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NASA's Aerospace Safety Advisory Panel Releases 2020 Annual Report
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By Space Force
The Department of the Air Force provided guidance March 19 for military members and civilian employees who are presently on TDY, traveling on PCS orders, or scheduled to begin such travel for A1-sponsored training.
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
Media are invited to meet leaders in the space community during the 62nd annual Goddard Space Science Symposium, taking place from Wednesday, March 19, to Friday, March 21, at Martin’s Crosswinds in Greenbelt, Maryland. The symposium will also be streamed online.
Hosted by the American Astronautical Society (AAS) in conjunction with NASA’s Goddard Space Flight Center in Greenbelt, the symposium examines the current state and future of space science and space exploration at large by convening leading minds across NASA, other government agencies, policy, academia, and industry – collectively navigating a path forward by identifying the opportunities and challenges ahead.
This year’s theme, “Pathways and Partnerships for U.S. Leadership in Earth and Space Science,” highlights the evolving collaborative landscape between the public and private sectors, as well as how it is helping the United States remain and grow as a leading space power.
“Earth and space science are complex by nature, with a growing list of public and private enterprises carving out their space,” said Christa Peters-Lidard, co-chair of the symposium planning committee and Goddard’s director of sciences and exploration. “It’s an exciting time as we work to determine the future trajectory of space exploration in this new era, and the Goddard Space Science Symposium is an instrumental tool for gathering the insights of leading experts across a broad spectrum.”
AAS President Ron Birk and Goddard Deputy Center Director Cynthia Simmons will deliver the symposium’s opening remarks on March 19, followed by panels on enabling science and exploration from the Moon to Mars and navigating space science and exploration policy. Greg Autry, associate provost for space commercialization and strategy at the University of Central Florida, will deliver the keynote address. The first day will conclude with an industry night reception.
The second day of the symposium on Thursday, March 20, will feature panels on enhancing U.S. economic leadership through science, the Habitable Worlds Observatory, and the confluence of public science and the private sector. Gillian Bussey, deputy chief science officer for the U.S. Space Force, will serve as the luncheon speaker.
Panels on the third and final day, March 21, will discuss integrating multi-sector data to advance Earth and space science, the Heliophysics Decadal Survey, and the space weather enterprise. Mark Clampin, acting deputy associate administrator for the NASA Science Mission Directorate, will provide the luncheon address.
Media interested in arranging interviews with NASA speakers should contact Jacob Richmond, Goddard acting news chief.
For more information on the Goddard Space Science Symposium and the updated program, or to register as a media representative, visit https://astronautical.org/events/goddard.
For more information on NASA’s Goddard Space Flight Center, visit https://www.nasa.gov/goddard.
Media Contact:
Jacob Richmond
NASA’s Goddard Space Flight Center, Greenbelt, Md.
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Last Updated Mar 18, 2025 EditorJamie AdkinsLocationNASA Goddard Space Flight Center Related Terms
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By NASA
NASA’s Office of STEM Engagement at Johnson Space Center offers Texas high school students a unique gateway to the world of space exploration through the High School Aerospace Scholars (HAS) program. This initiative gives juniors hands-on experience, working on projects that range from designing spacecraft to planning Mars missions.
Nearly 30 participants who have been hired by NASA in the past five years are HAS alumni. Their stories highlight the program’s impact on students—inspiring innovation, fostering collaboration, unlocking their potential as they move forward into STEM careers.
Discover how the HAS experience has shaped these former students’ space exploration journey.
Jaylon Collins: Designing the Future of Spaceflight
Jaylon Collins always knew he wanted to study the universe but HAS shifted his perspective on what a STEM career could be.
“HAS brought a newfound perspective on what my STEM career could look like, and that shift led me to where I am today,” Collins said. “The coursework, NASA-led seminars, and space exploration research showed me that I could do direct design work to aid humanity’s exploration of the cosmos. I didn’t want to only learn about our universe—I wanted to help explore it.”
Jaylon Collins with his parents at the University of Texas at Austin after being accepted as a student class of 2028. “HAS showed me that a career in STEM doesn’t require a label, only your passion,” Collins said. “I saw that STEM could lead to endless career paths, and the guide was whatever I was most passionate about.”
He saw firsthand how engineers tackle the challenges of spaceflight, from designing spacecraft to solving complex mission scenarios. His strong performance in the program earned him an invitation to Moonshot, a five-day virtual challenge where NASA scientists and engineers mentor students through an Artemis-themed mission. His team developed a Mars sample return mission, an experience that taught him valuable lessons in teamwork.
“We combined our knowledge to design solutions that fit our mission profile, and I learned how problem-solving goes beyond the obvious tools like math and science,” he said. “Instead, it entails finding unique methods that trade off certain elements to bolster others and finding the optimal solution for our problem. HAS taught me to listen more than talk and take constructive feedback to create a solid plan.”
Now studying aerospace engineering at the University of Texas at Austin, Collins credits HAS with building his professional network and opening doors to NASA internship opportunities.
“I learned so much from seminars, my peers, and my Moonshot mentors about not only my academic future but also my prospective career,” he said. “My HAS experience has granted me a web of internship opportunities at NASA through the Gateway Program, and I hope that I can leverage it soon in L’Space Academy’s Lucy Internship.”
Jaylon Collins at Johnson Space Center with the 2024 astronaut graduate class. Collins hopes to contribute to NASA’s mission by developing solutions for deep space travel. Beyond that, he wants to inspire the next generation.
“I believe that the goal of universal knowledge is to reverberate the passions I have onto other curious dreamers,” he said. “Having mentors who teach the curious is the way we progress and innovate as a society, and I am dedicated to being one of those mentors one day.”
Erin Shimoda: Guiding Astronauts to Safety
Erin Shimoda’s path to becoming an aerospace engineer did not start with a clear vision of her future. Growing up in a family full of engineers and scientists, she was already on the STEM path, but she did not know where to focus. HAS changed that.
“HAS exposed me to so many different things that an aerospace engineer does,” she said. “I learned about the history of humans in space, NASA’s missions, how to design 3D models, how to apply equations from math class to real-life scenarios.”
During the program’s summer experience, she and her team designed a mission to send humans to Mars. She credits the program with inspiring her to earn an aerospace engineering degree.
Official portrait of Erin Shimoda. NASA/Josh Valcarcel The HAS program also reshaped her understanding of what a STEM career could look like. “My mentors were incredible. They talked about their projects with such energy and passion. It made me want to feel that way about my own work,” she said. “I didn’t realize before how exciting and innovative working in STEM could be.”
Shimoda said every person she met through HAS was inspiring. “Just knowing that those people existed and worked at NASA helped push me to persevere and succeed in my undergraduate career. I had plenty of bumps in the road, but I had a goal in mind that others had achieved before me, so I knew I could, too.”
One of the biggest lessons she took from the program was the power of collaboration. In high school, she often felt like she was carrying the load on group projects, which left her with a negative view of working on a team. HAS changed that perspective.
“During HAS, everyone was very passionate about accomplishing our goal, so I was consistently supported by my peers,” she said. “That’s so true at NASA, too. Not one single person can build an entire mission to the Moon. We’re all so passionate about accomplishing the mission, so we always support each other and strive for excellence.”
Shimoda also saw firsthand how diverse perspectives lead to better results. “There are many ways to come to a solution, and not every solution is right,” she said. “Collaboration leads to innovation and better problem-solving.”
Erin Shimoda stands in front of a presentation on the Launch Abort System for NASA’s Orion spacecraft and Space Launch System rocket.NASA/Robert Markowitz Now, Shimoda plays a key role in NASA’s Orion Program, ensuring astronaut safety through comprehensive ascent abort planning and procedures, and supporting Artemis recovery operations. She works on guidance, navigation, and control, predicting where the crew module and recovery hardware will land so teams—including the U.S. Navy—are in the right place at the right time.
“It’s exciting because we get to go ‘in the field’ on a U.S. Navy ship during training. Last year, I spent a week on a Navy ship, and seeing everything come together was incredible,” she said.
Her advice for students exploring STEM? “Try every opportunity possible! I joined almost every club imaginable. When I saw the HAS poster in front of my high school’s library, I thought to myself, ‘Well, I’m not in anything space-related yet!’ and the rest is history.”
Looking ahead, she is eager for what is to come. “I’m especially excited for Artemis III, where I’ll be directly involved in recovery operations,” Shimoda said. “I hope that all this work propels us to a future with a sustained human presence on the Moon.”
Hallel Chery: Aspiring Astronaut and Emerging Leader
Hallel Chery is a high school senior who will pursue a degree in mechanical engineering and materials science at Harvard College, with her sights set on becoming both an engineer and an astronaut.
She completed all three stages of HAS: the online course, the virtual Moonshot challenge, and the five-day on-site experience at Johnson. Balancing the program with academics and leading a school-wide tutoring club pushed her limits—but also broadened her confidence.
“I learned that I could take on a tremendous amount of work at one time,” she said. “This realization has helped me become more ambitious in my future plans.”
A portrait of Hallel Chery during her time in the High School Aerospace Scholars program. Moonshot was her proving ground. Tasked with redesigning a module for NASA’s future Gateway lunar space station, she led a team of eight HAS scholars—none of whom she had met before—through an intense, weeklong mission. Their work was presented to NASA scientists and engineers and her group landed among the top teams in the challenge.
“The experience strengthened my confidence in my abilities as a leader,” said Chery. “I learned that I thrive under pressure and am well prepared to tackle any challenge, technical or interpersonal, no matter how difficult it is.”
“Moonshot exposed me for the first time to true, deep teamwork,” she said. “Interacting almost non-stop with the same people over one week in a high stakes situation truly taught me about the dynamics of how teams work, the value of teamwork, and being an effective leader. This, coupled with the program’s emphasis on the importance of teamwork have firmly ingrained in me the essentiality of this core NASA value.”
While at Johnson, Chery toured the Space Vehicle Mockup Facility, watched astronauts suit up at the Neutral Buoyancy Laboratory, and visited the Mission Control Center. “Spending only a few days at Johnson, I can truly say that as an aspiring astronaut, being there felt just like home,” Chery said.
Hallel Chery in a spacesuit mockup at Johnson Space Center. “Because of HAS, I directly visualize myself working in a team to solve the problems I wanted to tackle instead of primarily focusing on the individual accomplishments that will solve them,” she said. “The program taught me how essential teamwork is to effective problem solving and innovation.”
The advice she has for the next generation is to keep exploring and to answer the question: What do you want to contribute for the good of the world?
HAS also introduced her to professional networking early in her academic career. Engaging with NASA professionals provided insight into the agency’s work culture and internship opportunities.
Now, as she prepares for her future in mechanical engineering and materials science, Chery is determined to apply what she has learned.
She is particularly grateful for the mentorship of NASA consultant Gotthard Janson, who provided encouragement and guidance throughout the HAS journey.
“The opportunity to connect with great professionals like him has provided additional wisdom and support as I grow through my academic and professional career,” she said.
Looking ahead, Chery aims to design space habitats, create innovative exercise solutions, and develop advanced materials for use in space.
“I want to help propel humanity forward—on Earth, to the Moon, Mars, and beyond—while inspiring others in the Artemis Generation,” she said. “Building and launching my rocket at Johnson felt like launching my future—one dedicated to contributing to NASA and humanity.”
Johnson Space Center will showcase its achievements at the Texas Capitol for Space Day Texas on Tuesday, March 25. The High School Aerospace Scholars program will have a booth, and NASA will have interactive exhibits highlighting the programs and technologies that will help humanity push forward to the Moon and Mars.
Learn more about NASA’s involvement here.
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By Space Force
The Department of the Air Force announced effective immediately, administrative leave, travel, and transportation reimbursement for elective abortion will cease.
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By NASA
4 min read
NASA Atmospheric Wave-Studying Mission Releases Data from First 3,000 Orbits
Following the 3,000th orbit of NASA’s AWE (Atmospheric Waves Experiment) aboard the International Space Station, researchers publicly released the mission’s first trove of scientific data, crucial to investigate how and why subtle changes in Earth’s atmosphere cause disturbances, as well as how these atmospheric disturbances impact technological systems on the ground and in space.
“We’ve released the first 3,000 orbits of data collected by the AWE instrument in space and transmitted back to Earth,” said Ludger Scherliess, principal investigator for the mission and physics professor at Utah State University. “This is a view of atmospheric gravity waves never captured before.”
Available online, the data release contains more than five million individual images of nighttime airglow and atmospheric gravity wave observations collected by the instrument’s four cameras, as well as derived temperature and airglow intensity swaths of the ambient air and the waves.
This image shows AWE data combined from two of the instrument’s passes over the United States. The red and orange wave-structures show increases in brightness (or radiance) in infrared light produced by airglow in Earth’s atmosphere. NASA/AWE/Ludger Scherliess “AWE is providing incredible images and data to further understand what we only first observed less than a decade ago,” said Esayas Shume, AWE program scientist at NASA Headquarters in Washington. “We are thrilled to share this influential data set with the larger scientific community and look forward to what will be discovered.”
Members of the AWE science team gather in the mission control room at Utah State University to view data collected by the mapping instrument mounted on the outside of the International Space Station. SDL/Allison Bills Atmospheric gravity waves occur naturally in Earth’s atmosphere and are formed by Earth’s weather and topography. Scientists have studied the enigmatic phenomena for years, but mainly from a few select sites on Earth’s surface.
“With data from AWE, we can now begin near-global measurements and studies of the waves and their energy and momentum on scales from tens to hundreds and even thousands of kilometers,” Scherliess said. “This opens a whole new chapter in this field of research.”
Data from AWE will also provide insight into how terrestrial and space weather interactions affect satellite communications, and navigation, and tracking.
“We’ve become very dependent on satellites for applications we use every day, including GPS navigation,” Scherliess said. “AWE is an attempt to bring science about atmospheric gravity waves into focus, and to use that information to better predict space weather that can disrupt satellite communications. We will work closely with our collaborators to better understand how these observed gravity waves impact space weather.”
AWE’s principal investigator, Ludger Scherliess, briefs collaborators of initial analysis of early AWE data. Information from the NASA-funded mission is helping scientists better understand how weather on Earth affects weather in space. SDL/Allison Bills The tuba-shaped AWE instrument, known as the Advanced Mesospheric Temperature Mapper or AMTM, consists of four identical telescopes. It is mounted to the exterior of the International Space Station, where it has a view of Earth.
As the space station orbits Earth, the AMTM’s telescopes capture 7,000-mile-long swaths of the planet’s surface, recording images of atmospheric gravity waves as they move from the lower atmosphere into space. The AMTM measures and records the brightness of light at specific wavelengths, which can be used to create air and wave temperature maps. These maps can reveal the energy of these waves and how they are moving through the atmosphere.
To analyze the data and make it publicly available, AWE researchers and students at USU developed new software to tackle challenges that had never been encountered before.
“Reflections from clouds and the ground can obscure some of the images, and we want to make sure the data provide clear, precise images of the power transported by the waves,” Scherliess said. “We also need to make sure the images coming from the four separate AWE telescopes on the mapper are aligned correctly. Further, we need to ensure stray light reflections coming off the solar panels of the space station, along with moonlight and city lights, are not masking the observations.”
As the scientists move forward with the mission, they’ll investigate how gravity wave activity changes with seasons around the globe. Scherliess looks forward to seeing how the global science community will use the AWE observations.
“Data collected through this mission provides unprecedented insight into the role of weather on the ground on space weather,” he said.
AWE is led by Utah State University in Logan, Utah, and it is managed by the Explorers Program Office at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. Utah State University’s Space Dynamics Laboratory built the AWE instrument and provides the mission operations center.
By Mary-Ann Muffoletto
Utah State University, Logan, UT
NASA Media Contact: Sarah Frazier
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Last Updated Mar 14, 2025 Related Terms
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