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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.
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A matrix format developed at JPL places the national education standards in a format that can be navigated intuitively by teachers seeking to integrate NASA materials into the structure of standards based education.
NASA people are passionate about their work. NASA's missions are exciting to learners of all ages. And since its creation in 1958, NASA's people have been passionate about sharing their inspiring discoveries, research and exploration with students and educators. In May 2010, NASA administration chartered an Education Design Team composed of 12 members chosen from the Office of Education, NASA's Mission Directorates and Centers for their depth of knowledge and education expertise, and directed them to evaluate the Agency's program in the context of current trends in education. By improving NASA's educational offerings, he was confident that the Agency can play a leading role in inspiring student interest in science, technology, engineering and mathematics (STEM) as few other organizations can. Through its unique workforce, facilities, research and innovations, NASA can expand its efforts to engage underserved and underrepresented communities in science and mathematics. Through the Agency's STEM education efforts and science and exploration missions, NASA can help the United States successfully compete, prosper and be secure in the 21st century global community. After several months of intense effort, including meeting with education experts; reviewing Administration policies, congressional direction and education research; and seeking input from those passionate about education at NASA, the Education Design Team made six recommendations to improve the impact of NASA's Education Program: (1) Focus the NASA Education Program to improve its impact on areas of greatest national need (2) Identify and strategically manage NASA Education partnerships (3) Participate in National and State STEM Education policy discussions (4) Establish a structure to allow the Office of Education, Centers and Mission Directorates to implement a strategically integrated portfolio (5) Expand the charter of the Education Coordinating Committee to enable deliberate Education Program design (6) Improve communication to inspire learners
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.
The vision is to develop the ISS National Laboratory Education Project (ISS NLE) as a national resource for Science, Technology, Engineering and Mathematics (STEM) education, utilizing the unique educational venue of the International Space Station per the NASA Congressional Authorization Act of 2005. The ISS NLE will serve as an educational resource which enables educational activities onboard the ISS and in the classroom. The ISS NLE will be accessible to educators and students from kindergarten to post-doctoral studies, at primary and secondary schools, colleges and universities. Additionally, the ISS NLE will provide ISS-related STEM education opportunities and resources for learners of all ages via informal educational institutions and venues Though U.S. Congressional direction emphasized the involvement of U.S. students, many ISS-based educational activities have international student and educator participation Over 31 million students around the world have participated in several ISS-related education activities.
The International Space Station (ISS) National Lab Education Project has been created as a part of the ISS National Lab effort mandated by the U.S. Congress The project seeks to expand ISS education of activities so that they reach a larger number of students with clear educational metrics of accomplishments. This paper provides an overview of several recent ISS educational payloads and activities. The expected outcomes of the project, consistent with those of the NASA Office of Education, are also described. NASA performs numerous education activities as part of its ISS program. These cover the gamut from formal to informal educational opportunities in grades Kindergarten to grade 12, Higher Education (undergraduate and graduate University) and informal educational venues (museums, science centers, exhibits). Projects within the portfolio consist of experiments performed onboard the ISS using onboard resources which require no upmass, payloads flown to ISS or integrated into ISS cargo vehicles, and ground based activities that follow or complement onboard activities. Examples include ground based control group experiments, flight or experiment following lesson plans, ground based activities involving direct interaction with ISS or ground based activities considering ISS resources in their solution set. These projects range from totally NASA funded to projects which partner with external entities. These external agencies can be: other federal, state or local government agencies, commercial entities, universities, professional organizations or non-profit organizations. This paper will describe the recent ISS education activities and discuss the approach, outcomes and metrics associated with the projects.
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Findings from the initial inventory of education programs show that support for the NASA-Industry Education Initiative (NIEI) appears to be strong among the organizations surveyed. In addition, the range, depth and historical baselines of NIEI education programs are encouraging. It is also apparent that there is a significant level of cooperation between NIEI members and other organizations. Heavily focused towards science, engineering, mathematics and technology achievement, NIEI activities appear to be aligned with national education goals. Three criticisms are revealed: (1) the majority of programs are targeted fairly late in the education cycle; (2) the number of initiatives geared towards adult literacy and adult skills-enhancement appears to be relatively low; (3) the majority of NIEI activities involve traditional education-assistance programs, but the number of critical assessment and systematic reform initiatives is low. Four Working Group recommendations resulted from this activity: (1) NIEI Working Group operations should continue for an indefinite period, with participation open to other like-minded private-sector organization; (2) the report should be periodically updated; (3) an analysis of ongoing education programs should be conducted; (4) American corporations should continue to support education and evaluate in-house programs periodically.
The NASA Central Operation of Resources for Educators (CORE), established in cooperation with Lorain County Joint Vocational School, serves as the worldwide distribution center for NASA-produced educational materials. For a minimal charge, CORE will provide a valuable service to educators unable to visit one of the NASA Educator Resource Centers by making NASA educational audiovisual materials available through its mail order service. Through CORE's distribution network, the public has access to more than 200 videocassette, slide, and CD-ROM programs, chronicling NASA!s state-of-the-art research and technology. Through the use of these curriculum supplement materials, teachers can provide their students with the latest in aerospace information. NASAs educational materials on aeronautics and space provide a springboard for classroom discussion of life science, physical science, astronomy, energy, Earth resources, environment, mathematics, and career education.
How do we reach the public with the exciting story of Solar System Exploration? How do we encourage girls to think about careers in science, math, engineering and technology? Why should NASA scientists make an effort to reach the public and informal education settings to tell the Solar System Exploration story? These are questions that the Solar System Exploration Forum, a part of the NASA Office of Space Science Education (SSE) and Public Outreach network, has tackled over the past few years. The SSE Forum is a group of education teams and scientists who work to share the excitement of solar system exploration with colleagues, formal educators, and informal educators like museums and youth groups. One major area of the SSE Forum outreach supports the training of Girl Scouts of the USA (GS) leaders and trainers in a suite of activities that reflect NASA missions and science research. Youth groups like Girl Scouts structure their activities as informal education.
One of NASA's missions is to attract and retain students in the science, technology, engineering and mathematics (STEM) disciplines. Creating missions or programs to achieve this important goal helps strengthen NASA and the nation's future work force as well as engage and inspire Americans and the rest of the world. During the last three years, in an attempt to revitalize educational space flight, NASA generated a new and exciting initiative. This initiative, NASA's Educational Launch of Nanosatellite (ELaNa), is now fully operational and producing exciting results. Nanosatellites are small secondary satellite payloads called CubeSats. One of the challenges that the CubeSat community faced over the past few years was the lack of rides into space. Students were building CubeSats but they just sat on the shelf until an opportunity arose. In some cases, these opportunities never developed and so the CubeSat never made it to orbit. The ELaNa initiative is changing this by providing sustainable launch opportunities for educational CubeSats. Across America, these CubeSats are currently being built by students in high school all the way through graduate school. Now students know that if they build their CubeSat, submit their proposal and are selected for an ELaNa mission, they will have the opportunity to fly their satellite. ELaNa missions are the first educational cargo to be carried on expendable launch vehicles (ELY) for NASA's Launch Services Program (LSP). The first ELaNa CubeSats were slated to begin their journey to orbit in February 2011 with NASA's Glory mission. Due to an anomaly with the launch vehicle, ELaNa II and Glory failed to reach orbit. This first ELaNa mission was comprised of three IU CubeSats built by students at Montana State University (Explorer Prime Flight 1), the University of Colorado (HERMES), and Kentucky Space, a consortium of state universities (KySat). The interface between the launch vehicle and the CubeSat, the Poly-Picosatellite Orbital Deployer (P-POD), was developed and built by students at California Polytechnic State University (Cal Poly). Integrating a P-POD on a NASA ELV was not an easy task. The creation of new processes and requirements as well as numerous reviews and approvals were necessary within NASA before the first ELaNa mission could be attached to a NASA launch vehicle (LV). One of the key objectives placed on an ELaNa mission is that the CubeSat and PPOD does not increase the baseline risk to the primary mission and launch vehicle. The ELaNa missions achieve this objective by placing a rigorous management and engineering process on both the LV and CubeSat teams. So, what is the future of ELaNa? Currently there are 16 P-POD missions manifested across four launch vehicles to support educational CubeSats selected under the NASA CubeSat Initiative. From this initiative, a rigorous selection process produced 22-student CubeSat missions that are scheduled to fly before the end of 2012. For the initiative to continue, organizations need to submit proposals to the annual CubeSat initiative call so they have the opportunity to be manifested and launched.
The inaugural Advancing Chemical Safety and Security Education symposium was held at the 27th IUPAC International Conference on Chemistry Education (ICCE2024). Speakers showcased innovative strategies for seamlessly integrating security concepts into established safety programs, addressing specific needs of diverse academic institutions, and evaluating the effectiveness of different pedagogical approaches. Here, this proceedings publication encapsulates insights from 11 oral presentations, 12 poster presentations, and panel discussions including key recommendations for future advancements in educating chemical safety and security education for academic and industry audiences.
The needs to be served, the subsectors in which the system might be used, the technology employed, and the prospects for future utilization of an educational telecommunications delivery system are described and analyzed. Educational subsectors are analyzed with emphasis on the current status and trends within each subsector. Issues which affect future development, and prospects for future use of media, technology, and large-scale electronic delivery within each subsector are included. Information on technology utilization is presented. Educational telecommunications services are identified and grouped into categories: public television and radio, instructional television, computer aided instruction, computer resource sharing, and information resource sharing. Technology based services, their current utilization, and factors which affect future development are stressed. The role of communications satellites in providing these services is discussed. Efforts to analyze and estimate future utilization of large-scale educational telecommunications are summarized. Factors which affect future utilization are identified. Conclusions are presented.
The educational activities of NASA which is one of 16 agencies on the Federal Coordinating Council for Science, Engineering and Technology is discussed. NASA's education mission is to utilize its unique facilities and its specialized workforce to conduct and to leverage externally conducted science, mathematics, and technology education programs and activities. These efforts aimed at meeting the national education goals should help to preserve U.S. leadership in aeronautics, space science, and technology.
NASA-Goddard Space Flight Center has initiated a new project designed to expand on existing news services and add value to classrooms through the development and distribution of two-minute 'mini-supplements' which give context and teach about current weather and Earth research phenomena. The innovative mini-supplements provide raw materials for weather forecasters to build news stories around NASA related missions without having to edit the more traditional and cumbersome long-form video format. The supplements cover different weather and climate topics and include NASA data, animations, video footage, and interviews with scientists. The supplements also include a curriculum package with educational lessons, educator guide, and hand-on activities. One goal is to give on-air broadcasters who are the primary science educators for the general public what they need to 'teach' about the science related to NASA research behind weather and climate news. This goal achieves increasing public literacy and assures higher accuracy and quality science reporting by the media. The other goal is to enable on-air broadcasters to serve as distributors of high quality, standards-based educational curricula and supplemental material when they visit 8-12 grade classrooms. The focus of 'pilot effort' centers around the success of NASA's Tropical Rainfall Measuring Mission (TRMM) but is likely expandable to other NASA earth or space science missions.
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.
The status of a multiagency endeavor to involve U.S. Federal agencies in the attainment of National Education Goals for the 1990's is presented. Emphasis is placed on the educational activities of NASA, which is one of 16 Federal agencies on the Federal Coordinating Council for Science, Engineering and Technology. NASA's is a prototype education program for achieving excellence in mathematics and science in the coming generations of Americans.
This educational materials catalog presents NASA CORE (Central Operation of Resources for Educators). The topics include: 1) Videocassettes (Aeronautics, Earth Resources, Weather, Space Exploration/Satellites, Life Sciences, Careers); 2) Slide Programs; 3) Computer Materials; 4) NASA Memorabilia/Miscellaneous; 5) NASA Educator Resource Centers; 6) and NASA Resources.
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.