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Dr. Laurent Pueyo Receives 2016 Outstanding Young Scientist Award
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By European Space Agency
An international team of astronomers has used the NASA/ESA/CSA James Webb Space Telescope to detect the first brown dwarf candidates outside the Milky Way in the star cluster NGC 602.
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By NASA
Flight Engineer Joe Acaba holds a children’s book that he is reading from as part of the Story Time From Space program. Astronauts read aloud from a STEM-related children’s book while being videotaped and demonstrate simple science concepts and experiments aboard the International Space Station. Stories open up new worlds and spark curiosity in readers of all ages – and NASA is using the power of storytelling to encourage the Artemis Generation to explore STEM (science, technology, engineering, and mathematics). Through the below list of reading resources – books, comics, and graphic novels written and illustrated by NASA experts, and video read-alongs by astronauts – students will find themselves exploring the Moon, piloting a cutting-edge aircraft, searching for life among the stars, and more.
Come along with NASA on a journey of discovery!
Story Time With NASA Astronauts (Grades Pre-K to 4)
Take your reading adventure out of this world! In this video playlist, astronauts read storybooks aloud from aboard the International Space Station and other locations around NASA.
Kids Club Picture Show (Grades Pre-K to 4)
View cool pictures from NASA missions and more! This curated collection of fascinating photos introduces young explorers to a variety of topics across NASA. Each photo includes a short description with the option to hear it read aloud.
Astro-Not-Yet Storybooks (Grades K-4)
These storybooks follow along as an ambitious classroom of students learn about the International Space Station, NASA’s Commercial Crew Program, and important STEM concepts such as microgravity and sound waves. The books are available in English and Spanish.
The Adventures of Kennedy and Duke Storybook (Grades K-4)
This book follows the experiences of Kennedy, a fictional young girl who discovers an amateur radio during a visit to her grandfather’s farm. While learning to use the radio, she communicates with Duke, an astronaut living and working aboard the International Space Station. Also available in Spanish.
You Are Going, illustrated by former NASA intern Shane Tolentino, shares a glimpse into future Artemis missions. You Are Going (Grades K-4 and 5-8)
Through “You Are Going,” readers get a glimpse into NASA’s Artemis campaign. Learn about NASA’s powerful megarocket, the SLS (Space Launch System), as well as the Orion spacecraft, the Gateway, and other important elements that will help make these pioneering flights possible. Also available in Spanish and French.
Hooray For SLS (Grades K-4)
NASA is working to send humans back to the Moon to live, learn, and explore through the Artemis campaign – and as members of the Artemis Generation, today’s students are invited to be part of the story. “Hooray for SLS!” is the first in a series of children’s books introducing young explorers ages 3 to 8 to the SLS rocket and other components of the Artemis missions.
The Adventures of Commander Moonikin Campos and Friends Comics (Grades K-4 and 5-8)
Although no astronauts flew around the Moon on the Artemis I mission, the mission included a crew of manikins – Commander Moonikin Campos and two identical manikin torsos – outfitted with sensors to capture data during the flight. This webcomic explains what the manikins experienced on the Artemis I mission around the Moon. Also available in Spanish.
During World War II the United States Army Air Corps created the first fighter squadron in its history made up of Black military pilots. They became known as the Tuskegee Airmen. Their success in war overseas, and challenges faced at home, helped light the path toward equal rights for all. Aeronautics Leveled Readers (Grades K-4, 5-8, and 9-12)
The history of American aviation comes to life through these stories written at elementary, middle school, and high school levels. Students will read about important figures in aviation such as Amelia Earhart and the Tuskegee Airmen, as well as mini biographies of NASA employees Danielle Koch, Maria Cabellero, and Red Jensen.
Ruby Flottum reads the first issue of NASA’s “First Woman” graphic novel, entitled “Dream to Reality,” on Monday, July 25, 2022 at AirVenture at Oshkosh. First Woman Graphic Novels (Grades 5-8, 9-12, and Higher Education)
This graphic novel series takes readers into the world of fictional astronaut Callie Rodriguez, the first woman to explore the Moon. Build on the story’s lessons with the accompanying hands-on activities and videos designed for use in K-12 informal education settings. Also available in Spanish.
Astrobiology Graphic Novels (Grades 5-12)
Produced within NASA’s Astrobiology Program, “Astrobiology” is a graphic novel series that explores the many facets of astrobiology: the study of the origin, evolution, and distribution of life in the universe. Some novels are also available in Japanese, Korean, or Spanish editions.
Explore Further
There’s more to explore! Check out NASA’s STEM Search for additional resources for each grade level, including hands-on activities, games, educator guides, and more. Visit NASA’s Learning Resources for the latest news and resources from the agency’s Office of STEM Engagement.
Keep Exploring Discover More STEM Topics From NASA
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By NASA
4 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
Jacquelyn Shuman visually assesses a prescribed fire at Ft. Stewart in Georgia, working with partner organizations as part of the Department of Defense Ft. Stewart 2024 Fire Research Campaign. USFS/Linda Chappell Jacquelyn Shuman, FireSense Project Scientist at NASA Ames Research Center, originally wanted to be a veterinarian. By the time she got to college, Shuman had switched interests to biology, which became a job teaching middle and high school science. Teaching pivoted to finance for a year, before Shuman returned to the science world to pursue a PhD.
It was in a forest ecology class taught by her future PhD advisor, Herman “Hank” Shugart, that she first discovered a passion for ecosystems and dynamic vegetation that led her into the world of fire science, and eventually to NASA Ames.
While Shuman’s path into the world of fire science was not a direct one, she views her diverse experiences as the key to finding a fulfilling career. “Do a lot of different things and try a lot of different things, and if one thing isn’t connecting with you, then do something different,” Shuman said.
Diving into the World of Fire
Shuman’s PhD program focused on boreal forest dynamics across Russia, examining how the forest changes in response to climate change and wildfire. During her research, she worked mainly with scientists from Russia, Canada, and the US through the Northern Eurasia Earth Science Partnership Initiative (NEESPI), where Shugart served as the NEESPI Chief Scientist. “The experience of having a highly supportive mentor, being a part of the NEESPI community, and working alongside other inspiring female scientists from across the globe helped me to stay motivated within my own research,” Shuman said.
After completing her PhD, Shuman wanted to become involved in collaborative science with a global impact, which led her to the National Center for Atmospheric Research (NCAR). There, she spent seven years working as a project scientist on the Next Generation Ecosystem Experiment NGEE-Tropics) on a dynamic vegetation model project called FATES (Functionally Assembled Terrestrial Ecosystem Simulator). As part of the FATES team, Shuman used computer modeling to test vegetation structure and function in tropical and boreal forests after wildfires, and was the lead developer for updating the fire portion of the model.
This figure shows fire characteristics from an Earth system model that uses vegetation structure and interactive fire. The FATES model captures the fire intensity associated with burned land and grass growth in the Southern Hemisphere. Shuman et al. 2024 GMD Fire has also played a powerful role in Shuman’s personal life. In 2021, the Marshall Fire destroyed neighborhoods near her hometown of Boulder, Colorado, causing over $513 million of damage and securing its place as the state’s most destructive wildfire. Despite this, Shuman is determined to not live in fear. “Fire is part of our lives, it’s a part of the Earth system, and it’s something we can plan for. We can live more sustainably with fires.” The way to live safely in a fire-inclusive ecosystem, according to Shuman, is to develop ways to accurately track and forecast wildfires and smoke, and to respond to them efficiently: efforts the fire community is continuously working on improving.
The Fire Science Community
Collaboration is a critical element of wildland fire management. Fire science is a field that involves practitioners such as firefighters and land managers, but also researchers such as modelers and forecasters; the most effective efforts, according to Shuman, come when this community works together. “People in fire science might be out in the field and carrying a drip torch and marching along in the hilltops and the grasslands or be behind a computer and analyzing remote sensing data,” Shuman said. “We need both pieces.”
Protecting communities from wildfire impacts is one of the most fulfilling aspects of Shuman’s career, and a goal that unites this community. “Fire research poses tough questions, but the people who are thinking about this are the people who are acting on it,” Shuman said. “They are saying, ‘What can we do? How can we think about this? What information do we need? What are the questions?’ It’s a special community to be a part of.”
Looking to the Future of Fire
Currently at NASA Ames Research Center, Shuman is the Project Scientist for FireSense: a project focused on delivering NASA science and technology to practitioners and operational agencies. Shuman acts as the lead for the project office, identifying and implementing tools and strategies. Shuman still does ecosystem modeling work, including implementing vegetation models that forecast the impact of fire, but also spends time traveling to active fires across the country so she can help partners implement NASA tools and strategies in real time.
FireSense Project Scientist Jacquelyn Shuman stands with Roger Ottmar (United States Forest Service), surveying potential future locations for prescribed burns in Fishlake National Forest. NASA Ames/Milan Loiacono
“Right now, many different communities are all recognizing that we can partner to identify the best path forward,” Shuman said. “We have an opportunity to use everyone’s strengths and unique perspectives. It can be a devastating thing for a community and an ecosystem when a fire happens. Everyone is interested in using all this collective knowledge to do more, together.”
Written by Molly Medin, NASA Ames Research Center
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Last Updated Oct 17, 2024 Related Terms
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By NASA
The NASA Science Activation (SciAct) Program has been selected to receive the American Geophysical Union (AGU) 2024 Excellence in Earth and Space Science Education Award. This prestigious, annual award, established in 1995, honors a mid-career or senior scientist team, individual, or group that has demonstrated a sustained commitment to broad, positive impact on Earth and space science education at any education level from kindergarten through postgraduate studies.
SciAct engages learners of all ages in all 50 states and 4 US territories with Earth and space science. Through an extensive network of nearly 600 partners, SciAct develops, co-creates, validates, and disseminates effective learning resources and activities to support the needs of learners in their pursuit of knowledge, including specific underrepresented groups such as: Black, blind and low vision, community college, differently abled, Hispanic, immigrant, Indigenous, multilingual, neurodiverse, rural, and other underserved communities. Furthermore, SciAct project teams share lessons-learned and best practices across the SciAct community to facilitate ongoing learning and growth for the entire SciAct community, ensuring the implementation of ever-more effective approaches for reaching all learners.
Since SciAct began in January 2016, its network has grown in strength and capacity. When reach data were collected for the first time in 2019, SciAct reported 15 million learner interactions. Four years later, in 2023, SciAct reported nearly 76 million learner interactions, a 506% increase. With many SciAct resources freely available online, 10 million of those interactions occurred across 170 other countries. In April 2024 alone, as part of a larger NASA-led eclipse mobilization, SciAct reported more than 62 million learner interactions, intentionally bringing the excitement of that celestial event to people in all 50 states, as well as Puerto Rico, Mexico, and Canada, to include learners far beyond the path of totality.
The SciAct model is built on a foundation of NASA science. NASA Earth and space science research content areas, missions, scientists and other technical experts, and data are the building blocks of all SciAct learning resources and activities. Nearly 1,000 subject matter experts support the SciAct program to ensure science content is accurate, up-to-date, and – working with education/learning experts – accessible to diverse learner communities. Through these interactions, SciAct also influences scientists, showing them effective ways to contribute towards learning goals and reach new audiences. An increasing number of activities are specifically focused on giving scientists – especially early career scientists – the skills and knowledge to connect with learners outside the research community.
SciAct began as an experiment for conducting NASA Science education and outreach in a new, more coordinated way. Eight years later, that experiment has given rise to a powerful and effective approach for sharing the wonder of NASA science, content, and experts with the world. It is an honor for the NASA Science Activation program to be recognized by AGU, the world’s largest Earth and space science association, for its role in advancing science, transforming our understanding of the world, impacting our everyday lives, improving our communities, and contributing to solutions for a sustainable future.
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Last Updated Sep 23, 2024 Related Terms
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By NASA
Linette Boisvert turned a childhood love of snow into a career as a sea ice scientist studying climate change.
Name: Linette Boisvert
Title: Assistant Lab Chief, Cryospheric Sciences Branch, and Deputy Project Scientist for the Aqua Satellite
Formal Job Classification: Sea Ice Scientist
Organization: Cryospheric Science Branch, Science Directorate (Code 615)
“When it snowed, school was cancelled so I loved winter weather, and I was fascinated how weather could impact our daily lives,” said Linette. “One of my undergraduate classes had a guest lecturer talk about the Arctic and that is when decided that I wanted to become an Arctic scientist.”Photo credit: NASA/Kyle Krabill What do you do and what is most interesting about your role here at Goddard?
As a sea ice scientist, I study interactions between the sea ice and the atmosphere. I’m interested in how the changing sea ice conditions and loss of Arctic ice are affecting the atmospheric conditions in the Artic.
Why did you become a sea ice scientist? What is your educational background?
I grew up in Maryland. When it snowed, school was cancelled so I loved winter weather, and I was fascinated how weather could impact our daily lives. One of my undergraduate classes had a guest lecturer talk about the Arctic and that is when decided that I wanted to become an Arctic scientist. This also coincided with the Arctic sea ice minimum in 2007, at the time, a record low.
In 2008, I got a B.S. in environmental science with a minor in math from the University of Maryland, Baltimore County (UMBC). I received my master’s and, in 2013, got a Ph.D. in atmospheric and oceanic sciences from the University of Maryland, College Park.
How did you come to Goddard?
My doctorate advisor worked at Goddard. In 2009, he brought me into Goddard’s lab to do my Ph.D. research. I became a post-doctorate in 2013, an assistant research scientist in 2016 (employed by UMD/ESSIC) and, in 2018, a civil servant.
Dr. Linette Boisvert is a sea ice scientist at NASA’s Goddard Space Flight Center in Greenbelt, Md. Photo credit: NASA/Jeremy Harbeck What is the most interesting field work you do as the assistant lab chief of Goddard’s Cryospheric Sciences Branch?
From 2018 to 2020, I was the deputy project scientist for NASA’s largest and longest running airborne campaign, Operation IceBridge. This involved flying aircraft with scientific instruments over both land ice and sea ice in the Arctic and Antarctic. Every spring, we would set up a base camp in a U.S. Air Force base in Greenland and fly over parts of the sea ice over Greenland and the Arctic, and in the fall we would base out of places like Punta Arenas, Chile, and Hobart, Australia, to fly over the Antarctic.
We would fly low, at 1,500 feet above the surface. It is very, very cool to see the ice firsthand. It is so pretty, so vast, and complex. We would spend 12 hours a day on a plane just surveying the ice.
Being based out of Greenland is very remote. Everything is white. Everything looks like it is closer than it is. You do not have a point of reference for any perspective. It is very quiet. There is no background ambient noise. You do not hear bugs, birds, or cars, just quiet.
Our team was about 20 people. Other people live at the base. The campaigns lasted six to eight weeks. I was there about three to four weeks each time. Many of the group had been doing these campaigns for a decade. I felt like I had joined a family. In the evenings, we would often cook dinner together and play games. On days we could not fly, we would go on adventures together like visiting a glacier or hiking. We saw musk ox, Arctic fox, Arctic hares, and seals.
How did it feel to become the deputy project scientist for the Aqua satellite, which provided most of the data you used for your doctorate and publications?
In January 2023, I became the deputy project scientist for the Aqua satellite, which launched in 2002. Aqua measures the Earth’s atmospheric temperature, humidity, and trace gases. Most of my doctorate and publications used data from Aqua to look at how the sea ice loss in the Arctic is allowing for excess heat and moisture from the ocean to move into the atmosphere resulting in a warmer and wetter Arctic.
I am honored. I feel like I have come full circle. The team welcomed me into the mission and taught me a lot of things. I am grateful to be working with such a brilliant, hardworking team.
Who is your science hero?
My father encouraged me to get a doctorate in science. My father has a doctorate in computer science and math. He works at the National Institute of Standards and Technology. I wanted to be like him when I was growing up. I came close, working at NASA, another part of the federal government. My mother, a French pastry chef, always kept me well fed.
“We would fly low, at 1,500 feet above the surface,” said Linette. “It is very, very cool to see the ice firsthand. It is so pretty, so vast, and complex. We would spend 12 hours a day on a plane just surveying the ice.”Photo credit: NASA/John Sonntag My father is very proud of me. He thinks I am more of a superstar than he was at my age, but I do not believe it. My mother is also proud and continues to keep me well fed.
Who is your Goddard mentor?
Claire Parkinson, now an emeritus, was the project scientist for Aqua since its inception. When she retired, she encouraged me to apply for the deputy position. She had confidence in me which gave me the confidence to apply for the position. She is still always available to answer any questions. I am very thankful that she has been there for me throughout my career.
What advice do you give to those you mentor?
I recently began advising young scientists; one undergraduate student, two graduate students, and one post-doctoral scientist. We meet weekly as a group and have one-on-one meetings when appropriate. They share their progress on their work. Sometimes we practice presentations they are about to give.
It is sometimes hard starting out to think that you are smart because Goddard is full of so many smart people. I tell them that they are just as capable when it comes to their research topic. I tell them that they fit in well with the Goddard community. I want to create a comfortable, respectful, and inclusive environment so that they remain in science.
What do you do for fun?
I enjoy running and paddle boarding with my dog Remi, my long-haired dachshund. I enjoy reading. I love to travel and be around friends and family. But I do not enjoy cooking, so I do not bake French pastries like my mom.
Where do you see yourself in five years?
I hope to continue doing research including field work. It would be great if some of my students finished their studies and joined my lab. I hope that I am still making people proud of me.
What is your “six-word memoir”? A six-word memoir describes something in just six words.
Hard-working. Smart. Inquisitive. Adventurous. Kind. Happy.
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 Sep 10, 2024 EditorMadison OlsonContactRob Garnerrob.garner@nasa.govLocationGoddard Space Flight Center Related Terms
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