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By NASA
The Apollo 11 mission in July 1969 completed the goal set by President John F. Kennedy in 1961 to land a man on the Moon and return him safely to the Earth before the end of the decade. At the time, NASA planned nine more Apollo Moon landing missions of increasing complexity and an Earth orbiting experimental space station. No firm human space flight plans existed once these missions ended in the mid-1970s. After taking office in 1969, President Richard M. Nixon chartered a Space Task Group (STG) to formulate plans for the nation’s space program for the coming decades. The STG’s proposals proved overly ambitious and costly to the fiscally conservative President who chose to take no action on them.
Left: President John F. Kennedy addresses a Joint Session of Congress in May 1961. Middle: President Kennedy addresses a crowd at Rice University in Houston in September 1962. Right: President Lyndon B. Johnson addresses a crowd during a March 1968 visit to the Manned Spacecraft Center, now NASA’s Johnson Space Center, in Houston.
On May 25, 1961, before a Joint Session of Congress, President John F. Kennedy committed the United States to the goal, before the decade was out, of landing a man on the Moon and returning him safely to the Earth. President Kennedy reaffirmed the commitment during an address at Rice University in Houston in September 1962. Vice President Lyndon B. Johnson, who played a leading role in establishing NASA in 1958, under Kennedy served as the Chair of the National Aeronautics and Space Council. Johnson worked with his colleagues in Congress to ensure adequate funding for the next several years to provide NASA with the needed resources to meet that goal.
Following Kennedy’s assassination in November 1963, now President Johnson continued his strong support to ensure that his predecessor’s goal of a Moon landing could be achieved by the stipulated deadline. But with increasing competition for scarce federal resources from the conflict in southeast Asia and from domestic programs, Johnson showed less interest in any space endeavors to follow the Apollo Moon landings. NASA’s annual budget peaked in 1966 and began a steady decline three years before the agency met Kennedy’s goal. From a budgetary standpoint, the prospects of a vibrant, post-Apollo space program didn’t look all that rosy, the triumphs of the Apollo missions of 1968 and 1969 notwithstanding.
Left: On March 5, 1969, President Richard M. Nixon, left, introduces Thomas O. Paine as the NASA Administrator nominee, as Vice President Spiro T. Agnew looks on. Middle: Proposed lunar landing sites through Apollo 20, per August 1969 NASA planning. Right: An illustration of the Apollo Applications Program experimental space station that later evolved into Skylab.
Less than a month after assuming the Presidency in January 1969, Richard M. Nixon appointed a Space Task Group (STG), led by Vice President Spiro T. Agnew as the Chair of the National Aeronautics and Space Council, to report back to him on options for the American space program in the post-Apollo years. Members of the STG included NASA Acting Administrator Thomas O. Paine (confirmed by the Senate as administrator on March 20), the Secretary of Defense, and the Director of the Office of Science and Technology. At the time, the only approved human space flight programs included lunar landing missions through Apollo 20 and three long-duration missions to an experimental space station based on Apollo technology that evolved into Skylab.
Beyond a general vague consensus that the United States human space flight program should continue, no approved projects existed once these missions ended by about 1975. With NASA’s intense focus on achieving the Moon landing within President Kennedy’s time frame, long-term planning for what might follow the Apollo Program garnered little attention. During a Jan. 27, 1969, meeting at NASA chaired by Acting Administrator Paine, a general consensus emerged that the next step after the Moon landing should involve the development of a 12-person earth-orbiting space station by 1975, followed by an even larger outpost capable of housing up to 100 people “with a multiplicity of capabilities.” In June, with the goal of the Moon landing almost at hand, NASA’s internal planning added the development of a space shuttle by 1977 to support the space station, the development of a lunar base by 1976, and the highly ambitious idea that the U.S. should prepare for a human mission to Mars as early as the 1980s. NASA presented these proposals to the STG for consideration in early July in a report titled “America’s Next Decades in Space.”
Left: President Richard M. Nixon, right, greets the Apollo 11 astronauts aboard the U.S.S. Hornet after their return from the Moon. Middle: The cover page of the Space Task Group (STG) Report to President Nixon. Right: Meeting in the White House to present the STG Report to President Nixon. Image credit: courtesy Richard Nixon Presidential Library and Museum.
Still bathing in the afterglow of the successful Moon landing, the STG presented its 29-page report “The Post-Apollo Space Program: Directions for the Future” to President Nixon on Sep. 15, 1969, during a meeting at the White House. In its Conclusions and Recommendations section, the report noted that the United States should pursue a balanced robotic and human space program but emphasized the importance of the latter, with a long-term goal of a human mission to Mars before the end of the 20th century. The report proposed that NASA develop new systems and technologies that emphasized commonality, reusability, and economy in its future programs. To accomplish these overall objectives, the report presented three options:
Option I – this option required more than a doubling of NASA’s budget by 1980 to enable a human Mars mission in the 1980s, establishment of a lunar orbiting space station, a 50-person Earth orbiting space station, and a lunar base. The option required a decision by 1971 on development of an Earth-to-orbit transportation system to support the space station. The option maintained a strong robotic scientific and exploration program.
Option II – this option maintained NASA’s budget at then current levels for a few years, then anticipated a gradual increase to support the parallel development of both an earth orbiting space station and an Earth-to-orbit transportation system, but deferred a Mars mission to about 1986. The option maintained a strong robotic scientific and exploration program, but smaller than in Option I.
Option III – essentially the same as Option II but deferred indefinitely the human Mars mission.
In separate letters, both Agnew and Paine recommended to President Nixon to choose Option II.
Left: Illustration of a possible space shuttle, circa 1969. Middle: Illustration of a possible 12-person space station, circa 1969. Right: An August 1969 proposed mission scenario for a human mission to Mars.
The White House released the report to the public at a press conference on Sep. 17 with Vice President Agnew and Administrator Paine in attendance. Although he publicly supported a strong human spaceflight program, enjoyed the positive press he received when photographed with Apollo astronauts, and initially sounded positive about the STG options, President Nixon ultimately chose not to act on the report’s recommendations. Nixon considered these plans too grandiose and far too expensive and relegated NASA to one America’s domestic programs without the special status it enjoyed during the 1960s. Even some of the already planned remaining Moon landing missions fell victim to the budgetary axe.
On Jan. 4, 1970, NASA had to cancel Apollo 20 since the Skylab program needed its Saturn V rocket to launch the orbital workshop. In 1968, then NASA Administrator James E. Webb had turned off the Saturn V assembly line and none remained beyond the original 15 built under contract. In September 1970, reductions in NASA’s budget forced the cancellation of two more Apollo missions, and in 1971 President Nixon considered cancelling two more. He reversed himself and they flew as Apollo 16 and Apollo 17 in 1972, the final Apollo Moon landing missions.
Left: NASA Administrator James C. Fletcher, left, and President Richard M. Nixon announce the approval to proceed with space shuttle development in 1972. Middle: First launch of the space shuttle in 1981. Right: In 1984, President Ronald W. Reagan directs NASA to build a space station.
More than two years after the STG submitted its report, in January 1972 President Nixon directed NASA Administrator James C. Fletcher to develop the Space Transportation System, the formal name for the space shuttle, the only element of the recommendations to survive the budgetary challenges. NASA anticipated the first orbital flight of the program in 1979, with the actual first flight occurring two years later. Twelve years elapsed after Nixon’s shuttle decision when President Ronald W. Reagan approved the development of a space station, the second major component of the STG recommendation. 14 years later, the first element of that program reached orbit. In those intervening years, NASA had redesigned the original American space station, leading to the development of a multinational orbiting laboratory called the International Space Station. Humans have inhabited the space station continuously for the past quarter century, conducting world class and cutting edge scientific and engineering research. Work on the space station helps enable future programs, returning humans to the Moon and later sending them on to Mars and other destinations.
The International Space Station as it appeared in 2021.
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By NASA
On Aug. 27, 1984, President Ronald W. Reagan announced the Teacher in Space project as part of NASA’s Space Flight Participant Program to expand the space shuttle experience to a wider set of private citizens who would communicate the experience to the public. From 11,000 teacher applicants, each of the 50 states and territories selected two nominees for a total of 114. After meeting with each candidate, a review panel narrowed the field down to 10 finalists. These 10 underwent interviews and medical examinations. A senior review panel recommended S. Christa McAuliffe as the prime Teacher in Space to fly with the STS-51L crew, with Barbara R. Morgan as her backup. Tragically, the Jan. 28, 1986, Challenger accident prevented McAuliffe from realizing her dreams of teaching from space.
Left: President Ronald W. Reagan announces the Teacher in Space project in 1984.Middle: NASA Administrator James M. Beggs. Right: Official emblem of the Teacher in Space project.
During a ceremony at the Department of Education recognizing outstanding public secondary schools, President Reagan announced the Teacher in Space project, saying,
It’s long been a goal of our space shuttle to someday carry private citizens in space. Until now, we hadn’t decided who the first citizen passenger would be. But today, I’m directing NASA to begin a search in all of our elementary and secondary schools, and to choose as the first citizen passenger in the history of our space program, one of America’s finest – a teacher. When that shuttle takes off, all of America will be reminded of the crucial role that teachers and education play in the life of our nation.
Later that day, NASA Administrator James M. Beggs held a news conference at NASA Headquarters in Washington, D.C., and provided more details, saying that although a teacher would lead off the Space Flight Participant Program, future selections would include journalists, poets, and artists. NASA released an Announcement of Opportunity on Nov. 8 detailing the requirements for teacher applicants and setting the target launch date of early 1986. From the approximately 11,000 applications received by the Feb. 1, 1985, deadline, the Council of Chief State School Officers coordinated the selection process, working with state, territorial, and agency review panels. On May 3, they announced the 114 nominees, two from each U.S. state, the District of Columbia, Puerto Rico, the U.S. Virgin Islands, Guam, Departments of Defense and State overseas schools, and Bureau of Indian Affairs schools. The nominees attended a workshop in Washington, D.C., June 22-27 focused on space education, because even those not selected planned to serve as space ambassadors for NASA. Each nominee met with the National Review Panel that selected the 10 finalists, announced on July 1.
Left: The 10 Teacher in Space finalists during their visit to NASA’s Johnson Space Center (JSC) in Houston in July 1985. Middle: As part of their orientation, the 10 finalists toured JSC’s space shuttle mockups. Right: The 10 finalists experienced brief periods of weightlessness aboard NASA’s KC-135 aircraft.
The 10 finalists spent the week of July 7 at NASA’s Johnson Space Center (JSC) in Houston. During the week, the finalists underwent medical and psychological examinations, toured JSC’s facilities, and experienced episodes of weightlessness on the KC-135 aircraft. Following a brief stop at NASA’s Marshall Space Flight Center in Huntsville, Alabama, the finalists spent July 15-17 in Washington, D.C., undergoing a series of interviews with the NASA Space Flight Participant Committee, who recommended the Teacher in Space candidate and a backup to NASA Administrator Beggs.
Left: Vice President George H.W. Bush announces the prime, S. Christa McAuliffe, and backup, Barbara R. Morgan, Teacher in Space candidates. Right: McAuliffe addresses the assembled crowd.
On July 19, the 10 finalists assembled in the Roosevelt Room at the White House. Following Administrator Beggs’ introductory remarks, Vice President George H.W. Bush announced the Teacher in Space winners – S. Christa McAuliffe, a high school social studies teacher from Concord, New Hampshire, and her backup, Barbara R. Morgan, a second-grade teacher from McCall, Idaho. The other eight finalists continued to participate in the project by helping to develop McAuliffe’s lesson plans.
Left: Barbara R. Morgan, second from left, and S. Christa McAuliffe, fourth from left, meet the STS-51L crew at NASA’s Johnson Space Center in Houston. Middle: McAuliffe, left, and Morgan get their first taste of space food. Right: Morgan, left, and McAuliffe receive a briefing on the space shuttle galley.
McAuliffe and Morgan reported to JSC on Sept. 9, 1985, to begin training for their space shuttle mission. Assigned to STS-51L scheduled for January 1986, they met their fellow crewmates Commander Francis R. “Dick” Scobee, Pilot Michael J. Smith, and Mission Specialists Ellison S. Onizuka, Judith A. Resnik, and Ronald E. McNair. Gregory B. Jarvis, a Hughes Aircraft engineer, joined the crew as a second payload specialist in October. Their first week, McAuliffe and Morgan received basic orientation, including fitting for their flight suits and tasting space food. For the next four months, they trained with the rest of the crew on shuttle systems, emergency evacuation drills, and completed flights aboard T-38 jets and the KC-135 weightless aircraft.
Left: The STS-51L crew receives a briefing on crew escape procedures. Middle: The STS-51L crew receives a briefing on water evacuation. Right: Barbara R. Morgan, left, and S. Christa McAuliffe pose in front of the space shuttle crew compartment trainer.
Left: At Houston’s Ellington Air Force Base, Barbara R. Morgan, Michael J. Smith, a photographer, S. Christa McAuliffe, and Francis R. “Dick” Scobee walk onto the tarmac toward T-38 jet trainers. Right: McAuliffe in the backseat of a T-38 prior to takeoff.
Left: Teacher in Space designee S. Christa McAuliffe in the backseat of a T-38 jet trainer during a right turn, with part of Galveston Island visible at left. Right: Michael J. Smith, left, Barbara R. Morgan, McAuliffe, and Francis R. “Dick” Scobee following training flights aboard T-38 jets.
Left: Backup Teacher in Space Barbara R. Morgan, left, prime Teacher in Space S. Christa McAuliffe, Payload Specialist Gregory B. Jarvis, and Mission Specialist Ronald E. McNair in the middeck of the Shuttle Mission Simulator. Right: Teacher in Space McAuliffe, second from left, and her backup Morgan, get a taste of weightlessness aboard NASA’s KC-135, along with STS-61C Payload Specialist Congressman C. William “Bill” Nelson, now serving as NASA’s 14th administrator.
Training aboard the KC-135 for Teacher in Space demonstrations. Left: Hydroponics in Microgravity. Middle left: Molecular Mixing Experiment. Middle right: Magnetic Effects. Right: Leapfrog in Microgravity – not an actual experiment.
During her flight, McAuliffe planned to conduct two live lessons from space and record film for six demonstrations. The first lesson, “The Ultimate Field Trip,” sought to allow students to compare daily life aboard the shuttle versus on Earth. The second lesson, “Where We’ve Been, Where We’re Going, Why?” would explain the reasons for exploring space and making use of its unique environment for manufacturing certain products. The six filmed demonstrations included topics such as magnetism, Newton’s Laws, effervescence, simple machines and tools, hydroponics, and chromatographic separation, and how each of these behaves in weightlessness. Since McAuliffe could not complete these activities, many years later astronauts aboard the space station completed her mission by filming the demonstrations and preparing classroom lessons.
Left: At NASA’s Kennedy Space Center in Florida, Teacher in Space S. Christa McAuliffe watches the launch of space shuttle Challenger on the STS-61A Spacelab D1 mission. Middle: The STS-51L crew answer reporters’ questions following the Terminal Countdown Demonstration Test (TCDT). Right: During the TCDT, the crew practices emergency evacuation procedures.
To prepare for the upcoming launch, McAuliffe and Morgan traveled to NASA’s Kennedy Space Center (KSC) in Florida to witness the liftoff of the STS-61A Spacelab D1 mission, the last flight of space shuttle Challenger before STS-51L, on Oct. 30. The entire STS-51L crew returned to Florida for the Jan. 8, 1986, Terminal Countdown Demonstration Test (TCDT), essentially a dress rehearsal for the actual countdown to launch, planned for two weeks later. As part of the TCDT, the astronauts practiced evacuations drills from the shuttle in case of a fire or other emergency. After the test, they returned to Houston to complete last-minute training.
Left: The STS-51L crew arrives at NASA’s Kennedy Space Center in Florida a few days before launch. Middle: The STS-51L crew at the traditional prelaunch breakfast. Right: The STS-51L astronauts leave crew quarters on their way to Launch Pad 39B.
On Jan. 23, the STS-51L crew arrived at KSC for the launch set for Jan. 26. Bad weather caused a one-day delay, and the crew suited up, rode out to the pad, and boarded Challenger. A problem closing the hatch followed by poor weather caused a scrub of the launch attempt. On Jan. 28, the crew went back out to the pad in unusually cold weather for Florida and took their places aboard Challenger. This time, the launch took place on time.
Left: The official photograph of the STS-51L crew. Right: The STS-51L crew patch, with an apple representing S. Christa McAuliffe and the Teacher in Space project.
Following the Challenger accident, the Teacher in Space project remained active for a time as NASA reevaluated the entire Space Flight Participant Program. Morgan assumed the role of Teacher in Space designee for a few months, returning to Idaho in the fall of 1986 to resume her teaching duties, yet maintained her contact with NASA. In 1990, NASA canceled the Teacher in Space project.
Left: Official portrait of Barbara R. Morgan following her selection as a NASA astronaut in 1998. Middle: In 2004, NASA selected Educator Astronauts Dorothy “Dottie” M. Metcalf-Lindenburger, left, Richard “Ricky” R. Arnold, and Joseph “Joe” M. Acaba as members of the Group 19 astronauts. Right: Emblem of the Year of Education on Station.
In 1998, NASA invited Morgan to join the next astronaut selection group, not as a teacher but as a full-fledged mission specialist, eligible for multiple flights. That same year, NASA initiated its Educator Astronaut program, in which the agency selected qualified teachers as full-time astronauts instead of payload specialists. Morgan reported for training with the rest of the Group 17 astronauts in August 1998. In 2002, NASA assigned her to the STS-118 space station assembly mission that, following delays caused by the Columbia accident, flew in August 2007 aboard Endeavour, Challenger’s replacement. In 2004, NASA selected its first Educator Astronauts as part of Group 19 – Joseph “Joe” M. Acaba, Richard R. “Rickey” Arnold, and Dorothy “Dottie” M. Metcalf-Lindenburger. Metcalf-Lindenburger flew as a mission specialist aboard the STS-131 space station assembly flight in April 2010. Acaba and Arnold flew together on STS-119 in March 2009. Acaba went on to spend 125 days aboard the space station as an Expedition 31 and 32 flight engineer between May and September 2012, and another 168 days during Expedition 53 and 54 between September 2017 and February 2018. He has served as chief of the astronaut office since February 2023. Arnold made his second flight as a flight engineer during Expedition 55 and 56 from March to October 2018. Between their nearly back-to-back missions, Acaba and Arnold spent the 2017-18 school year aboard the space station for A Year of Education on Station. As a tribute to McAuliffe and her legacy, they completed her mission, filming her demonstrations and developing corresponding lessons for classrooms.
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By NASA
The summer months are usually a time for teachers to take a break from the classroom and enjoy some well-earned rest. But at NASA’s Johnson Space Center in Houston, two experienced educators dedicated their summer vacations to learning how to enrich their students’ science, technology, engineering, and mathematics (STEM) education and inspire them to achieve their dreams.
Johnson’s Office of STEM Engagement (OSTEM) welcomed Jerry “Denise” Dunn and Shawnda Folsom as full-time interns for the summer. Both women came to Johnson through the Oklahoma Space Grant Consortium, which not only supports students pursuing STEM careers but also provides curriculum enhancement and professional development opportunities for educators. Dunn and Folsom were invited to become interns after completing STELLAR, the consortium’s yearlong mentorship program that immerses educators in hands-on STEM-based activities for classroom application.
Denise Dunn (left) and Shawnda Folsom. For Dunn, a middle school special education teacher in the small town of Checotah, Oklahoma, participating in STELLAR opened several doors that ultimately led to her internship. Dunn works primarily with students who have severe and profound disabilities and is fiercely passionate about increasing their access to STEM education and opportunities.
“If you look at the research, there’s been a big push for STEM for everyone except kids with disabilities. The number of people with disabilities in STEM-related fields hasn’t changed in a decade,” she said. “We need to promote that more.”
Dunn suggested that she and her STELLAR colleagues support Challenge Air, a program that teaches children with disabilities about aviation and lets them co-pilot a plane. The STELLAR group set up activity tables at a Challenge Air event where kids could build rockets or make Moon craters and learn about space exploration. That experience inspired the Oklahoma Space Grant Consortium to create an annual STEM engagement event specifically for kids with disabilities and their families.
Denise Dunn (left) helps a family build a foam rocket at a Challenge Air event.Image courtesy of Denise Dunn Dunn subsequently attended the Space Exploration Educators Conference where she connected with Tracy Minish, a former Johnson employee with more than 30 years of experience in the Space Shuttle Program and Mission Control Center who is also legally blind. Minish met virtually with Dunn’s students to encourage them to pursue their dreams, then invited her to Johnson to learn about the accommodations and support NASA provides to employees with disabilities. Dunn used what she learned to create a teacher workshop that shared practical strategies for STEM special education. These efforts and the connections she made at Johnson paved the way for her internship.
“I want to know more about what NASA does to support its employees with disabilities. I also want to know more about those employees and their stories so that I can share that with my students,” she said. Dunn also appreciated connecting with Johnson’s No Boundaries Employee Resource Group because they have the power to provide representation for kids with disabilities.
“Kids with disabilities are just natural problem solvers and they have unique perspectives, and they need to see their value,” she said. “And NASA – what a great place for them to see that.”
For Folsom, an elementary-level science and social studies teacher for Velma-Alma Public Schools, the internship offer came at a time of personal and professional change. In addition to planning her upcoming wedding and a move, juggling her kids’ schedules, and pursuing a master’s degree in education, Folsom was also preparing to take on a new, school district-wide role. “I am ecstatic to take on a new challenge – building, implementing, and teaching a comprehensive STEM program for students from pre-kindergarten through 12th grade,” she said. She saw the internship as a chance to immerse herself in NASA’s work and bring new opportunities for STEM learning and engagement back to her students. “I was not aware of all of the student design challenges that NASA has, so I am super excited to share these and have future classes participate in them,” she said.
Shawnda Folsom leads an Office of STEM Engagement (OSTEM) activity for youth during Bring Youth to Work Day at NASA’s Johnson Space Center in Houston. Image courtesy of Shawnda Folsom Folsom is also determined to see more NASA interns from her school district, which is extremely rural and qualifies for Title I support. “My goal is to shake the right hands and make the connections that will allow me to set my students up for their future, which hopefully will include an internship for many of them,” she said. “I want my ‘small town’ mindset students to realize how much talent and potential they each have. I want them to know they can do anything.” She noted that her own story – which involves a nontraditional career path and now, at 41, an internship – could help inspire her students.
Together with their OSTEM mentors and teammates, Dunn and Folsom spent their summer creating hands-on activities for children who attended events like Johnson’s Bring Youth to Work Day and the Dorothy Vaughan Center in Honor of the Women of Apollo dedication. They prepared an aerodynamics lesson plan and STEM activity for the MLB Players STEM League Global Championship in July, supported and participated in NASA-led professional development programs for teachers, and worked on a new camp experience resource to complement OSTEM’s ‘First Woman’ camp experience.
Denise Dunn and Shawnda Folsom present a remote sensing activity for local scouts who attended the Dorothy Vaughan Center in Honor of the Women of Apollo event at Johnson Space Center on July 19, 2024. NASA/Robert Markowitz Both women look forward to returning to their schools later this month and to sharing what they learned with their students.
“I want to expose my students to higher-level thinking and new STEM challenges,” said Folsom. “I want them to have those ‘a ha’ moments that will possibly launch their lives down a path they never fathomed could happen.”
“This internship has made me more aware of opportunities, not only to continue to advocate for my students, but for myself,” Dunn said. “Keep going. Keep dreaming.”
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By NASA
From left, team members Annie Meier, Malay Shah, and Jamie Toro assemble the flight hardware for NASA’s Orbital Syngas Commodity Augmentation Reactor, or OSCAR, on Oct. 10, 2019, in the Space Station Processing Facility at the agency’s Kennedy Space Center in Florida. OSCAR began as an Early Career Initiative project at the spaceport that studies technology to convert trash and human waste into useful gasses such as methane, hydrogen, and carbon dioxide. NASA/Cory Huston There’s no “I” in team, and that holds true for NASA and its partners as the agency ramps up efforts to recruit tenured professors to research science for a semester at the agency’s Kennedy Space Center in Florida. The tenured teachers work for up to a year in an area where the agency needs specific expertise.
NASA often finds tenured professors – someone who has been guaranteed a job with their university until they retire – through seminars or publications. Assignments must be mutually beneficial to the agency and organizations involved.
“At NASA, we want researchers who are doing something that could help us, that could be synergistic, and to not reinvent the wheel,” said Dr. Jose Nuñez, University Partnerships and Small Sat Capabilities manager at NASA Kennedy. “The goal is to find professors who can benefit the agency in an area that needs more research.”
The U.S. government’s Intergovernmental Personnel Act Mobility Program allows the temporary assignment of personnel between the federal, state, local governments, colleges and universities, Indian tribal governments, federally funded research and development centers, and other eligible organizations.
Dr. Reza Toufiq, an associate professor of chemical engineering at Florida Institute of Technology in Melbourne, Florida, is the first professor to leverage school funds to spend a semester at NASA Kennedy and work on projects dealing with waste and resource recovery.
Toufiq specializes in how to convert everyday trash into energy, including the ash or char left behind from thermally treated trash. He worked with Dr. Annie Meier, who leads a team that converts astronauts’ trash into gasses that can be used for fuel.
Flight hardware for NASA’s Orbital Syngas Commodity Augmentation Reactor, or OSCAR, is inside the Applied Physics Lab inside the Neil Armstrong Operations and Checkout Facility at the agency’s Kennedy Space Center in Florida on July 21, 2022. By processing small pieces of trash in a high-temperature reactor, OSCAR is advancing new and innovative technology for managing waste in space. NASA/Kim Shiflett “I wanted to learn on the terrestrial side how we can infuse some of our technology, and he wanted to learn from us to grow into the space sector, so it was a really cool match,” said Meier, technical lead for situ resource utilization and waste management resource recovery systems at NASA Kennedy.
Although Toufiq’s sabbatical with NASA is over, his work is not. Meier just received approval for a project through a Space Act Agreement, which allows a research sponsor to use NASA scientists and facilities to benefit both parties. Meier and other researchers at NASA will give Toufiq information on space waste products and lunar regolith stimulants; in turn, he will do the testing, and provide data to the agency because some of that information is currently unknown.
“He’s learning a lot about the fundamentals of different things with waste that we aren’t really doing, so we lean on academia to get some of that information and offer a fresh perspective,” Meier said.
An intergovernmental assignment is generally approved for up to two years, but it can extend for up to six years with authorization. The length of the appointment also depends on the agency’s needs and university’s sabbatical guidelines, which could pay for one or more semesters.
The University Partnerships team now is working to bring on two professors to NASA Kennedy next semester.
“There are many tenured professors and universities who would like to come here, but we are careful to use due diligence to make sure what they’re doing is something that aligns with our research and technology interests,” Nuñez said.
To learn more about the wide range of research happening at the Florida spaceport, click here.
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By European Space Agency
Slovenia signed the Accession Agreement to the ESA Convention on 18 June 2024. Upon ratification, Slovenia will become the 23rd ESA Member State.
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