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By NASA
A prototype of a robot built to access underwater areas where Antarctic ice shelves meet land is lowered through the ice during a field test north of Alaska in March. JPL is developing the concept, called IceNode, to take melt-rate measurements that would improve the accuracy of sea level rise projections.U.S. Navy/Scott Barnes Conducted through the U.S. Navy Arctic Submarine Laboratory’s biennial Ice Camp, this field test marked IceNode’s first in a polar environment. The team hopes to one day deploy a fleet of the autonomous robots beneath Antarctic ice shelves.U.S. Navy/Scott Barnes Called IceNode, the project envisions a fleet of autonomous robots that would help determine the melt rate of ice shelves.
On a remote patch of the windy, frozen Beaufort Sea north of Alaska, engineers from NASA’s Jet Propulsion Laboratory in Southern California huddled together, peering down a narrow hole in a thick layer of sea ice. Below them, a cylindrical robot gathered test science data in the frigid ocean, connected by a tether to the tripod that had lowered it through the borehole.
This test gave engineers a chance to operate their prototype robot in the Arctic. It was also a step toward the ultimate vision for their project, called IceNode: a fleet of autonomous robots that would venture beneath Antarctic ice shelves to help scientists calculate how rapidly the frozen continent is losing ice — and how fast that melting could cause global sea levels to rise.
Warming Waters, Treacherous Terrain
If melted completely, Antarctica’s ice sheet would raise global sea levels by an estimated 200 feet (60 meters). Its fate represents one of the greatest uncertainties in projections of sea level rise. Just as warming air temperatures cause melting at the surface, ice also melts when in contact with warm ocean water circulating below. To improve computer models predicting sea level rise, scientists need more accurate melt rates, particularly beneath ice shelves — miles-long slabs of floating ice that extend from land. Although they don’t add to sea level rise directly, ice shelves crucially slow the flow of ice sheets toward the ocean.
A remote camera captured an IceNode prototype deployed below the frozen surface of Lake Superior, off Michigan’s Upper Peninsula, during a field test in 2022. The three thin legs of the robot’s “landing gear” affix the prototype to the icy ceiling.NASA/JPL-Caltech The challenge: The places where scientists want to measure melting are among Earth’s most inaccessible. Specifically, scientists want to target the underwater area known as the “grounding zone,” where floating ice shelves, ocean, and land meet — and to peer deep inside unmapped cavities where ice may be melting the fastest. The treacherous, ever-shifting landscape above is dangerous for humans, and satellites can’t see into these cavities, which are sometimes beneath a mile of ice. IceNode is designed to solve this problem.
“We’ve been pondering how to surmount these technological and logistical challenges for years, and we think we’ve found a way,” said Ian Fenty, a JPL climate scientist and IceNode’s science lead. “The goal is getting data directly at the ice-ocean melting interface, beneath the ice shelf.”
Floating Fleet
Harnessing their expertise in designing robots for space exploration, IceNode’s engineers are developing vehicles about 8 feet (2.4 meters) long and 10 inches (25 centimeters) in diameter, with three-legged “landing gear” that springs out from one end to attach the robot to the underside of the ice. The robots don’t feature any form of propulsion; instead, they would position themselves autonomously with the help of novel software that uses information from models of ocean currents.
JPL’s IceNode project is designed for one of Earth’s most inaccessible locations: underwater cavities deep beneath Antarctic ice shelves. The goal is getting melt-rate data directly at the ice-ocean interface in areas where ice may be melting the fastest. Credit: NASA/JPL-Caltech Released from a borehole or a vessel in the open ocean, the robots would ride those currents on a long journey beneath an ice shelf. Upon reaching their targets, the robots would each drop their ballast and rise to affix themselves to the bottom of the ice. Their sensors would measure how fast warm, salty ocean water is circulating up to melt the ice, and how quickly colder, fresher meltwater is sinking.
The IceNode fleet would operate for up to a year, continuously capturing data, including seasonal fluctuations. Then the robots would detach themselves from the ice, drift back to the open ocean, and transmit their data via satellite.
“These robots are a platform to bring science instruments to the hardest-to-reach locations on Earth,” said Paul Glick, a JPL robotics engineer and IceNode’s principal investigator. “It’s meant to be a safe, comparatively low-cost solution to a difficult problem.”
Arctic Field Test
While there is additional development and testing ahead for IceNode, the work so far has been promising. After previous deployments in California’s Monterey Bay and below the frozen winter surface of Lake Superior, the Beaufort Sea trip in March 2024 offered the first polar test. Air temperatures of minus 50 degrees Fahrenheit (minus 45 Celsius) challenged humans and robotic hardware alike.
The test was conducted through the U.S. Navy Arctic Submarine Laboratory’s biennial Ice Camp, a three-week operation that provides researchers a temporary base camp from which to conduct field work in the Arctic environment.
As the prototype descended about 330 feet (100 meters) into the ocean, its instruments gathered salinity, temperature, and flow data. The team also conducted tests to determine adjustments needed to take the robot off-tether in future.
“We’re happy with the progress. The hope is to continue developing prototypes, get them back up to the Arctic for future tests below the sea ice, and eventually see the full fleet deployed underneath Antarctic ice shelves,” Glick said. “This is valuable data that scientists need. Anything that gets us closer to accomplishing that goal is exciting.”
IceNode has been funded through JPL’s internal research and technology development program and its Earth Science and Technology Directorate. JPL is managed for NASA by Caltech in Pasadena, California.
How NASA’s OMG found ocean waters are melting Greenland News Media Contact
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Last Updated Aug 29, 2024 Related Terms
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7 min read NASA Project in Puerto Rico Trains Students in Marine Biology
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By NASA
7 Min Read NASA Project in Puerto Rico Trains Students in Marine Biology
A forested green peninsula of Culebra Island juts into the blue waters of the Caribbean as a rain storm hits in the distance. The teal blue surrounding the island indicates shallow waters, home to the island's famous coral reefs. Credits: NASA Ames/Milan Loiacono Tainaliz Marie Rodríguez Lugo took a deep breath, adjusted her snorkel mask, and plunged into the ocean, fins first. Three weeks earlier, Rodríguez Lugo couldn’t swim. Now the college student was gathering data on water quality and coral reefs for a NASA-led marine biology project in Puerto Rico, where she lives.
“There is so much life down there that I never knew about,” Rodríguez Lugo said. “And it’s beautiful.”
“There is so much life down there that I never knew about, and it’s beautiful.”
Tainaliz Marie Rodríguez Lugo
OCEANOS 2024 Intern
The sea whip and purple sea fans in the photo above are found off the coast of Playa Melones, Culebra, a small island off the east cost of Puerto Rico and a popular destination for snorkelers.
Puerto Rico is home to more than 1,300 square miles of coral reefs, which play a vital role in protecting the island from storms, waves, and hurricanes. Reef-related tourism provides nearly $2 billion in annual income for the island.
But coral reefs in Puerto Rico and around the world are experiencing more frequent and severe bleaching events. High ocean temperatures in regions around the globe have led to coral bleaching, which is when corals expel zooxanthellae – the colorful, symbiotic microscopic algae that live inside coral tissues and provide 80-90% of its nutrients. When stressors persist, the corals eventually starve and turn bone-white.
In April 2024, NOAA (National Oceanic and Atmospheric Administration) announced that the world was experiencing a global bleaching event, the fourth on record. You can see bleached spots in the lobed star coral pictured above, which is also colonized by Ramicrusta, an invasive, burnt orange algae that poses an additional threat to reefs.
Students Are Given Ocean Research Tools
Beginning in June, the month-long program that Rodriguez and 29 other local students participated in is called the Ocean Community Engagement and Awareness using NASA Earth Observations and Science for Hispanic/Latino Students (OCEANOS). The goal of OCEANOS is twofold: to teach Puerto Rican students about marine ecology and conservation, and to train students through hands-on fieldwork how to use marine science tools to monitor the health of coral reefs.
The course included classroom instruction, scientific fieldwork, collecting and analyzing ocean data from La Parguera and Culebra Island, and a final presentation.
In the photo, OCEANOS instructor Samuel Suleiman shows a 3D-printed clump of staghorn coral to a group of students off the coast of Culebra. In areas where coral habitats have been damaged, conservationists use 3D-printed corals to attract and protect fish, algae, and other wildlife.
To practice coral surveying techniques and evaluate biodiversity,students used compact cameras to snap a photo every half second, recording seven-meter by seven-meter quadrants of the ocean floor. Back on land, the students stitched these images – roughly 600 images per quadrant – into high-resolution mosaics, which they then used to catalog the types and distributions of various coral species.
Low Light, Poor Water Quality, and Invasive Species Threaten Coral Reefs
Students also built their own low-cost instruments, with sensors on each end to measure temperature and light, to help assess water quality and characteristics.
The ideal temperature range for coral falls between 77- 82 degrees Fahrenheit (25-28 degrees Celsius). Water above or below this range is considered a potential stressor for coral and can impair growth. It can also increase the risk of disease, bleaching, and reproductive issues.
Coral relies on light for growth. Less light means less photosynthesis for the zooxanthellae that live inside the coral, which in turn means less food for the coral itself. Cloudy water due to excessive sediment or phytoplankton can dim or block sunlight.
Additional threats to coral include fishing equipment, boat groundings, chemical runoff, and invasive species.
In the photo above, OCEANOS instructor Juan Torres-Pérez holds two clumps of cyanobacteria, a type of bacteria that has choked a section of reef near Playa Melones. The exact cause of this excessive cyanobacteria growth is unclear, but it is likely due to land-based pollution leaching into nearby waters, he said. In the background, dark brown piles of cyanobacteria littering the ocean floor are visible.
Students Help Grow and Plant New Coral
Suleiman walked students through the process of planting new coral, which involved tying loose staghorn and elkhorn corals into a square frame. Each frame holds about 100 individual pieces of coral. Suleiman leads a group called Sociedad Ambiente Marino (SAM), which has been working for more than 20 years to cultivate and plant more than 160,000 corals around Puerto Rico.
Divers anchored these frames to the ocean floor. Under ideal conditions, branching species like elkhorn and staghorn coral grow one centimeter per month, or about 12-13 centimeters per year, making them ideal candidates for coral reef restoration. By comparison, mountainous and boulder coral, also prevalent in the Caribbean Sea, grow an average of just one centimeter per year.
The frames will remain on the ocean floor for 10 to 14 months, until the corals have quadrupled in size. At any given time, SAM has about 45 of these frames in coral ‘farms’ around Culebra, totaling almost 4,500 corals.
Once the corals are ready to be planted, they will be added to various reefs to replace damaged or bleached corals, and shore up vulnerable habitats.
In the photo above, Suleiman gathers loose corals to place around an endangered coral species Dendrogyra cylindrus, more commonly referred to as Pillar Coral (front left). This underwater “garden,” as he called it, should attract fish and wildlife such as sea urchins, which will give the endangered coral — and the other species in this small reef — a better chance of survival.
A New Generation of Marine Scientists
From the 2023 OCEANOS class, roughly half of the undergraduate students went on to pursue marine science degrees, and many hope to continue with a post-graduate program. For a scientific field historically lacking diverse voices, this is a promising step.
Among the high school students in the 2023 class, three went on to change their degree plans to oceanography after participating in the OCEANOS program, while others are finding ways to incorporate marine science into their studies.
Francisco Méndez Negrón, a 2023 OCEANOS graduate, is now a computer science student at the University of Puerto Rico at Rio Piedras and wants to apply robotics to marine ecology. “My goal is to integrate computer science and oceanography to make something that can contribute to the problems marine ecosystems are facing, mostly originated by us humans,” Méndez Negrón said. He returned to the OCEANOS program to serve as a mentor for the 2024 class.
As for Tainaliz Marie Rodriguez Lugo, she managed to overcome her swim anxiety while discovering a love of the ocean. She credited the instructors who were patient, encouraging, and never left her side in the water.
“I was really scared going into this internship,” Rodríguez Lugo said. “I didn’t know how to swim, and I was starting a program literally called ‘Oceans.’ But now I love it: I could spend all day in the ocean.”
I was really scared going into this internship. I didn’t know how to swim, and I was starting a program literally called ‘Oceans.’ But now I love it: I could spend all day in the ocean.
Tainaliz Marie Rodríguez Lugo
OCEANOS 2024 Intern
When asked how she would describe coral to someone who has never seen one, Rodríguez Lugo just laughed. “I can’t. There are no words for it. I would just take them to the reefs.”
For more information about OCEANOS, visit:
https://www.nasa.gov/oceanos
The OCEANOS program’s final session will take place next year. Applications for the 2025 OCEANOS program will open in March. To apply, visit:
https://nasa.gov/oceanos-application
Photographs and story by Milan Loiacono, NASA’s Ames Research Center
About the Author
Milan Loiacono
Science Communication SpecialistMilan Loiacono is a science communication specialist for the Earth Science Division at NASA Ames Research Center.
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Last Updated Aug 28, 2024 Related Terms
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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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Preparations for Next Moonwalk Simulations Underway (and Underwater)
Roger Baird has been selected as associate director of NASA’s Marshall Space Flight Center in Huntsville, Alabama.
In this role, Baird will lead execution and integration of the center’s business operations, mission support enterprise functions, and budget management. In addition, he will be a senior adviser in advancing the direction of the center’s future.
Baird will also help manage the center’s 7,000 civil service and contract employees and help oversee an annual budget of approximately $5 billion. He will provide executive leadership across Marshall’s mission support areas as well as the center’s diverse portfolio of human spaceflight, science, and technology efforts, which touch nearly every mission NASA pursues.
Roger Baird, associate director, NASA Marshall Space Flight CenterNASA “I know Roger will make an excellent addition to Marshall’s leadership team,” said Center Director Joseph Pelfrey. “His dedication to NASA’s missions has helped shape Marshall into a powerful technical solutions provider for the agency and our industry partners. Roger’s leadership will be invaluable in this new era of space exploration.”
Baird previously served as associate director for operations of Marshall’s Engineering Directorate from 2020-2024, after being detailed to the position in 2019. Named to the Senior Executive Service position in March 2020, he provided senior management and leadership expertise for the evaluation of spacecraft, payloads and launch vehicle systems, and the integration of the associated budgets and resources authority for these efforts. He was responsible for planning, directing, and coordinating engineering project management and integration activities in support of Marshall’s programs and projects, and oversaw an annual budget of approximately $550 million, including management of a highly technical workforce of more than 2,500 civil service and contractor employees.
In 2018, Baird was selected as manager of the Engineering Resource Management Office, where he was responsible for advising, coordinating, monitoring, directing and performing work associated with planning, programming, budgeting and managing the Engineering Directorate’s financial, human and infrastructure resources.
Baird brings a wealth of expertise to the role, with 34 years of NASA experience in the areas of engineering design, development, testing, facility and budget management, and strategic workforce acquisition and development. He joined NASA in 1990 as an avionics engineer in Marshall’s Astrionics Laboratory and served in multiple technical leadership positions within the Engineering Directorate’s Space Systems Department, Spacecraft and Vehicle Systems Department, and Propulsion Systems Department.
A native of Birmingham, Alabama, Baird earned a bachelor’s degree in electrical engineering from the University of Alabama in Birmingham.
Learn more about Marshall’s work to support the nation’s mission in space at:
https://www.nasa.gov/marshall
Lance D. Davis
Marshall Space Flight Center, Huntsville, Ala.
256-640-9065
lance.d.davis @nasa.gov
Hannah Maginot
Marshall Space Flight Center, Huntsville, Ala.
256-932-1937
hannah.l.maginot @nasa.gov
About the Author
Beth Ridgeway
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Last Updated Aug 20, 2024 Related Terms
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“Mustard,” NASA Glenn Center Director Dr. Jimmy Kenyon, Eva the Astronaut mascot, and “Onion” stop for a photo after the hot dog derby at the Guardians’ game. Credit: NASA/Kristen Parker NASA Glenn Research Center’s Director Dr. Jimmy Kenyon threw out the first pitch that started the game between the Cleveland Guardians and San Francisco Giants on July 7. He was joined by Glenn’s Eva the Astronaut mascot, who had a ball hanging out with the Guardians’ Slider mascot during NASA Day at Progressive Field in Cleveland.
Employees, their families, and other Guardians fans enjoyed the first pitch and having Eva represent the center.
NASA Glenn’s Eva the Astronaut mascot and the Guardians’ Slider at NASA Day at Progressive Field in Cleveland. Credit: NASA/Kristen Parker
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