.↗
NASA NTRS1997

PACES Participation in Educational Outreach Programs at the University of Texas at El Paso

The University of Texas at El Paso (UTEP) is involved in several initiatives to improve science education within the El Paso area public schools. These include outreach efforts into the K- 12 classrooms; training programs for in-service teachers; and the introduction of a strong science core curricula within the College of Education. The Pan American Center for Earth and Environmental Studies (PACES), a NASA-funded University Research Center, will leverage off the goals of these existing initiatives to provide curriculum support materials at all levels. We will use currently available Mission to Planet Earth (MTPE) materials as well as new materials developed specifically for this region, in an effort to introduce the Earth System Science perspective into these programs. In addition, we are developing curriculum support materials and classes within the Geology and Computer Departments, to provide education in the area of remote sensing and GIS applications at the undergraduate and graduate levels.

Dodge, Rebecca L.↗
DOE OSTI2023

Proposed Subcritical Assembly for Nuclear Criticality Safety Training at the Oak Ridge National Laboratory

The design of a new subcritical assembly at Oak Ridge National Laboratory (ORNL) has been finalized. This design takes the feasibility study of the subcritical assembly performed in August 2020 to an implementable design. This subcritical assembly will support the Nuclear Criticality Safety Program (NCSP) training and education program. The addition of this subcritical assembly into the NCSP training and education will enhance the program by providing backup capacity for training if nuclear facility operations are disrupted at Sandia National Laboratories or the National Criticality Experiments Research Center; providing a new location that is more accessible to students in the Eastern portion of the United States; providing flexibility to support students from a diverse background (e.g., university students, foreign nationals). The proposed subcritical assembly uses legacy AGN-201M research reactor fuel plates that are available at the Y-12 National Security Complex. The final design of this subcritical assembly contains approximately 617 grams of 235 U as UO 2 powder distributed homogeneously in polyethylene. The fuel plates will have a graphite neutron reflector to obtain a core multiplication, M, from 10 to 20, corresponding to a $k_{eff}$ of 0.90 to 0.95, respectively. The subcritical assembly will be able to support at least four experiments for the training courses: (1) the addition of fissile material to the core (mass), (2) a core separation experiment (interaction), (3) the addition of moderators to the core (moderation), and (4) the addition of neutron absorbers to the core (poison/absorption). The subcritical assembly will be designed to be inherently safe—subcritical under all normal and abnormal conditions— and will provide the capability to conduct hands-on training to support NCSP and general nuclear criticality safety staff training and qualification goals.

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
NASA NTRS1999

Evaluation Framework for NASA's Educational Outreach Programs

The objective of the proposed work is to develop an evaluation framework for NASA's educational outreach efforts. We focus on public (rather than technical or scientific) dissemination efforts, specifically on Internet-based outreach sites for children.The outcome of this work is to propose both methods and criteria for evaluation, which would enable NASA to do a more analytic evaluation of its outreach efforts. The proposed framework is based on IRL's ethnographic and video-based observational methods, which allow us to analyze how these sites are actually used.

Berg, Rick↗
DOE OSTI2024

Involving the new generations in Fermilab endeavors

Since 1984 the Italian groups of the Istituto Nazionale di Fisica Nucleare (INFN) and Italian Universities, collaborating with the DOE laboratory of Fermilab (US) have been running a two-month summer training program for Italian university students. While in the first year the program involved only four physics students of the University of Pisa, in the following years it was extended to engineering students. This extension was very successful and the engineering students have been since then extremely well accepted by the Fermilab Technical, Accelerator, and Scientific Computing Division groups. Over the many years of its existence, this program has proven to be the most effective way to engage new students in Fermilab endeavors. Many students have extended their collaboration with Fermilab with their Master’s Thesis and PhD. Since 2004 the program has been supported in part by DOE in the frame of an exchange agreement with INFN. Over its almost 40 years of history, the program has grown in scope and size and has involved more than 550 Italian students from more than 20 Italian Universities, Several Institutes of Research, including ASI and INAF in Italy, and the ISSNAF Foundation in the US, have provided additional financial support. Since the program does not exclude appropriately selected non-Italian students, a handful of students from European and non-European Universities were also accepted over the years. Each intern is supervised by a Fermilab Mentor responsible for performing the training program. Training programs spanned from Tevatron, CMS, Muon (g-2), Mu2e, and Short Baseline Neutrino Experiments and DUNE design and experimental data analysis, development of particle detectors (silicon trackers, calorimeters, drift chambers, neutrino and dark matter detectors), design of electronic and accelerator components, development of infrastructures and software for exascale data handling, research on superconductive elements and on accelerating cavities, and theory of particle accelerators. Since 2010, within an extended program supported by the Italian Space Agency and the Italian National Institute of Astrophysics, a total of 30 students in physics, astrophysics, and engineering have been hosted for two months in the summer at US space science Research Institutes and laboratories. In 2015 the University of Pisa included these programs within its educational programs. Accordingly, Summer School students are enrolled at the University of Pisa for the duration of the internship and are identified and ensured as such. At the end of the internship, the students are required to write summary reports on their achievements. After positive evaluation by a University Examining Board, interns are acknowledged credits for their Diploma Supplement. The program was canceled in 2020 and 2021 due to the pandemic but restarted successfully in 2022. We believe this program can be taken as a model and easily adopted by interested institutions.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS2010

NASA Education: Yesterday's Dream...Today's Vision...Tomorrow's Hope

For 50 years, NASA's journeys into air and space have developed humankind's understanding of the universe, advanced technology breakthroughs, enhanced air travel safety and security, and expanded the frontiers of scientific research. These accomplishments share a common genesis: education. Education is a fundamental element of NASA's activities, reflecting a balanced and diverse portfolio of: Elementary and Secondary Education, Higher Education, e-Education, Informal Education, and Minority University Research and Education Programs (MUREP). Previous experience has shown that implementing exciting and compelling NASA missions are critical to inspiring the next generation of explorers, innovators, and leaders. Through partnerships with the Agency's Mission Directorates, other federal agencies, private industries, scientific research, and education/academic organizations, NASA's unique mission and education initiatives (content, people, and facilities) are helping to spark student interest and to guide them toward careers in science, technology, engineering, and mathematics (STEM). NASA continues to inspire the next generation of explorers, innovators, and future leaders through its educational investments, which are designed to: (1) Strengthen NASA and the Nation's future workforce -- NASA will identify and develop the critical skills and capabilities needed to ensure achievement of exploration, science, and aeronautics. (2) Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty -- To compete effectively for the minds, imaginations, and career ambitions of America's young people, NASA will focus on engaging and retaining students in STEM education programs to encourage their pursuit of educational disciplines critical to NASA's future engineering, scientific, and technical missions. 3. Engage Americans in NASA's mission -- NASA will build strategic partnerships and links between formal and informal STEM education providers. Through hands-on, interactive, educational activities, NASA will engage students, educators, families, the general public, and all agency stakeholders in increasing America's science and technology literacy. NASA Education uses multiple methods to assess and evaluate the success of its programs and projects. Methods include strategic planning, management and control, expert evaluations and assessments, competitive acquisition, and analysis of performance measurement data and metrics. Additional control measures are in development. These measures will further improve data collection, assist in assessing return on investments, and provide information for accountability in project and program management. In 2009, NASA directly reached over one million students and over 115,000 educators.

Winterton, Joyce L.↗
NASA NTRS1987

Educational affairs plan: A five-year strategy

A five-year plan is presented to guide the use of NASA resources in administering a focused and consistent set of aeronautics and space science education programs. Major initiatives outlined in this plan fall into two categories: programmatic priorities and institutional priorities. Programmatic priorities for this plan include elementary education, teacher education, underrepresented minority participation, educational technology and the Aerospace Education Services Project (AESP). Institutional priorities highlighted in this plan include university programs, educational publications and their distribution, educational partnerships with public and private organizations, educational research and evaluation, and activities of the educational affairs administration. The plan's aim is to directly and indirectly help to ensure an adequate pool of talented scientists, engineers and technical personnel to keep NASA at the forefront of advancements for the 21st century.

Source record↗
NASA NTRS2003

Educator Resource Center for NASA Langley Research Center

The goal of the ERCN is to provide expertise and facilities to help educators access and utilize science, mathematics, and technology instructional products aligned with national standards and appropriate state frameworks and based on NASA s unique mission and results. The NASA Langley s Office of Education has established the service area for this ERC to be the five states of Kentucky, North Carolina, South Carolina, Virginia and West Virginia. This educational grant activity is associated with NASA s Mission to inspire the next generation of explorers.. .as only NASA can. The communication of NASA s knowledge is the prime role of this ERC. Functioning as a dissemination system of instructional materials and support for pre-college education programs we have met the NASA Education ERCN Program's goal. The following ERCN objectives have been accomplished: Demonstrate and facilitate the use of NASA educational products and technologies in print, video and web based formats. Examples include but are not limited to NASA approved Educator s Guides with Activities based on national standards for appropriate subjects and grade levels. We have demonstrated the use videotape series in analogue format and the new digital video instructional systems along with the use of NASA TV. The promotion of web page based resources such as the new NASA Portal web and the ability to download print resources is continuously facilitated in workshops. This objective has been completed by educator contacts that include on-site visits, phone requests, postal mail requests, e-mail requests, fax requests and workshops offered.

Bridgford, Todd↗
NASA NTRS2012

Expedition Earth and Beyond: Using Crew Earth Observation Imagery from the International Space Station to Facilitate Student-Led Authentic Research

Student-led authentic research in the classroom helps motivate students in science, technology, engineering, and mathematics (STEM) related subjects. Classrooms benefit from activities that provide rigor, relevance, and a connection to the real world. Those real world connections are enhanced when they involve meaningful connections with NASA resources and scientists. Using the unique platform of the International Space Station (ISS) and Crew Earth Observation (CEO) imagery, the Expedition Earth and Beyond (EEAB) program provides an exciting way to enable classrooms in grades 5-12 to be active participants in NASA exploration, discovery, and the process of science. EEAB was created by the Astromaterials Research and Exploration Science (ARES) Education Program, at the NASA Johnson Space Center. This Earth and planetary science education program has created a framework enabling students to conduct authentic research about Earth and/or planetary comparisons using the captivating CEO images being taken by astronauts onboard the ISS. The CEO payload has been a science payload onboard the ISS since November 2000. ISS crews are trained in scientific observation of geological, oceanographic, environmental, and meteorological phenomena. Scientists on the ground select and periodically update a series of areas to be photographed as part of the CEO science payload.

Graff, P. V.↗
NASA NTRS1975

Educational planning for utilization of space shuttle (ED-PLUSS). Executive summary: Identification and evaluation of educational uses and users for the STS

The development and application of educational programs to improve public awareness of the space shuttle/space lab capabilities are reported. Special efforts were made to: identify the potential user, identify and analyze space education programs, plan methods for user involvement, develop techniques and programs to encourage new users, and compile follow-on ideas.

Engle, H. A.↗
NASA NTRS1974

Identification and evaluation of educational uses and users for the STS. Educational planning for utilization of space shuttle ED-PLUSS

A planning and feasibility study to identify and document a methodology needed to incorporate educational programs into future missions and operations of the space transportation system was conducted. Six tasks were identified and accomplished during the study. The task statements are as follows: (1) potential user identification, (2) a review of space education programs, (3) development of methodology for user involvement, (4) methods to encourage user awareness, (5) compilation of follow-on ideas, and (6) response to NASA questions. Specific recommendations for improving the educational coverage of space activities are provided.

Engle, H. A.↗
DOE OSTI2024

Multidimensional perspectives of geo-epidemiology: from interdisciplinary learning and research to cost–benefit oriented decision-making

Research typically promotes two types of outcomes (inventions and discoveries), which induce a virtuous cycle: something suspected or desired (not previously demonstrated) may become known or feasible once a new tool or procedure is invented and, later, the use of this invention may discover new knowledge. Research also promotes the opposite sequence—from new knowledge to new inventions. This bidirectional process is observed in geo-referenced epidemiology—a field that relates to but may also differ from spatial epidemiology. Geo-epidemiology encompasses several theories and technologies that promote inter/transdisciplinary knowledge integration, education, and research in population health. Based on visual examples derived from geo-referenced studies on epidemics and epizootics, this report demonstrates that this field may extract more (geographically related) information than simple spatial analyses, which then supports more effective and/or less costly interventions. Actual (not simulated) bio-geo-temporal interactions (never captured before the emergence of technologies that analyze geo-referenced data, such as geographical information systems) can now address research questions that relate to several fields, such as Network Theory. Thus, a new opportunity arises before us, which exceeds research: it also demands knowledge integration across disciplines as well as novel educational programs which, to be biomedically and socially justified, should demonstrate cost-effectiveness. Grounded on many bio-temporal-georeferenced examples, this report reviews the literature that supports this hypothesis: novel educational programs that focus on geo-referenced epidemic data may help generate cost-effective policies that prevent or control disease dissemination.

59 BASIC BIOLOGICAL SCIENCES↗
NASA NTRS1990

Project LASER: Learning about science, engineering, and research

The number of American students entering science and engineering careers and their ranking in comparison with other countries is on the decline. This decline has alarmed Congress which, in 1987, established a Task Force on Women, Minorities, and the Handicapped in Science and Technology to define the problem and find solutions. If left unchanged, the task force has warned that the prospects for maintaining an advanced industrial society will diminish. NASA is supportive of the six goals outlined by the task force, which are paraphrase herein, and is carefully assessing its education programs to identify those offering the greatest potential for achieving the task force objectives with a reasonable range of resources. A major initiative is under way on behalf of NASA at its Marshall Space Flight Center, where highly effective features of several NASA education programs along with innovations are being integrated into a comprehensive pilot program. This program, dubbed Project LASER, is discussed.

Source record↗
NASA NTRS2006

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA's educational. programs benefit students and faculty while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields. GSRP participants have the option to utilize NASA Centers andlor university research facilities. In addition, GSRP students can serve as mentors for undergrad students to provide a truly unique learning experience. NASA's Cooperative Education Program allows undergraduate students the chance to gain "real-world" work experience in the field. It also gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a "paper resume" while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. University faculty can also benefit by participating in the NASA Faculty Fellowship Program (NFFP). This program gives the faculty an opportunity to work with NASA peers. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University (ERAU) to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identif' the parameters that will predict the response fairly accurately during the initial stages of design. These programs provide students with a unique opportunity to work on "real-world" aerospace problems, like spacecraft fuel slosh,. This in turn reinforces their problem solving abilities and their communication skills such as interviewing, resume writing, technical writing, and presentation. Faculty benefits by applying what they have learned to the classroom. Through university collaborations with NASA and industry help students to acquire skills that are vital for their success upon entering the workforce.

Schlee, Keith↗
NASA NTRS2003

Learning Without Boundaries: A NASA - National Guard Bureau Distance Learning Partnership

With a variety of high-quality live interactive educational programs originating at the Johnson Space Center in Houston, Texas and other space and research centers, the US space agency NASA (National Aeronautics and Space Administration) has a proud track record of connecting with students throughout the world and stimulating their creativity and collaborative skills by teaching them underlying scientific and technological underpinnings of space exploration. However, NASA desires to expand its outreach capability for this type of interactive instruction. In early 2002, NASA and the National Guard Bureau -- using the Guard's nationwide system of state-ofthe-art classrooms and high bandwidth network -- began a collaboration to extend the reach of NASA content and educational programs to more of America's young people. Already, hundreds of elementary, middle, and high school students have visited Guard e-Learning facilities and participated in interactive NASA learning events. Topics have included experimental flight, satellite imagery-interpretation, and Mars exploration. Through this partnership, NASA and the National Guard are enabling local school systems throughout the United States (and, increasingly, the world) to use the excitement of space flight to encourage their students to become passionate about the possibility of one day serving as scientists, mathematicians, technologists, and engineers. At the 54th International Astronautical Conference MAJ Stephan Picard, the guiding visionary behind the Guard's partnership with NASA, and Chris Chilelli, an educator and senior instructional designer at NASA, will share with attendees background on NASA's educational products and the National Guard's distributed learning network; will discuss the unique opportunity this partnership already has provided students and teachers throughout the United States; will offer insights into the formation by government entities of e-Learning partnerships with one another; and will suggest a possible future for the NASA - National Guard Bureau partnership, one potentially to include live multi-party interaction of hundreds of students in several countries with astronauts, scientists, engineers and designers. To inspire the next generation of explorers as only NASA can!

Anderson, Susan H.↗
NASA NTRS2012

Design and Performance of a Wideband Radio Telescope

The Goldstone Apple Valley Radio Telescope (GAVRT) is an outreach project, a partnership involving NASA's Jet Propulsion Laboratory (JPL), the Lewis Center for Educational Research (LCER), and the Apple Valley Unified School District near the NASA Goldstone deep space communication complex. This educational program currently uses a 34-meter antenna, DSS12, at Goldstone for classroom radio astronomy observations via the Internet. The current program utilizes DSS12 in two narrow frequency bands around S-band (2.3 GHz) and X-band (8.45 GHz), and is used by a training program involving a large number of secondary school teachers and their classrooms. To expand the program, a joint JPL/LCER project was started in mid-2006 to retrofit an additional existing 34-meter beam-waveguide antenna, DSS28, with wideband feeds and receivers to cover the 0.5-to- 14-GHz frequency bands. The DSS28 antenna has a 34-meter diameter main reflector, a 2.54-meter subreflector, and a set of beam waveguide mirrors surrounded by a 2.43-meter tube. The antenna was designed for high power and a narrow frequency band around 7.2 GHz. The performance at the low end of the frequency band desired for the educational program would be extremely poor if the beam waveguide system was used as part of the feed system. Consequently, the 34-meter antenna was retrofitted with a tertiary offset mirror placed at the vertex of the main reflector. The tertiary mirror can be rotated to use two wideband feeds that cover the 0.5-to-14-GHz band. The earlier designs for both GAVRT and the DSN only used narrow band feeds and consequently, only covered a small part of the S- and X-band frequencies. By using both a wideband feed and wideband amplifiers, the entire band from 0.5 to 14 GHz is covered, expanding significantly the science activities that can be studied using this system.

Weinreb, Sander↗
DOE OSTI2020

Feasibility Study for a Subcritical Assembly at the Oak Ridge National Laboratory

A conceptual design has been completed for a new subcritical assembly at Oak Ridge National Laboratory (ORNL). This subcritical assembly will support the Nuclear Criticality Safety Program (NCSP) training and education program to augment current subcritical assembly capabilities at Sandia National Laboratories (SNL) and at the National Criticality Experiments Research Center (NCERC). The proposed subcritical assembly uses legacy AGN-201M research reactor fuel plates that are available at the Y-12 National Security Complex. This subcritical assembly contains approximately 620 grams of 235 U as UO 2 particulates distributed homogeneously in radiation-stabilized polyethylene. The fuel plates will have a graphite neutron reflector to obtain a core multiplication, $M$, from 10 to 50, corresponding to a k eff of 0.9 to 0.95, respectively. The subcritical assembly will be able to support at least four experiments for the training courses: the addition of fissile material to increase neutron multiplication (mass), a core separation experiment (interaction), the effect of adding moderators to the core (moderation), and the effect of adding neutron absorbers to the core (poison/absorption). The proposed ORNL subcritical assembly will provide additional student bandwidth to support NCSP training courses and to provide for some backup capacity in the event that nuclear facility operations are disrupted at SNL or NCERC due to some unforeseen issue. The subcritical assembly will be designed to be an inherently safe subcritical assembly—subcritical under all normal and abnormal conditions—and it will provide the capability to conduct hands-on training to support NCSP and general nuclear criticality safety (NCS) staff training and qualification goals.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗