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By NASA
NASA’s Nancy Grace Roman Space Telescope will help scientists better understand our Milky Way galaxy’s less sparkly components — gas and dust strewn between stars, known as the interstellar medium.
One of Roman’s major observing programs, called the Galactic Plane Survey, will peer through our galaxy to its most distant edge, mapping roughly 20 billion stars—about four times more than have currently been mapped. Scientists will use data from these stars to study and map the dust their light travels through, contributing to the most complete picture yet of the Milky Way’s structure, star formation, and the origins of our solar system.
Our Milky Way galaxy is home to more than 100 billion stars that are often separated by trillions of miles. The spaces in between, called the interstellar medium, aren’t empty — they’re sprinkled with gas and dust that are both the seeds of new stars and the leftover crumbs from stars long dead. Studying the interstellar medium with observatories like NASA’s upcoming Nancy Grace Roman Space Telescope will reveal new insight into the galactic dust recycling system.
Credit: NASA/Laine Havens; Music credit: Building Heroes by Enrico Cacace [BMI], Universal Production Music “With Roman, we’ll be able to turn existing artist’s conceptions of the Milky Way into more data-driven models using new constraints on the 3D distribution of interstellar dust,” said Catherine Zucker, an astrophysicist at the Center for Astrophysics | Harvard & Smithsonian in Cambridge, Massachusetts.
Solving Milky Way mystery
Scientists know how our galaxy likely looks by combining observations of the Milky Way and other spiral galaxies. But dust clouds make it hard to work out the details on the opposite side of our galaxy. Imagine trying to map a neighborhood while looking through the windows of a house surrounded by a dense fog.
Roman will see through the “fog” of dust using a specialized camera and filters that observe infrared light — light with longer wavelengths than our eyes can detect. Infrared light is more likely to pass through dust clouds without scattering.
This artist’s concept visualizes different types of light moving through a cloud of particles. Since infrared light has a longer wavelength, it can pass more easily through the dust. That means astronomers observing in infrared light can peer deeper into dusty regions.Credit: NASA’s Goddard Space Flight Center Light with shorter wavelengths, including blue light produced by stars, more easily scatters. That means stars shining through dust appear dimmer and redder than they actually are.
By comparing the observations with information on the source star’s characteristics, astronomers can disentangle the star’s distance from how much its colors have been reddened. Studying those effects reveals clues about the dust’s properties.
“I can ask, ‘how much redder and dimmer is the starlight that Roman detects at different wavelengths?’ Then, I can take that information and relate it back to the properties of the dust grains themselves, and in particular their size,” said Brandon Hensley, a scientist who studies interstellar dust at NASA’s Jet Propulsion Laboratory in Southern California.
Scientists will also learn about the dust’s composition and probe clouds to investigate the physical processes behind changing dust properties.
Clues in dust-influenced starlight hint at the amount of dust between us and a star. Piecing together results from many stars allows astronomers to construct detailed 3D dust maps. That would enable scientists like Zucker to create a model of the Milky Way, which will show us how it looks from the outside. Then scientists can better compare the Milky Way with other galaxies that we only observe from the outside, slotting it into a cosmological perspective of galaxy evolution.
“Roman will add a whole new dimension to our understanding of the galaxy because we’ll see billions and billions more stars,” Zucker said. “Once we observe the stars, we’ll have the dust data as well because its effects are encoded in every star Roman detects.”
Galactic life cycles
The interstellar medium does more than mill about the Milky Way — it fuels star and planet formation. Dense blobs of interstellar medium form molecular clouds, which can gravitationally collapse and kick off the first stages of star development. Young stars eject hot winds that can cause surrounding dust to clump into planetary building blocks.
“Dust carries a lot of information about our origins and how everything came to be,” said Josh Peek, an associate astronomer and head of the data science mission office at the Space Telescope Science Institute in Baltimore, Maryland. “Right now, we’re basically standing on a really large dust grain — Earth was built out of lots and lots of really tiny grains that grew together into a giant ball.”
Roman will identify young clusters of stars in new, distant star-forming regions as well as contribute data on “star factories” previously identified by missions like NASA’s retired Spitzer Space Telescope.
“If you want to understand star formation in different environments, you have to understand the interstellar landscape that seeds it,” Zucker said. “Roman will allow us to link the 3D structure of the interstellar medium with the 3D distribution of young stars across the galaxy’s disk.”
Roman’s new 3D dust maps will refine our understanding of the Milky Way’s spiral structure, the pinwheel-like pattern where stars, gas, and dust bunch up like galactic traffic jams. By combining velocity data with dust maps, scientists will compare observations with predictions from models to help identify the cause of spiral structure—currently unclear.
The role that this spiral pattern plays in star formation remains similarly uncertain. Some theories suggest that galactic congestion triggers star formation, while others contend that these traffic jams gather material but do not stimulate star birth.
Roman will help to solve mysteries like these by providing more data on dusty regions across the entire Milky Way. That will enable scientists to compare many galactic environments and study star birth in specific structures, like the galaxy’s winding spiral arms or its central stellar bar.
NASA’s Nancy Grace Roman Space Telescope will conduct a Galactic Plane Survey to explore our home galaxy, the Milky Way. The survey will map around 20 billion stars, each encoding information about intervening dust and gas called the interstellar medium. Studying the interstellar medium could offer clues about our galaxy’s spiral arms, galactic recycling, and much more.
Credit: NASA, STScI, Caltech/IPAC The astronomy community is currently in the final stages of planning for Roman’s Galactic Plane Survey.
“With Roman’s massive survey of the galactic plane, we’ll be able to have this deep technical understanding of our galaxy,” Peek said.
After processing, Roman’s data will be available to the public online via the Roman Research Nexus and the Barbara A. Mikulski Archive for Space Telescopes, which will each provide open access to the data for years to come.
“People who aren’t born yet are going to be able to do really cool analyses of this data,” Peek said. “We have a really beautiful piece of our heritage to hand down to future generations and to celebrate.”
Roman is slated to launch no later than May 2027, with the team working toward a potential early launch as soon as fall 2026.
The Nancy Grace Roman Space Telescope is managed at NASA’s Goddard Space Flight Center in Greenbelt, Maryland, with participation by NASA’s Jet Propulsion Laboratory and Caltech/IPAC in Southern California, the Space Telescope Science Institute in Baltimore, and a science team comprising scientists from various research institutions. The primary industrial partners are BAE Systems Inc. in Boulder, Colorado; L3Harris Technologies in Rochester, New York; and Teledyne Scientific & Imaging in Thousand Oaks, California.
Download additional images and video from NASA’s Scientific Visualization Studio.
For more information about the Roman Space Telescope, visit:
https://www.nasa.gov/roman
By Laine Havens
NASA’s Goddard Space Flight Center, Greenbelt, Md.
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Last Updated Sep 16, 2025 EditorAshley BalzerContactAshley Balzerashley.m.balzer@nasa.govLocationGoddard Space Flight Center Related Terms
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By NASA
One of the challenges many teachers face year after year is a sense of working alone. Despite the constant interaction with students many questions often linger: Did the lesson stick? Will students carry this knowledge with them? Will it shape how they see and engage with the world? What can be easy to overlook is that teaching does not happen in isolation. Each classroom, or any other educational setting, is part of a much larger journey that learners travel. This journey extends through a network of educators, where each experience can build on the last. These interconnected networks, known as Connected Learning Ecosystems (CLEs), exist wherever learning happens. At their core, CLEs are the collective of people who contribute to a young person’s growth and education over time.
Educators at the August 2025 Connected Learning Ecosystems Gathering in Orono, ME engaged in discussion around using NASA data in their learning contexts. Recognizing this, NASA’s Science Activation Program launched the Learning Ecosystems Northeast (LENE) project to strengthen and connect regional educator networks across Maine and the broader Northeast. With a shared focus on Science, Technology, Engineering, and Mathematics (STEM), LENE brings together teachers, librarians, 4-H mentors, land trust educators, and many others committed to expanding scientific understanding, deepening data literacy, and preparing youth to navigate a changing planet. To support this work, LENE hosts biannual Connected Learning Ecosystem Gatherings. These multi-day events bring educators together to share progress, celebrate achievements, and plan future collaborations. More than networking, these gatherings reinforce the collective impact educators have, ensuring that their efforts resonate far beyond individual classrooms and enrich the lives of the learners they guide.
“I am inspired by the GMRI staff and participants. I never expected to get to do climate resilience-related work in my current job as a children’s librarian. I am excited to do meaningful and impactful work with what I gain from being part of this the LENE community. This was a very well-run event! Thank you to all!” -anonymous
This year’s Gathering took place August 12 and 13, 2025, in Orono, ME at the University of Maine (a LENE project partner). Nearly 70 educators from across the northeast came together for two amazingly energized days of connection, learning, and future planning. While each event is special, this summer’s Gathering was even more remarkable due to the fact that for, the first time, each workshop was led by an established LENE educator. Either by self-nomination or request from leadership (requiring little convincing), every learning experience shared over the conference days was guided by the thoughtful investigation and real life application of LENE Project Partners, CLE Lead Educators, and community collaborators.
Brian Fitzgerald and Jackie Bellefontaine from the Mount Washington Observatory in New Hampshire, a LENE Project Partner, led the group through a hands-on activity using NASA data and local examples to observe extreme weather. Librarian Kara Reiman guided everyone through the creation and use of a newly established Severe Weather Disaster Prep Kit, including games and tools to manage climate anxiety. Katrina Heimbach, a long time CLE constituent from Western Maine taught how to interpret local data using a creative and fun weaving technique. Because of the established relationship between Learning Ecosystems Northeast and the University of Maine, attendees to the Gathering were able to experience a guided tour through the Advanced Structures and Composites Center and one of its creations, the BioHome3D – the world’s first 3D printed house made entirely with forest-derived, recyclable materials.
Two full days of teachers leading teachers left the entire group feeling energized and encouraged, connected, and centered. The increased confidence in their practices gained by sustained support from their peers allowed these educators to step up and share – embodying the role of Subject Matter Expert. Seeing their colleagues take center stage makes it easier for other educators to envision themselves in similar roles and provides clear guidance on how to take those steps themselves. One educator shared their thoughts following the experience:
“This was my first time attending the LENE conference, and I was immediately welcomed and made to feel ‘part of it all’. I made connections with many of the educators who were present, as well as the LENE staff and facilitators. I hope to connect with my new CLE mates in the near future!” Another participant reported, “I am inspired by the … staff and participants. I never expected to get to do climate resilience-related work in my current job as a children’s librarian. I am excited to do meaningful and impactful work with what I gain from being part of the LENE community. This was a very well-run event! Thank you to all!”
Even with the backing of regional groups, many educators, especially those in rural communities, still struggle with a sense of isolation. The biannual gatherings play an important role in countering that, highlighting the fact that this work is unfolding across the state. Through Connected Learning Ecosystems, educators are able to build and reinforce networks that help close the gaps created by distance and geography.
These Gatherings are part of ongoing programming organized by Learning Ecosystems Northeast, based at the Gulf of Maine Research Institute, that fosters peer communities across the Northeast, through which teachers, librarians, and out-of-school educators can collaborate to expand opportunities for youth to engage in data-driven investigations and integrate in- and out-of-school learning. Learn more about Learning Ecosystems Northeast’s efforts to empower the next generation of environmental stewards: https://www.learningecosystemsnortheast.org.
The Learning Ecosystems Northeast project is supported by NASA under cooperative agreement award number NNX16AB94A and is part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn/about-science-activation/.
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Last Updated Sep 15, 2025 Related Terms
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By NASA
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Astronomers Map Stellar ‘Polka Dots’ Using NASA’s TESS, Kepler
Scientists have devised a new method for mapping the spottiness of distant stars by using observations from NASA missions of orbiting planets crossing their stars’ faces. The model builds on a technique researchers have used for decades to study star spots.
By improving astronomers’ understanding of spotty stars, the new model — called StarryStarryProcess — can help discover more about planetary atmospheres and potential habitability using data from telescopes like NASA’s upcoming Pandora mission.
“Many of the models researchers use to analyze data from exoplanets, or worlds beyond our solar system, assume that stars are uniformly bright disks,” said Sabina Sagynbayeva, a graduate student at Stony Brook University in New York. “But we know just by looking at our own Sun that stars are more complicated than that. Modeling complexity can be difficult, but our approach gives astronomers an idea of how many spots a star might have, where they are located, and how bright or dark they are.”
A paper describing StarryStarryProcess, led by Sagynbayeva, published Monday, August 25, in The Astrophysical Journal.
Watch to learn how a new tool uses data from exoplanets, worlds beyond our solar system, to tell us about their polka-dotted stars.
NASA’s Goddard Space Flight Center
Download images and videos through NASA’s Scientific Visualization Studio.
NASA’s TESS (Transiting Exoplanet Survey Satellite) and now-retired Kepler Space Telescope were designed to identify planets using transits, dips in stellar brightness caused when a planet passes in front of its star.
These measurements reveal how the star’s light varies with time during each transit, and astronomers can arrange them in a plot astronomers call a light curve. Typically, a transit light curve traces a smooth sweep down as the planet starts passing in front of the star’s face. It reaches a minimum brightness when the world is fully in front of the star and then rises smoothly as the planet exits and the transit ends.
By measuring the time between transits, scientists can determine how far the planet lies from its star and estimate its surface temperature. The amount of missing light from the star during a transit can reveal the planet’s size, which can hint at its composition.
Every now and then, though, a planet’s light curve appears more complicated, with smaller dips and peaks added to the main arc. Scientists think these represent dark surface features akin to sunspots seen on our own Sun — star spots.
The Sun’s total number of sunspots varies as it goes through its 11-year solar cycle. Scientists use them to determine and predict the progress of that cycle as well as outbreaks of solar activity that could affect us here on Earth.
Similarly, star spots are cool, dark, temporary patches on a stellar surface whose sizes and numbers change over time. Their variability impacts what astronomers can learn about transiting planets.
Scientists have previously analyzed transit light curves from exoplanets and their host stars to look at the smaller dips and peaks. This helps determine the host star’s properties, such as its overall level of spottiness, inclination angle of the planet’s orbit, the tilt of the star’s spin compared to our line of sight, and other factors. Sagynbayeva’s model uses light curves that include not only transit information, but also the rotation of the star itself to provide even more detailed information about these stellar properties.
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This artist’s concept illustrates the varying brightness of star with a transiting planet and several star spots. NASA’s Goddard Space Flight Center “Knowing more about the star in turn helps us learn even more about the planet, like a feedback loop,” said co-author Brett Morris, a senior software engineer at the Space Telescope Science Institute in Baltimore. “For example, at cool enough temperatures, stars can have water vapor in their atmospheres. If we want to look for water in the atmospheres of planets around those stars — a key indicator of habitability — we better be very sure that we’re not confusing the two.”
To test their model, Sagynbayeva and her team looked at transits from a planet called TOI 3884 b, located around 141 light-years away in the northern constellation Virgo.
Discovered by TESS in 2022, astronomers think the planet is a gas giant about five times bigger than Earth and 32 times its mass.
The StarryStarryProcess analysis suggests that the planet’s cool, dim star — called TOI 3384 — has concentrations of spots at its north pole, which also tips toward Earth so that the planet passes over the pole from our perspective.
Currently, the only available data sets that can be fit by Sagynbayeva’s model are in visible light, which excludes infrared observations taken by NASA’s James Webb Space Telescope. But NASA’s upcoming Pandora mission will benefit from tools like this one. Pandora, a small satellite developed through NASA’s Astrophysics Pioneers Program, will study the atmospheres of exoplanets and the activity of their host stars with long-duration multiwavelength observations. The Pandora mission’s goal is to determine how the properties of a star’s light differs when it passes through a planet’s atmosphere so scientists can better measure those atmospheres using Webb and other missions.
“The TESS satellite has discovered thousands of planets since it launched in 2018,” said Allison Youngblood, TESS project scientist at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. “While Pandora will study about 20 worlds, it will advance our ability to pick out which signals come from stars and which come from planets. The more we understand the individual parts of a planetary system, the better we understand the whole — and our own.”
Facebook logo @NASAUniverse @NASAUniverse Instagram logo @NASAUniverse By Jeanette Kazmierczak
NASA’s Goddard Space Flight Center, Greenbelt, Md.
Media Contact:
Alise Fisher
202-358-2546
alise.m.fisher@nasa.gov
NASA Headquarters, Washington
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Last Updated Aug 25, 2025 Related Terms
Astrophysics Exoplanet Atmosphere Exoplanets Galaxies, Stars, & Black Holes Galaxies, Stars, & Black Holes Research Goddard Space Flight Center Kepler / K2 Stars TESS (Transiting Exoplanet Survey Satellite) The Universe View the full article
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By NASA
NASA Glenn Research Center High School Engineering Institute participants, left to right: Evan Ricchetti, Edan Liahovetsky, and Doris Chen, prepare to add weights to their rover to test the effectiveness of their wheel grouser designs on Friday, July 18, 2025. Credit: NASA/Jef Janis This summer, NASA’s Glenn Research Center in Cleveland hosted the NASA Glenn High School Engineering Institute, a free, work-based learning experience designed to prepare rising high school juniors and seniors for careers in the aerospace workforce.
“The institute immerses students in NASA’s work, providing essential career readiness tools for future science, technology, engineering, and mathematics-focused academic and professional pursuits,” said Jerry Voltz of NASA Glenn’s Office of STEM Engagement.
Throughout the five-day sessions (offered three separate weeks in July), students used authentic NASA mission content and collaborated with Glenn’s technical experts. They gained a deeper understanding of the engineering design process, developed practical engineering solutions to real-world challenges, and tested prototypes to address key mission areas such as:
Acoustic dampening: How can we reduce noise pollution from jet engines? Power management and distribution: How can we develop a smart power system for future space stations? Simulated lunar operations: Can we invent tires that don’t use air? NASA Glenn Research Center High School Engineering Institute participants, left to right: Adriana Pudloski, Anadavel Sakthi, Aditya Rohatgi, and Alexa Apshago, make modifications to the control system program for their rover on Friday, July 18, 2025. Credit: NASA/Jef Janis Voltz said he hoped students left the program with three key takeaways: a deeper curiosity and excitement for STEM careers, firsthand insight into how cutting-edge technology developed in Cleveland contributes to NASA’s most prominent missions, and most importantly, a feeling of empowerment gained from engaging with some of NASA’s brightest minds in the field.
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By NASA
Explore This Section Science Courses & Curriculums for… STEM Educators Are Bringing… Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 4 min read
STEM Educators Are Bringing Hands-On NASA Science into Virginia Classrooms
Professional learning experiences are integral to the enhancement of classroom instruction. Teachers, at the forefront of Science, Technology, Engineering, & Mathematics (STEM) education, play a key role in the advancement of STEM learning ecosystems and citizen science.
On June 24-25, 2025 – despite a major east coast heat wave – twenty-four educators from eight school districts in the Hampton Roads region of southeastern Virginia (Newport News, Hampton City, Virginia Beach City, Isle of Wight County, Poquoson City, Norfolk, York County, and Suffolk Public Schools) converged at the National Institute of Aerospace (NIA) in Hampton, VA for a professional development workshop led by experts from NASA Langley Research Center and the NASA Science Activation program’s NIA-led NASA eClips team. Developed in collaboration with another NASA Science Activation team, GLOBE (Global Learning and Observations to Benefit the Environment) Mission Earth, and with support from the Coastal Virginia STEM Hub (COVA STEM) – a “STEM learning ecosystem targeting pre-K to adult residents in Coastal Virginia” – this two-day training, also provided comprehensive resources, including lesson plans, pacing guides, classroom activities, and books, all designed for integration into Hampton Roads classrooms.
The NASA Langley team led workshop participants through a training about GLOBE, a program dedicated to advancing Earth System science through data collected by volunteer members of the public, also known as ‘citizen scientists’. GLOBE invites educators, students, and members of the public worldwide (regardless of citizenship) to collect and submit cloud, surface temperature, and land cover observations using the GLOBE Observer app – a real-time data collection tool available right on their smartphones. These observations are then used to help address scientific questions at local, regional, and global scales. Through this training, the educators participated in K-20 classroom-friendly sample lessons, hands-on activities, and exploring the GLOBE Observer app, ultimately qualifying them as GLOBE Certified Educators. Earth System science lessons, activities, and information on how to download the GLOBE Observer citizen science app are available on the GLOBE website. Similarly, NASA eClips, which focuses on increasing STEM literacy in K-12 students, provided educators with free, valuable, standards-based classroom resources such as educator guides, informational videos, engineering design packets, and hands-on activities, which are available to educators and students alike on the NASA eClips’ website. Throughout the training, educators collaborated in grade-level groups, brainstorming new ways to integrate these standards-based NASA science resources.
One educator envisioned incorporating GLOBE’s cloud resources and supportive NASA eClips videos into her energy budget unit. Others explored modifying a heat-lamp experiment to include humidity and heat capacity. One teacher enthusiastically noted in response to a GLOBE urban heat island lesson plan, “The hands-on elements are going to be really great deliverables!” The creative energy and passion for education were palpable.
The dedication of both NIA and NASA Langley to education and local community support was evident. This professional learning experience offered educators immediately-applicable classroom activities and fostered connections among NASA science, NASA eClips, the GLOBE Program, and fellow educators across district lines. One educator highlighted the value of these networking opportunities, stating, “I do love that we’re able to collaborate with our colleagues so we can plan for our future units during the school year”. Another participant commented, “This is a great program…I am going to start embedding [this] in our curriculum.”
GME (supported by NASA under cooperative agreement award number NNX16AC54A) and NASA eClips (supported by NASA under cooperative agreement award number NNX16AB91A) are part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn
GLOBE educator Marilé Colón Robles demonstrates a kinesthetic activity. Share
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Last Updated Aug 04, 2025 Editor NASA Science Editorial Team Location NASA Langley Research Center Related Terms
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