Joyce Winterton - Education at NASA

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    The Programme for International Student Assessment (PISA) is an internationally standardised assessment that was jointly developed by participating economies and administered to15-year-olds in schools. Three assessments have so far been carried out (in 2000 ,  2003  and 2006 ). Data for the 4th assessment is being collected in 2009, with results scheduled for release at the end of 2010.  Tests are typically administered to between 4,500 and 10,000 students in each country. Finland, with an average of 563 score points, was the highest-performing country on the PISA 2006 science scale. • Six other high-scoring countries had mean scores of 530 to 542 points: Canada, Japan and New Zealand and the partner countries/economies Hong Kong-China, Chinese Taipei and Estonia. Australia, the Netherlands, Korea, Germany, the United Kingdom, the Czech Republic, Switzerland, Austria, Belgium and Ireland, and the partner countries/economies Liechtenstein, Slovenia and Macao-China also scored above the OECD average of 500 score points. The number of students at Level 6 cannot be reliably predicted from a country’s overall performance. Korea was among the highest-performing countries on the PISA science scale, with an average of 522 score points, while the United States performed below the OECD average, with a score of 489. Nevertheless, the United States and Korea had similar percentages of students at Level 6. Math Performance: Finland and Korea, and the partners Chinese Taipei and Hong Kong-China, outperformed all other countries/economies in PISA 2006. • Other countries with mean performances significantly above the OECD average were the Netherlands, Switzerland, Canada, Japan, New Zealand, Belgium, Australia, Denmark, the Czech Republic, Iceland and Austria, as well as the partner countries/economies Macao- China, Liechtenstein, Estonia and Slovenia. • In Mexico mathematics performance was 20 score points higher in PISA 2006 than in PISA 2003 but at 406 score points it is still well below the OECD average. In Greece, mathematics performance was 14 score points higher in PISA 2006 than in PISA 2003.

    The only busy scientific instrument on the spacecraft over the past eight months was the Venetia Burney Student Dust Counter (VBSDC), which quietly collected information on the number of dust particles along New Horizons' path through the outer solar system. During the spacecraft's trek through hibernation - which covered 1.91 astronomical units, or more than 177 million miles - VBSDC was calibrated to gain information on the amount of background noise that can affect the science data and to test the sensitivity of its internal electronics. That dust counter data will be sent back to Earth this week. "Students will analyze that data over the coming months and compare it to earlier measurements made closer to the Sun," says Andrew Poppe, lead graduate student on the SDC team at the University of Colorado, Boulder. "This will really improve our understanding of the dust environment in the outer solar system." New Horizons is now 1.19 billion miles (nearly 1.92 billion kilometers) from Earth, speeding away from the Sun at just over 10 miles per second. At that distance, radio signals (traveling at light speed) from home need an hour and 46 minutes to reach the spacecraft. The spacecraft is scheduled to complete ACO-3 and re-enter hibernation on August 27. The Student Dust Counter (SDC) experiment of the New Horizons Mission is an impact dust detector to map the spatial and size distribution of dust along the trajectory of the spacecraft across the solar system. The sensors are thin, permanently polarized polyvinylidene fluoride (PVDF) plastic films that generate an electrical signal when dust particles penetrate their surface. SDC is capable of detecting particles with masses m >10 −12 g, and it has a total sensitive surface area of about 0.1 m 2 , pointing most of the time close to the ram direction of the spacecraft. SDC is part of the Education and Public Outreach (EPO) effort of this mission. The instrument was designed, built, tested, integrated, and now is operated by students.

    Reduced Gravity Education Flight Program This is a photo of The College of New Jersey which represents the Department of Energy group.  They were Using Fluorescent Dust to Obtain a Three-Dimensional Analysis of a Dusty Plasma

    As participants in the NASA Explorer Schools Program, teachers from North Ridge Elementary School in Moreno Valley and Lakewood High School in Long Beach are at NASA's aircraft facility at Ellington Field, Johnson Space Center, Houston. They are preparing themselves and their experiments for a unique experience outside the bounds of gravity aboard the modified C-9 aircraft. The C-9 produces 25 seconds of weightlessness by flying in a roller-coaster-like path of steep climbs and free falls. The North Ridge experiment is called the Bubble Project. About 25 students from the fourth and fifth grades have been working on the experiment that will help them understand the effects of microgravity on soap bubbles. For almost two years, the students have been learning about mathematics, science and engineering while testing their experiment. "The students want to know how bubbles react in a reduced gravity environment, specifically the duration of a soap bubble, its size and direction of travel in reduced gravity," said Tony Knapp, principal at North Ridge. He said the teachers flying on the aircraft expect the new environment will produce different results compared with experiments on the ground. The Lakewood High School project is called the Rotational Artificial Gravity experiment. It will help students determine how fast a space station would have to rotate to create artificial gravity for the station. Both schools will test their experiments on the C-9 aircraft on February 16 and 17. Using data gathered on the flight, teachers and students will submit a final report to NASA. They will discuss their experiment's effectiveness, scientific findings and conclusions. The teachers flying the experiments at Johnson Space Center will also have the opportunity to communicate with their students through videoconferencing via NASA's Digital Learning Network. After the teams return to school, they will share the results of their science experiments with students through outreach activities. When North Ridge Elementary and Lakewood High School were selected as NASA Explorer Schools in 2004, they began a three-year partnership with NASA and the Jet Propulsion Laboratory in Pasadena, Calif., using unique resources to help address mathematics and science needs. "By working with teachers to develop a microgravity experiment to fly on the aircraft, the investigations help students see an application of science and mathematics concepts," said NASA Explorer Schools Program Manager Peg Steffen. "Students worked closely with NASA engineers and scientist mentors on the experiments, giving them a first-hand look at possible careers."

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    Joyce Winterton - Education at NASA - Presentation Transcript

    1. Education at NASA Dr. Joyce L. Winterton Assistant Administrator for Education www.nasa.gov National Aeronautics and Space Administration Employ Educate Engage Inspire
    2. The nation that out-educates us today will out-compete us tomorrow.
      • President Barack Obama
      • Speech to the National Academy of Science April 27, 2009
    3. US Global Rank on Science
      • Finland
      • Hong Kong
      • Canada
      • Chinese Taipei
      • Estonia
      • Japan
      • 11. Korea
      • 12. Slovenia
      • 13. Germany
      • 14. United Kingdom
      • 26. Croatia
      • 28. Latvia
      • 29. United States
      Source: OECD 2007 Executive Summary PISA 2006: Science Competencies for Tomorrow’s World  
    5. National Education Administration and Congressional Priorities
      • Educate the next generation with 21st century knowledge and skills while creating a world-class workforce. (Executive Office of the President, Strategies for American Innovation , September 2009)
          • Quantity , quality and diversity of math and science teachers
          • Students prepared for STEM related careers
          • Educational opportunities for women and minorities –
          • White House Council on Women and Girls
          • Expand access to higher education and training
          • Fellowships and interdisciplinary graduate programs
          • Supporting future entrepreneurs
          • Scientific innovation
      • “ It is the sense of Congress that NASA's educational programs are important sources of inspiration and hands-on learning for the next generation of engineers and scientists and should be supported . ”
      • (H.R. 6063 NASA Authorization Act of 2008)
    6. Strategic Framework Informal Education Higher Education Principles/ Criteria Relevance Diversity NASA Content Evaluation Continuity Partnerships/ Sustainability * Science, Technology, Engineering and Mathematics (STEM) Employ Educate Engage Inspire Elementary/ Secondary Education Outcome 2 : Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers and faculty. Outcome 1 : Contribute to the development of the STEM workforce in disciplines needed to achieve NASA’s strategic goals, through a portfolio of investments. Outcome 3 : Build strategic partnerships and linkages between STEM formal and informal education providers that promote STEM literacy and awareness of NASA’s mission. NASA Education Overview Cultivate Diversity of Workforce Disciplines and Practitioners Employ Engage Educate Inspire
    7. NASA Education Opportunities NASA Civil Service NASA Contractors NASA PIs (Universities) Public Undergrads Talented, diverse, and highly-skilled science & engineering future workforce Graduate Students NASA’s Workforce Contribution Informal STEM Education Science Centers and Museums NASA Visitor Centers Community Based Organizations NASA STRATEGIES: Partnerships and networks K-12 STEM Education STEM Student Opportunities STEM Teacher Development NASA STRATEGIES: Educator Professional Development Education Technology Higher Ed STEM Education STEM Opportunities Space Grant EPSCOR MUREP NASA STRATEGIES : Research and authentic experience, Institutional Dev Grad Higher Ed STEM Education STEM Opportunities Space Grant EPSCOR MUREP NASA STRATEGIES: Research, Institutional Development Education Experiences Career Decisions K-12
    8. Outcomes and Objectives
      • Outcome 1: Higher Education
      • Outcome 2: Elementary and Secondary Education
      • Outcome 3: Informal Education
        • Faculty and Research Support
        • Student Support
        • Student Involvement, Higher Education
        • Course Development
        • Targeted Institution Research and Academic Infrastructure
        • Educator Professional Development, Short Duration
        • Educator Professional Development, Long Duration
        • Curricular Support Resources
        • Student Involvement, K-12
        • Educational Support Resources
        • Professional Development for Informal Education Providers
        • Informal Education Provider Involvement Opportunities
    9. AA for Education Chair Budget, Reporting, New Initiatives Project Implementation Field Centers, Grantees, Contractors POLICY DIRECTION DATA REPORTING ECC OE (Deputy AAs) Mission Directorates (4) ARMD, ESMD, SOMD, SMD Field Center Ed Directors (10) ARC, DFRC, GRC, GSFC, JPL, JSC, KSC, LaRC, MSFC, SSC Functional Offices EO, Human Cap. PAO, OLIA, OER Astro Office
    10. First Steps to a STEM Career
    11.  
    13. 51% of Higher Education students are employed by NASA, aerospace contractors & education institutions
    15. 44% of undergraduate students move on to advanced education
    16. 83% of educators in NASA training use resources in the classroom
    17. Great Moonbuggy Race
      • S
    18. Our Unique People and Missions CAN TOUCH THE WORLD
    19.  
    21. 350+ Museums/Science Centers in major NASA events
    22. 1,483,362 K-12 students engaged
    23. 44,500,000 Page Views - Education website
    24.  
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