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All sourcesNASA NTRSDOE OSTI
NASA NTRS2002

Sweetpotato Stem Cuttings Database in Preparation for Flight

Since 1985, Tuskegee University has been engaged in research that addresses NASA's mission to achieve long-duration human space exploration on the moon and Mars. The successful research of Dr. George Washington Carver, the beginning of our long history of working with crops for food and industrial uses, is well known. This history and contemporary technical expertise in food/industrial crops, and our interest in pursuing new, interdisciplinary approaches to education and research led us to submit a proposal to NASA in 1985 to pursue the hydroponic production of sweetpotato for food for astronaut-explorers on future long-term, distant space missions. As a carbohydrate and dual vegetable (edible leaves), the versatile sweetpotato has the potential to be a key crop as a main source of energy and other nutrients such as beta-carotene, calcium and potassium. Sweetpotato is a crop very suited to space, as was documented in a monograph published by our scientists in 1984.

Mortley, Desmond G.↗
NASA NTRS2016

NASA's Suborbital Missions Teach Engineering and Technology: Goddard Space Flight Center's Wallops Flight Facility

A 50 minute-workshop based on NASA publicly available information will be conducted at the International Technology and Engineering Educator Association annual conference. Attendees will include middle and high school teachers and university teacher educators. Engineering and technology are essential to NASA's suborbital missions including sounding rockets, scientific balloon and airborne science. The attendees will learn how to include NASA information on these missions in their teaching.

STEM: Science Technology Engineering and Mathemati↗
DOE OSTI2025

Multiplexing Focusing Analyzer for Efficient Stress-Strain Measurements

Statement of the problem or situation that is being addressed. Although thermal and cold neutron scattering is widely used and is critical for success in many areas of materials science and engineering, relatively low neutron fluxes severely limit applications of not only laboratory neutrons generators, but also large national neutron facilities. State-of-the-art thermal and cold neutron sources are large expensive national facilities, which serve diverse community of scientific and industrial users. The constant need to improve the instruments performance, stems from the fact that neutron methods are gaining in popularity, and becoming more and more powerful, while new neutron sources are not being constructed to keep pace with the developments and needs of the scientific community. Small research reactors at universities and National Labs, and laboratory-based neutron generators, are necessary not only for education and training, but also when samples cannot be transported to other facilities. However, the standard neutron techniques, which were developed for high-flux facilities, require much higher efficiencies to be used effectively with the low fluxes of small sources. Thus, the efficient use of neutron sources, such as with our proposed analyzer, is important for the progress and broader use of these neutron techniques. General statement of how this problem is being addressed. We propose to design and demonstrate novel diffractive optical device, which will enable very efficient residual stress neutron diffractometers. The proposed device will be a multi-foil analyzer, where each foil is constructed of focusing bent single crystals of Si. Such device will enable polychromatic residual stress neutron diffraction. At large national facilities, such as at Oak Ridge National Laboratory, these analyzers would enable very fast measurements for determining residual stress tensors, raster large samples or screen multiple samples. Commercial Applications and Other Benefits The outcome of this project would be the demonstration of commercial devices, novel neutron optical components, which could be utilized to improve the performance of existing instruments or build novel neutron scattering instruments at DOE neutron facilities and commercial laboratory neutron sources. These new devices will widen the scope of research conducted using neutrons and enable measurements not feasible at present. Summary for Members of Congress Thermal and cold neutron beams are a powerful materials science probe, which provide unique information about the structure of matter. The proposed innovations expand the reach of neutron-based investigations to new materials and industries by enabling new instrumentation capabilities, thereby greatly enhancing and expanding the role of small, laboratory-based neutron instrumentation, and improving education and training of neutron users.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
NASA NTRS2008

MODSIM World 2007 Conference and Expo: Select Papers and Presentations from the Education and Training Track

This NASA Conference Publication features select papers and PowerPoint presentations from the Education and Training Track of MODSIM World 2007 Conference and Expo. Invited speakers and panelists of national and international renown, representing academia, industry and government, discussed how modeling and simulation (M&S) technology can be used to accelerate learning in the K-16 classroom, especially when using M&S technology as a tool for integrating science, technology, engineering and mathematics (STEM) classes. The presenters also addressed the application ofM&S technology to learning and training outside of the classroom. Specific sub-topics of the presentations included: learning theory; curriculum development; professional development; tools/user applications; implementation/infrastructure/issues; and workforce development. There was a session devoted to student M&S competitions in Virginia too, as well as a poster session.

Pinelli, Thomas E.↗
NASA NTRSDate not supplied

NASA MUREP-DEAP Institutes - Year 1 Updates on Capacity Building, Community Building and Research Initiatives

Through the Minority University Research and Education Project (MUREP), NASA engages underrepresented populations via various initiatives, including by means of three year competitive awards for Data Science Equity, Access, and Priority in Research and Education (DEAP) Institutes led by Historically Black Colleges and Universities (HBCUs). MUREP DEAP Institutes, multi-institutional consortia, conduct data science research and capacity building initiatives that aim to enhance the research, academic, and technological capabilities of the participating HBCUs while providing NASA-specific knowledge, skills and opportunities for students and faculty who have historically been underrepresented and underserved in the STEM workforce. Three MUREP DEAP Institutes, led by Bethune-Cookman University, North Carolina A&T University, and North Carolina Central University, are conducting data science and natural hazard related research utilizing remote sensing and earth observations, with mentorship for the Institutes provided by scientists from NASA’s Marshall Space Flight Center. Each Institute has unique capabilities, needs, and goals, but overlap in their common interest to conduct cutting edge data science and natural hazard related research and to build capacity, broaden participation, and increase retention of a diverse group of participating students and faculty​. Here, successes and challenges from the first year of activities at each MUREP DEAP institute are discussed, where activities focused primarily on the recruitment of a diverse group of students and the upskilling of students and faculty in data science and remote sensing concepts. The planned activities and goals of each DEAP Institute for the upcoming two years of activities will also be discussed, both from research and community-building perspectives.

Ronan Lucey↗
NASA NTRS2012

Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program

Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today s classrooms is powerful. They serve as role models to these students, and they open students eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation s next generation of explorers.

Graff, Paige↗
NASA NTRS2010

Professionals and Emerging Scientists Sharing Science

The Year of the Solar System (YSS) celebration begins in the fall of 2010. As YSS provides a means in which NASA can inspire members of the public about exciting missions to other worlds in our solar system, it is important to remember these missions are about the science being conducted and new discoveries being made. As part of the Year of the Solar System, Astromaterials Research and Exploration Science (ARES) Education, at the NASA Johnson Space Center, will infuse the great YSS celebration within the Expedition Earth and Beyond Program. Expedition Earth and Beyond (EEAB) is an authentic research program for students in grades 5-14 and is a component of ARES Education. Students involved in EEAB have the opportunity to conduct and share their research about Earth and/or planetary comparisons. ARES Education will help celebrate this exciting Year of the Solar System by inviting scientists to share their science. Throughout YSS, each month will highlight a topic related to exploring our solar system. Additionally, special mission events will be highlighted to increase awareness of the exciting missions and exploration milestones. To bring this excitement to classrooms across the nation, the Expedition Earth and Beyond Program and ARES Education will host classroom connection events in which scientists will have an opportunity to share discoveries being made through scientific research that relate to the YSS topic of the month. These interactive presentations will immerse students in some of the realities of exploration and potentially inspire them to conduct their own investigations. Additionally, scientists will share their own story of how they were inspired to pursue a STEM-related career that got them involved in exploration. These career highlights will allow students to understand and relate to the different avenues that scientists have taken to get where they are today. To bring the sharing of science full circle, student groups who conduct research by participating in Expedition Earth and Beyond, will also have the opportunity to virtually share their research. These virtual team presentations will allow these emerging scientists to celebrate their own exploration, and in doing so, contribute to the excitement of the Year of the Solar System. As the public joins NASA in the celebration of YSS, students across the nation will not only be excited by the science and discoveries being made, but will prime themselves with experience to perhaps someday become the new leaders in science, discovery, and NASA.

Graff, P. V.↗
NASA NTRS2012

Engaging Girls in STEM: How to Plan or Revamp Your EPO Resources or Activities to be More Effective for Girls

This two-hour workshop, which was held as a follow-on to the plenary session "Engaging Girls in STEM: A Discussion of Foundational and Current Research on What Works," offered research-based insights, resources, and tips to help participants plan or revamp programs and resources aimed at encouraging girls in science. Led by Karen Peterson, PI for the National Girls Collaborative Project,1 the workshop included: a brief discussion about effective strategies recommended for encouraging girls in STEM; hands-on experience, where participants-availing of the expert's guidance-applied the recommended strategies to alter or tailor an existing or planned program/resource to be more girl-friendly; and a sharing out, where the participants reflected on the results of the hands-on exercise and developed action items to continue carrying out the girl-friendly best practices in science, technology, engineering, and math education and public outreach.

Bleacher, Lora V.↗
NASA NTRS2018

Science Engagement Through Hands-On Activities that Promote Scientific Thinking and Generate Excitement and Awareness of NASA Assets, Missions, and Science

The public with hands-on activities that infuse content related to NASA assets, missions, and science and reflect authentic scientific practices promotes understanding and generates excitement about NASA science, research, and exploration. These types of activities expose our next generation of explorers to science they may be inspired to pursue as a future STEM career and expose people of all ages to unique, exciting, and authentic aspects of NASA exploration. The activities discussed here (Blue Marble Matches, Lunar Geologist Practice, Let's Discover New Frontiers, Target Asteroid, and Meteorite Bingo) have been developed by Astromaterials Research and Exploration Science (ARES) Science Engagement Specialists in conjunction with ARES Scientists at the NASA Johnson Space Center. Activities are designed to be usable across a variety of educational environments (formal and informal) and reflect authentic scientific content and practices.

Graff, P. V.↗
NASA NTRSDate not supplied

The Virginia Earth System Science Scholars (VESSS) Experience: Inspiring High School Students in Stem Through Mentorship and Collaborative Skills Development

Since 2016, the Virginia Earth System Science Scholars (VESSS) program offered by the Virginia Space Grant Consortium (VSGC) has provided an interactive science, technology, engineering, and mathematics learning experience for Virginia high school juniors and seniors. The VESSS program was created through a partnership with VSGC, NASA Langley Research Center (LaRC), and Hampton University to engage students in learning about Earth’s climate change and its global impacts. High school students from all areas of Virginia learn about Earth science and climate change in a 16 week online course focused on the Earth’s surface and interior, atmospheric composition, weather, water energy cycles, and climate variability. Students that complete the online course are invited to a no-cost seven-day residential summer academy at NASA LaRC where students are divided into teams based on four of the major spheres of study for Earth: atmosphere, biosphere, hydrosphere, and lithosphere. Each team is guided by a Master Teacher and teams of undergraduate student interns who were also previous VESSS scholars. Students interview for team positions and are given a role reflecting an actual satellite design team position such as project scientist, research scientist, budget analyst, launch and orbit analyst, contamination analyst, and education and public outreach specialist. The students spend a week mentored by NASA and industry scientists and engineers as they learn how to select science goals and objectives, select science instruments, balance a mission budget, determine the mission launch location and orbit, and communicate the importance of the mission to the public. Each team produces a mission proposal, and at the end of the week, each team presents their portion of the mission to a panel of experts, followed by a question and answer period. Through this week students learn teamwork, communication, time management, meeting management, and research skills. Project work is supplemented by team-building activities, NASA facility tours, and lectures by acclaimed guest speakers such as Dr. Christine Darden, a NASA “Hidden Figure.” Students have conveyed through course evaluations and testimonials not only the vast personal learning and growth they achieved, but also the new perspectives they gained on future STEM career fields and opportunities to explore.

Elaine Seasly↗
NASA NTRS2004

Nebraska NativeGEM (Geospatial Extension Model)

This proposal, Nebraska NativeGEM (Geospatial Extension Model) features a unique diversity component stemming from the exceptional reputation NNSGC has built by delivering geospatial science experiences to Nebraska s Native Americans. For 7 years, NNSGC has partner4 with the 2 tribal colleges and 4 reservation school districts in Nebraska to form the Nebraska Native American Outreach Program (NNAOP), a partnership among tribal community leaders, academia, tribal schools, and industry reaching close to 1,OOO Native American youth, over 1,200 community members (Lehrer & Zendajas, 2001).NativeGEM addresses all three key components of Cooperative State Research, Education, and Extension Service (CSREES) goals for advancing decision support, education, and workforce development through the GES. The existing long term commitments that the NNSGC and the GES have in these areas allow for the pursuit of a broad range of activities. NativeGEM builds upon these existing successful programs and collaborations. Outcomes and metrics for each proposed project are detailed in the Approach section of this document.

Bowen, Brent↗
NASA NTRS2005

The 2004 NASA Faculty Fellowship Program Research Reports

This is the administrative report for the 2004 NASA Faculty Fellowship Program (NFFP) held at the George C. Marshall Space Flight Center (MSFC) for the 40th consecutive year. The NFFP offers science and engineering faculty at U.S. colleges and universities hands-on exposure to NASA s research challenges through summer research residencies and extended research opportunities at participating NASA research Centers. During this program, fellows work closely with NASA colleagues on research challenges important to NASA's strategic enterprises that are of mutual interest to the fellow and the Center. The nominal starting and .nishing dates for the 10-week program were June 1 through August 6, 2004. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama, The University of Alabama in Huntsville, and Alabama A&M University. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The primary objectives of the NFFP are to: Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to the Agency s space aeronautics and space science mission. Engage faculty from colleges, universities, and community colleges in current NASA research and development. Foster a greater public awareness of NASA science and technology, and therefore facilitate academic and workforce literacy in these areas. Strengthen faculty capabilities to enhance the STEM workforce, advance competition, and infuse mission-related research and technology content into classroom teaching. Increase participation of underrepresented and underserved faculty and institutions in NASA science and technology.

Pruitt, J. R.↗
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 NTRS2001

University Program Management Information System

As basic policy, NASA believes that colleges and universities should be encouraged to participate in the nation's space and aeronautics program to the maximum extent practicable. Indeed, universities are considered as partners with government and industry in the nation's aerospace program. NASA' objective is to have them bring their scientific, engineering, and social research competence to bear on aerospace problems and on the broader social, economic, and international implications of NASA's technical and scientific programs. It is expected that, in so doing, universities will strengthen both their research and their educational capabilities to contribute more effectively to the national well being. This annual report is one means of documenting the NASA-university relationship, frequently denoted, collectively, as NASA's University Program. This report is consistent with agency accounting records, as the data is obtained from NASA's Financial and Contractual Status (FACS) System, operated by the Financial Management Division and the Procurement Office. However, in accordance with interagency agreements, the orientation differs from that required for financial or procurement purposes. Any apparent discrepancies between this report and other NASA procurement or financial reports stem from the selection criteria for the data.

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NASA NTRS2003

University Program Management Information System: NASA's University Program Active Projects

As basic policy, NASA believes that colleges and universities should be encouraged to participate in the nation's space and aeronautics program to the maximum extent practicable. Indeed, universities are considered as partners with government and industry in the nation's aerospace program. NASA's objective is to have them bring their scientific, engineering, and social research competence to bear on aerospace problems and on the broader social, economic, and international implications of NASA's technical and scientific programs. It is expected that, in so doing, universities will strengthen both their research and their educational capabilities to contribute more effectively to the national well being. This annual report is one means of documenting the NASA-university relationship, frequently denoted, collectively, as NASA's University Program. This report is consistent with agency accounting records, as the data is obtained from NASA's Financial and Contractual Status (FACS) System, operated by the Financial Management Division and the Procurement Office. However, in accordance with interagency agreements, the orientation differs from that required for financial or procurement purposes. Any apparent discrepancies between this report and other NASA procurement or financial reports stem from the selection criteria for the data. This report was prepared by the Office of Education/N.

Gans, Gary↗
NASA NTRS2004

University Program Management Information System

As basic policy, NASA believes that colleges and universities should be encouraged to participate in the nation's space and aeronautics program to the maximum extent practicable. Indeed, universities are considered as partners with government and industry in the nation's aerospace program. NASA's objective is to have them bring their scientific, engineering, and social research competence to bear on aerospace problems and on the broader social, economic, and international implications of NASA's technical and scientific programs. It is expected that, in so doing, universities will strengthen both their research and their educational capabilities to contribute more effectively to the national well being. This annual report is one means of documenting the NASA-university relationship, frequently denoted, collectively, as NASA's University Program. This report is consistent with agency accounting records, as the data is obtained from NASA's Financial and Contractual Status (FACS) System, operated by the Financial Management Division and the Procurement Office. However, in accordance with interagency agreements, the orientation differs from that required for financial or procurement purposes. Any apparent discrepancies between this report and other NASA procurement or financial reports stem from the selection criteria for the data.

Gans, Gary↗
NASA NTRS2012

Overcoming the Critical Shortage of STEM - Prepared Secondary Students Through Modeling and Simulation

In developing understanding of technological systems - modeling and simulation tools aid significantly in the learning and visualization processes. In design courses we sketch , extrude, shape, refine and animate with virtual tools in 3D. Final designs are built using a 3D printer. Aspiring architects create spaces with realistic materials and lighting schemes rendered on model surfaces to create breathtaking walk-throughs of virtual spaces. Digital Electronics students design systems that address real-world needs. Designs are simulated in virtual circuits to provide proof of concept before physical construction. This vastly increases students' ability to design and build complex systems. We find students using modeling and simulation in the learning process, assimilate information at a much faster pace and engage more deeply in learning. As Pre-Engineering educators within the Career and Technical Education program at our school division's Technology Academy our task is to help learners in their quest to develop deep understanding of complex technological systems in a variety of engineering disciplines. Today's young learners have vast opportunities to learn with tools that many of us only dreamed about a decade or so ago when we were engaged in engineering and other technical studies. Today's learner paints with a virtual brush - scenes that can aid significantly in the learning and visualization processes. Modeling and simulation systems have become the new standard tool set in the technical classroom [1-5]. Modeling and simulation systems are now applied as feedback loops in the learning environment. Much of the study of behavior change through the use of feedback loops can be attributed to Stanford Psychologist Alfred Bandura. "Drawing on several education experiments involving children, Bandura observed that giving individuals a clear goal and a means to evaluate their progress toward that goal greatly increased the likelihood that they would achieve it."

Spencer, Thomas↗
NASA NTRS2004

Intern Summary Reports

Topics covered include: Probe Station Antenna Range; LERCIP 2004 Summary; L.E.R.C.I.P. Internship Summary; Hubble Space Telescope Bi-Stem Thermal Shield Analyses; GRABER - the Duct Tape of Space and JIMO Heat Conducting Foam; CDF and PDF Comparison Between Humacao, Puerto Rico and Florida; Development of the On-board Aircraft Network; Development of the Planar Inlet Design and Analysis Process (PINDAP); An Overview of My 2004 Summer Internship [Non-destructive Evaluation]; My Summer Experience as an Administrative Officer Assistant [in the Safety and Assurance Directorate Office]; Programming an Experiment Control System; Reducing the Cation Exchange Capacity of Lithium Clay to Form Better Dispersed; Polymer-Clay Nanocomposites; Feasibility of EB Welded Hastelloy X and Combination of Refractory Metals; My Work in the NASA Glenn History Office and Records Management Office; Education, Technology, and Media: A Peak into My Summer Internship at NASA Glenn Research Center in Cleveland, Ohio; [The Engineering and Technical Services Directorate at the Glenn Research Center]; Drinking Water Database; Design of an EXB Probe; and Texturing Carbon-carbon Composite Radiator Surfaces Utilizing Atomic Oxygen.

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