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NASA Glenn Helps Military Service Members Transition to Civilian Life


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NASA Glenn Helps Military Service Members Transition to Civilian Life

Sydney Khamphoune (left) and Sam Yousef pose in front of U.S. and NASA flags. Khamphoune wears a green shirt with clear glasses, and Sam Yousef wears a blue blouse and black blazer. They are both smiling at the camera.
NASA Glenn Research Center’s Sydney Khamphoune (left) and Sam Yousef pose in front of U.S. and NASA flags.
Credit: NASA/Sara Lowthian-Hanna

John Glenn. Neil Armstrong. Buzz Aldrin. Jim Lovell. Guion Bluford. These iconic astronauts shared a commonality before they began their careers at NASA: They all served in the United States military.

NASA values veterans and their commitment to serving America, and the agency seeks to hire veterans and military spouses, offer career development opportunities, and provide meaningful resources. Each NASA center has a resource group that connects veteran employees and their families with allies, creating a support network to help them through the unique challenges they face.

“It’s a complete culture shock coming home from the military and having to relearn how to be a part of a civilian society,” said Samantha Yousef, Veterans Employee Resource Group chair at NASA’s Glenn Research Center in Cleveland.

Yousef organizes veteran observance events, introduces various programs focused on veteran resources to the center, and meets with group members to discuss how to improve inclusivity and potential outreach activities.

One initiative new to NASA Glenn is the Department of Defense SkillBridge program. SkillBridge gives transitioning service members an opportunity to gain civilian work experience through specific industry training, apprenticeships, or internships during their last 180 days of service.

“Many soldiers, sailors, and airmen enter the military directly out of high school or college with little to no workforce experience,” Yousef said. “They learn the importance of teamwork, leadership, and dedication to the mission at a young age. However, when it’s time to separate from the military, they’re sometimes lost in transition.”

Sydney Khamphoune is Glenn’s most recent SkillBridge fellow. Khamphoune joined the Navy after high school, and because she wanted to learn more about each job on her ship, she was classified as “undesignated.” 

“Undesignated means you’re subject to the needs of the Navy, and you go wherever they need you,” Khamphoune said. “They put me into the Deck Department, so I was the person painting the side of the ship or pulling the ship in with the lines when we came into port.”

Stationed on the USS Oak Hill in Norfolk, Virginia, Khamphoune spent much of her time sweeping water off the deck of the ship and finishing work late into the night, even after her crewmates went to bed. After a year in the Deck Department, she had the opportunity to choose a new role and became a personnel specialist.

Like a human resources specialist in the civilian world, Khamphoune provided counseling related to Navy jobs and assisted with personnel transfers, separations, and retirements. She served in Virginia for five years before coming to Ohio to serve at the Department of Defense’s Defense Finance and Accounting Service.

She served in the Navy for nine years before deciding it was time to separate. In her Transition Assistance Program — a program that offers support for service members separating from the military — she learned about the SkillBridge program. 

Sydney Khamphoune poses in front of an American flag. She is wearing a green shirt with clear glasses and is looking into the distance to the left of the camera.
Sydney Khamphoune is NASA Glenn Research Center’s most recent SkillBridge fellow.
Credit: NASA/Sara Lowthian-Hanna.

“I saw NASA on the list and immediately applied,” Khamphoune said. “I wasn’t going to apply anywhere else. It was NASA or bust.”

Khamphoune was thrilled to receive a phone call ­— on her birthday, no less ­— from NASA assigning her to Glenn’s Procurement Office. In this role, she assists contracting officers, including those that work on contracts for construction or janitorial services, with their daily tasks.

“I’m learning so much. I came in with no knowledge, and now I can help the contracting officers,” Khamphoune said. “One contracting officer had a massive list of obligations to complete, and I offered to help. He trained me for two days, and then I knocked out the whole list.”

Khamphoune still thinks back to when she first enlisted in the Navy and appreciates where that journey has taken her.

“I never imagined being at NASA right now, and since I’ve been here, I’ve gained a lot more confidence,” Khamphoune said. “The environment they’re creating here is great. It doesn’t matter if you’re new or have been here for a while — your opinion has value, and you can bring something new to the table. I feel like this experience is precious and personal because I’m finding out who I am in a different way.”

Learn more about SkillBridge and the many routes to a NASA internship.

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      Young Brad Doorn (front center) stands with his siblings, capturing a family moment in 1960s South Dakota. His youngest brother isn’t pictured. Credit: B. Doorn It has been a long journey from hauling milk and animal feed across the South Dakota plains to surveying them now as a scientist. The tools of his career have changed—from truck routes to satellite orbits, from paper maps to digital data—but his mission remains the same: helping farmers feed the world.
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      The simulations also helped the team better understand how to maximize science return while accounting for tradeoffs between battery life (up to two hours), the volume of water the swimmers could explore (about 3 million cubic feet, or 86,000 cubic meters), and the number of robots in a single swarm (a dozen, sent in four to five waves).
      In addition, a team of collaborators at Georgia Tech in Atlanta fabricated and tested an ocean composition sensor that would enable each robot to simultaneously measure temperature, pressure, acidity or alkalinity, conductivity, and chemical makeup. Just a few millimeters square, the chip is the first to combine all those sensors in one tiny package.
      Of course, such an advanced concept would require several more years of work, among other things, to be ready for a possible future flight mission to an icy moon. In the meantime, Schaler imagines SWIM robots potentially being further developed to do science work right here at home: supporting oceanographic research or taking critical measurements underneath polar ice.
      More About SWIM
      Caltech manages JPL for NASA. JPL’s SWIM project was supported by Phase I and II funding from NASA’s Innovative Advanced Concepts (NIAC) program under the agency’s Space Technology Mission Directorate. The program nurtures visionary ideas for space exploration and aerospace by funding early-stage studies to evaluate technologies that could transform future NASA missions. Researchers across U.S. government, industry, and academia can submit proposals.
      How the SWIM concept was developed Learn about underwater robots for Antarctic climate science See NASA’s network of ready-to-roll mini-Moon rovers News Media Contact
      Melissa Pamer
      Jet Propulsion Laboratory, Pasadena, Calif.
      626-314-4928
      melissa.pamer@jpl.nasa.gov
      2024-162
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      Last Updated Nov 20, 2024 Related Terms
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      Abigail Reigner, a systems engineer at NASA’s Glenn Research Center in Cleveland, supports the agency’s research in electrified aircraft propulsion to enable more sustainable air travel. Behind her is a 25% scale model of NASA’s SUbsonic Single Aft eNgine (SUSAN) Electrofan aircraft concept used to test and demonstrate hybrid electric propulsion systems for emission reductions and performance boosts in future commercial aircraft.
      Credit: NASA/Sara Lowthian-Hanna Growing up outside of Philadelphia, Abigail Reigner spent most of her childhood miles away from where her family called home, and where there was little trace of her Native American tribe and culture.
      Belonging to the Comanche Nation that resides in Lawton, Oklahoma, Reigner’s parents made every effort to keep her connected to her Indigenous heritage and part of a community that would later play a key role in her professional journey.
      “My parents were really adamant on making sure my brother and I were still involved in the Native American traditions."
      Abigail Reigner

      “My parents were really adamant on making sure my brother and I were still involved in the Native American traditions,” Reigner said. “We would go down to Oklahoma often in the summertime, spending time with family and staying immersed in our culture.”
      Both her parents come from a teaching background, so Reigner was surrounded by hands-on learning experiences early in life. As a school teacher, her mother would participate in local outreach events each year, talking and interacting with students. Her father, a middle school technology education teacher, taught Reigner how to use computer-aided design (CAD) and helped introduce her to the world of engineering at a young age.  
      These unique experiences helped spark Reigner’s curiosity for learning about science, technology, engineering, and math (STEM) and connecting with others in her community who shared these interests. Reigner says she never takes her upbringing for granted. 
      “I feel pretty lucky to have grown up with so many educational opportunities, and I try to use them as a way to give back to my community,” Reigner said.
      After participating in various engineering and robotics classes in high school and realizing a career in STEM was the right fit for her, Reigner went on to attend the Rochester Institute of Technology in New York where she earned bachelor’s and master’s degrees in mechanical engineering.
      During her time there, she joined the American Indian Science and Engineering Society (AISES) where she got the unique opportunity to connect with other Indigenous students and mentors in STEM fields and gain leadership experience on projects that eventually set her up for internship opportunities at NASA.
      “The opportunities I got through AISES led me to get an internship at NASA’s Jet Propulsion Laboratory during the summer of 2021, and then an eight-month co-op the following year working in the center’s materials science division,” Reigner said.
      Through AISES, Reigner also met Joseph Connolly, an aerospace engineer at NASA’s Glenn Research Center in Cleveland who was looking to recruit Indigenous students for full-time positions in the agency. Upon graduating from college, Reigner joined NASA Glenn as an engineer in the summer of 2024.
      Abigail Reigner (top far left) and Joseph Connolly (middle far right) pose with NASA employees while staffing a booth at an American Indian Science and Engineering Society (AISES) conference to help recruit Indigenous students to the agency. Credit: Abigail Reigner Today, Reigner works as a systems engineer supporting NASA Glenn’s efforts to test and demonstrate electrified aircraft propulsion technologies for future commercial aircraft as part of the agency’s mission to make air travel more sustainable.
      One of the projects she works on is NASA’s Electrified Powertrain Flight Demonstration (EPFD), where she supports risk-reduction testing that enables the project to explore the feasibility of hybrid electric propulsion in reducing emissions and improving efficiency in future aircraft.

      “It’s always good to know that you’re doing something that is furthering the benefit of humanity,” Reigner said. “Seeing that unity across NASA centers and knowing that you are a part of something that is accelerating technology for the future is very cool.” 
      “I really feel like the reason I am here at NASA is because of the success of not just the Native American support group here at Glenn, but also Natives across the agency.”
      Abigail Reigner

      The growing community of Native Americans at NASA Glenn has fostered several initiatives over the years that have helped recruit, inspire, and retain Indigenous employees.
      Leveraging some of the agency’s diversity programs that provide educational STEM opportunities for underrepresented communities, the Native Americans at NASA group has encouraged more students with Indigenous backgrounds to get involved in technical projects while developing the skills needed to excel in STEM fields.
      “The Native American support group at NASA has been around since the mid-to-late 1980s and was actually one of the first Native American employee resources groups at the agency,” Connolly said. “Through this, we’ve been able to connect a number of Native employees with senior leaders across NASA and establish more agencywide recruitment efforts and initiatives for Native Americans.”
      These initiatives range from support through NASA’s Minority University Research and Education Project (MUREP) to help recruit more Indigenous students, to encouraging participation in hands-on learning experiences through projects such as NASA’s University Leadership Initiative (ULI) and the agency’s involvement in the First Nations Launch competition, which helps provide students with opportunities to conduct research while developing engineering and team-building skills.
      The efforts of the Native American community at NASA Glenn and across the agency have been successful in not only creating a direct pipeline for Indigenous students into the NASA workforce, but also allowing them to feel seen and represented in the agency, says Connolly.
      For Reigner, having this community and resource group at NASA to help guide and support her through her journey has been crucial to her success and important for the future of diversity within the agency.
      “I really feel like the reason I am here at NASA is because of the success of not just the Native American support group here at Glenn, but also Natives across the agency,” Reigner said. Without their support and initiatives to recruit and retain students, I wouldn’t be here today.” 
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