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By NASA
5 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
When it comes to building spaceflight missions, the software is at least as important as the hardware. For computer engineer Nargess Memarsadeghi, having a hand in the programming is like getting to go along for the ride.
Name: Nargess Memarsadeghi
Title: Associate Branch Head, Software Systems Engineering Branch
Formal Job Classification: Supervisory Computer Engineer
Organization: Software Systems Engineering Branch, Software Engineering Division, Engineering Directorate (Code 581)
Nargess Memarsadeghi is the associate branch head of the Software Systems Engineering branch at NASA’s Goddard Space Flight Center in Greenbelt, Md.Courtesy of Nargess Memarsadeghi What do you do and what is most interesting about your role here at Goddard?
As associate branch head for the Software Systems Engineering Branch, I spend half of my time supporting the branch head on internal functions, different planning activities, and supervising our employees who are senior software systems engineers and often team leads themselves.
For the other half of my time, I work on a technical project. Currently, I am supporting the Human Landing Systems (HLS) project. I am a member of NASA HLS Software Insight Team working with NASA’s Marshall Space Flight Center in Huntsville, Alabama, and Johnson Space Center in Houston, and industry partners SpaceX and Blue Origin to meet software requirements and milestones, and to ensure the Artemis campaign succeeds in taking astronauts to the Moon.
I enjoy learning about various NASA missions and being part of them either by supporting our branch employees who work on these missions or by being a project team member and making technical contributions directly.
Why did you become a software engineer?
I always loved math and sciences. Software engineering seemed like a good and practical way to apply math to different scientific and engineering applications.
What is your educational background?
I got my bachelor’s (2001), master’s (2004), and doctorate (2007) degrees in computer science from the University of Maryland at College Park.
How did you come to Goddard?
I joined Goddard in 2001 right after college. The university had a recruitment event at its career center. I signed up for an interview with NASA, which went well. I then got an invitation for an onsite interview, and then an offer to join Goddard as a computer engineer.
What is your supervisory style?
I have been supervising on average 10 employees. We have tag-ups every two weeks to learn about their work and see if they have any issues or need anything from management. We keep in constant communication which goes both ways. I have an open-door policy. I try to match an employee’s interests and expertise to their work. I am willing to hear their concerns and address them to the best of my ability or putting them in contact with those who can. I enjoy learning about their work and celebrating the achievements.
What are some of the most exciting projects and missions that the Software Systems Engineering Branch is involved with?
We provide end-to-end software systems engineering support to many high-impact missions, like the upcoming flagship astrophysics Roman Space Telescope mission. We support Roman’s software systems, as well as its testing and assembly with one of our software products, the Goddard Dynamic Simulator.
Our team also supports a variety of Earth science missions, such as the Joint Polar Satellite Systems (JPSS), GOES-R, and GOES-U, all of which NASA supports on behalf of the National Oceanic and Atmospheric Administration (NOAA). We also develop and manage different ground segment software systems for different missions including PACE, TSIS-II, and others.
What are some of your career highlights so far?
One was being part of the James Webb Space Telescope team and working on stability testing of microshutters. Webb is a huge, multinational observatory making many scientific discoveries.
Another is being part of the Dawn mission’s satellite working group searching for moons of the asteroid Vesta and dwarf planet Ceres. I worked on this from prelaunch through launch and operations. We were some of the first to see the scientific images soon after being downlinked. It felt like going on a ride with the spacecraft itself.
I would add my more recent work on the Roman Space Telescope.
In general, I really enjoyed working on various missions during their different stages of their life cycle. I got to see the whole picture of how software is used for missions, from technology development to post-launch.
What advice do you give your graduate students and interns as a mentor?
I emphasize that they also need to work on their communication skills, leadership skills, and team building. I tell them to focus not just on their technical skills but also on their interpersonal skills both written and oral. NASA has a lot of collaborative projects and being able to effectively communicate across different levels is crucial for mission success.
Whom do you wish to thank?
I would like to thank my family for their support. I would also like to thank my past teachers and mentors who made a big difference in me and positively impacted my life.
What do you do to relax?
I like going for long walks, spending time with family and friends, and doing activities with my son including attending his piano recitals.
Who is your favorite author?
As a young reader, I enjoyed reading Jules Verne. I also enjoy reading poetry. My favorites are Robert Frost, Emily Dickinson, and Persian poets Sohrab Sepehri and Saadi Shirazi.
What motto do you live by?
Be the change you want to see in the world.
By Elizabeth M. Jarrell
NASA’s Goddard Space Flight Center, Greenbelt, Md.
Conversations With Goddard is a collection of Q&A profiles highlighting the breadth and depth of NASA’s Goddard Space Flight Center’s talented and diverse workforce. The Conversations have been published twice a month on average since May 2011. Read past editions on Goddard’s “Our People” webpage.
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Last Updated Dec 19, 2024 Related Terms
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By NASA
1 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
OTPS shares an annual letter from the Agency Chief Technologist (ACT), updates on various studies in the technology domain within OTPS, overviews of the center chief technologists, and vignettes of various technology projects across the agency. Read the full report, A Year in Review 2024 from NASA’s Agency Chief Technologist.
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Last Updated Dec 18, 2024 EditorBill Keeter Related Terms
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By Space Force
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By NASA
The overarching purpose of the OCKO is to cultivate and sustain a learning culture at Goddard in support of mission success. We have instituted various processes and programs for lessons learned and critical knowledge identification, sharing, and application. The focus of the OCKO is to promote local learning practices that enhances domain-specific expertise within an expanded framework of how NASA works. The Goddard OCKO provides leadership, coordination and support to center organizations to effectively identify lessons and critical knowledge that can be used to support mission execution.
Mission success at Goddard is driven by many factors including, but not limited to, teamwork, leadership, decision making and risk-informed prioritization of lessons. The OCKO has developed many technical case studies that touch on broad organizational issues, project implementation, technology and engineering development, procurement and contract management challenges, and other topics that contribute to mission success. Our learning programs and knowledge sharing activities are designed to transfer the experiences, technical wisdom and values embedded in our policies, procedures and processes.
The OCKO, whether through formal dissenting opinion processes, pause-and-learn exercises, or project reflective learning sessions, encourages our workforce to speak up in support of mission success. We promote a healthy culture where project teams discuss major events, milestones and reviews to ascertain “what happened and why it happened,” how to sustain strengths, and how to improve on weaknesses to enable collective discovery of contextual lessons for institutional learning.
As the Chief Knowledge Officer (CKO) of the NASA Goddard Space Flight Center, it is my sincere desire to help assure that Goddard operates as a learning organization to enhance the likelihood of mission success.
Moses Adoko, Chief Knowledge Officer
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By NASA
5 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
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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