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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 NASA
Credit: NASA The Aerospace Safety Advisory Panel (ASAP), an advisory committee that reports to NASA and Congress, issued its 2024 annual report Thursday examining the agency’s safety performance, accomplishments, and challenges during the past year.
The report highlights 2024 activities and observations on NASA’s work, including:
strategic vision and agency governance Moon to Mars management future of U.S. presence in low Earth orbit health and medical risks in human space exploration “Over the past year, NASA has continued to make meaningful progress toward meeting the intent of the broad-ranging recommendations the panel has made over the last several years,” said retired U.S. Air Force Lt. Gen. Susan J. Helms, chair of ASAP. “We believe that the agency’s careful attention to vision, strategy, governance, and program management is vital to the safe execution of NASA’s complex and critical national mission.”
This year’s report reflects the panel’s continued focus on NASA’s strategies for risk management and safety culture in an environment of growing space commercialization. Specifically, the panel cites its 2021 recommendations for NASA on preparing for future challenges in a changing landscape, including the need to evaluate NASA’s approach to safety and technical risk and to evolve its role, responsibilities, and relationships with private sector and international partners.
Overall, the panel finds NASA is continuing to make progress with respect to the agency’s strategic vision, approach to governance, and integrated program management. The NASA 2040 new agencywide initiative is working to operationalize the agency’s vision and strategic objectives across headquarters and centers. With the establishment of NASA’s Moon to Mars Program Office in 2023, it finds NASA has implemented safety and risk management as a key focus for NASA’s Artemis campaign.
The 2024 report provides details on the concrete actions the agency should take to fulfill its previous recommendations and spotlights its recommendations for the agency moving ahead. It addresses safety assessments for Moon to Mars and current International Space Station operations, as well as risk-related issues surrounding NASA’s planned transition to commercial low Earth orbit destinations.
It covers relevant areas of human health and medicine in space and the impact of budget constraints and uncertainty on safety.
The annual report is based on the panel’s 2024 fact-finding and quarterly public meetings; direct observations of NASA operations and decision-making; discussions with NASA management, employees, and contractors; and the panel members’ experiences.
Congress established the panel in 1968 to provide advice and make recommendations to the NASA administrator on safety matters after the 1967 Apollo 1 fire claimed the lives of three American astronauts.
To learn more about the ASAP, and view annual reports, visit:
https://www.nasa.gov/asap
-end-
Jennifer Dooren / Elizabeth Shaw
Headquarters, Washington
202-358-1600
jennifer.m.dooren@nasa.gov / elizabeth.a.shaw@nasa.gov
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Last Updated Feb 06, 2025 EditorJessica TaveauLocationNASA Headquarters Related Terms
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By NASA
2 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
2025 Seminar Series
Throughout 2025, the NASA History Office is presenting a seminar series on the topic of Aerospace Latin America. This series will explore the origins, evolution, and historical context of aerospace in the region since the dawn of the Space Age, touching on a broad range of topics including aerospace infrastructure development, space policy and law, Earth science applications, and much more.
This seminar series is part of a collaborative effort to gather insights and research that will conclude in an anthology of essays to be published as a NASA History Special Publication. Individual presentations will be held virtually bi-weekly or monthly.
During a gravity assist in 1992, the Galileo spacecraft took images of Earth and the Moon. Separate images were combined to generate this composite which features a view of the Pacific Ocean and Central and South America.NASA/JPL/USGS Upcoming Presentations
“Governing the Moon: A History”
Stephen Buono (University of Chicago)
Thursday, February 6 at 1pm CST
In this talk, Stephen Buono will provide a nuanced history of the unratified Agreement Governing the Activities of States on the Moon and Other Celestial Bodies, more commonly known as the Moon Treaty. Buono will illuminate the treaty’s deep origins, the contributions of international space lawyers, the details of the negotiating process, the role played by the United States in shaping the final text, and the contributions of the treaty’s single most important author, Argentine lawyer, Aldo Armando Cocca.
“A God’s Eye View: Aviators and the Re-Conquest of Latin America”
Pete Soland(University of Houston—Downtown)
Thursday, February 20 at 1pm CST
This talk scrutinizes the aviator-conquistador metaphor. It examines airplane pilots as personifying high modernism and the technological sublime in Latin America from the turn of the century through the early Space Age, when spaceships and astronauts eclipsed airplanes and aviators. Repeated invocations of the conquistador as a metaphor for the aviator’s social role–and the conquest as an analogy for the goals of aviation programs–illustrate how elites promoted their modernization initiatives to national publics.
How to Attend
These presentations will be held via Microsoft Teams. For details on how to attend the meetings, join the NASA History mailing list to receive updates. Just send a blank email to history-join@lists.hq.nasa.gov to join. Alternatively, send us an email to receive a link for the next meeting.
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Last Updated Jan 16, 2025 Related Terms
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By NASA
Hubble Space Telescope Hubble Home Overview About Hubble The History of Hubble Hubble Timeline Why Have a Telescope in Space? Hubble by the Numbers At the Museum FAQs Impact & Benefits Hubble’s Impact & Benefits Science Impacts Cultural Impact Technology Benefits Impact on Human Spaceflight Astro Community Impacts Science Hubble Science Science Themes Science Highlights Science Behind Discoveries Hubble’s Partners in Science Universe Uncovered Explore the Night Sky Observatory Hubble Observatory Hubble Design Mission Operations Missions to Hubble Hubble vs Webb Team Hubble Team Career Aspirations Hubble Astronauts News Hubble News Hubble News Archive Social Media Media Resources Multimedia Multimedia Images Videos Sonifications Podcasts e-Books Online Activities Lithographs Fact Sheets Glossary Posters Hubble on the NASA App More 35th Anniversary 4 Min Read NASA’s Hubble Tracks Down a ‘Blue Lurker’ Among Stars
Evolution of a “Blue Lurker” Star in a Triple System Credits:
NASA, ESA, Leah Hustak (STScI) The name “blue lurker” might sound like a villainous character from a superhero movie. But it is a rare class of star that NASA’s Hubble Space Telescope explored by looking deeply into the open star cluster M67, roughly 2,800 light-years away.
Forensics with Hubble data show that the star has had a tumultuous life, mixing with two other stars gravitationally bound together in a remarkable triple-star system. The star has a kinship to so-called “blue stragglers,” which are hotter, brighter, and bluer than expected because they are likely the result of mergers between stars.
Evolution of a “Blue Lurker” Star in a Triple System Panel 1: A triple star system containing three Sun-like stars. Two are very tightly orbiting. The third star has a much wider orbit. Panel 2: The close stellar pair spiral together and merge to form one more massive star. Panel 3: The merged star evolves into a giant star. As the huge photosphere expands, some of the material falls onto the outer companion, causing the companion to grow larger and its rotation rate to increase. Panels 4-5: The central merged star eventually burns out and forms a massive white dwarf, and the outer companion spirals in towards the white dwarf, leaving a binary star system with a tighter orbit. Panel 6: The surviving outer companion is much like our Sun but nicknamed a “blue lurker.” Although it is slightly brighter bluer than expected because of the earlier mass-transfer from the central star and is now rotating very rapidly, these features are subtle. The star could easily be mistaken for a normal Sun-like star despite its exotic evolutionary history. NASA, ESA, Leah Hustak (STScI) The blue lurker is spinning much faster than expected, an unusual behavior that led to its identification. Otherwise it looks like a normal Sun-like star. The term “blue” is a bit of a misnomer because the star’s color blends in with all the other solar-mass stars in the cluster. Hence it is sort of “lurking” among the common stellar population.
The spin rate is evidence that the lurker must have siphoned in material from a companion star, causing its rotation to speed up. The star’s high spin rate was discovered with NASA’s retired Kepler space telescope. While normal Sun-like stars typically take about 30 days to complete one rotation, the lurker takes only four days.
How the blue lurker got that way is a “super complicated evolutionary story,” said Emily Leiner of Illinois Institute of Technology in Chicago. “This star is really exciting because it’s an example of a star that has interacted in a triple-star system.” The blue lurker originally rotated more slowly and orbited a binary system consisting of two Sun-like stars.
Around 500 million years ago, the two stars in that binary merged, creating a single, much more massive star. This behemoth soon swelled into a giant star, dumping some of its own material onto the blue lurker and spinning it up in the process. Today, we observe that the blue lurker is orbiting a white dwarf star — the burned out remains of the massive merger.
“We know these multiple star systems are fairly common and are going to lead to really interesting outcomes,” Leiner explained. “We just don’t yet have a model that can reliably connect through all of those stages of evolution. Triple-star systems are about 10 percent of the Sun-like star population. But being able to put together this evolutionary history is challenging.”
Hubble observed the white dwarf companion star that the lurker orbits. Using ultraviolet spectroscopy, Hubble found the white dwarf is very hot (as high as 23,000 degrees Fahrenheit, or roughly three times the Sun’s surface temperature) and a heavyweight at 0.72 solar masses. According to theory, hot white dwarfs in M67 should be only about 0.5 solar masses. This is evidence that the white dwarf is the byproduct of the merger of two stars that once were part of a triple-star system.
“This is one of the only triple systems where we can tell a story this detailed about how it evolved,” said Leiner. “Triples are emerging as potentially very important to creating interesting, explosive end products. It’s really unusual to be able to put constraints on such a system as we are exploring.”
Leiner’s results are being presented at the 245th meeting of the American Astronomical Society in Washington, D.C.
The Hubble Space Telescope has been operating for over three decades and continues to make ground-breaking discoveries that shape our fundamental understanding of the universe. Hubble is a project of international cooperation between NASA and ESA (European Space Agency). NASA’s Goddard Space Flight Center in Greenbelt, Maryland, manages the telescope and mission operations. Lockheed Martin Space, based in Denver, also supports mission operations at Goddard. The Space Telescope Science Institute in Baltimore, which is operated by the Association of Universities for Research in Astronomy, conducts Hubble science operations for NASA.
Facebook logo @NASAHubble @NASAHubble Instagram logo @NASAHubble Media Contact:
Claire Andreoli (claire.andreoli@nasa.gov)
NASA’s Goddard Space Flight Center, Greenbelt, MD
Ray Villard
Space Telescope Science Institute, Baltimore, MD
Science Contact:
Emily Leiner
Illinois Institute of Technology, Chicago, IL
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Last Updated Jan 13, 2025 Editor Andrea Gianopoulos Location NASA Goddard Space Flight Center Related Terms
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Hubble Space Telescope
Since its 1990 launch, the Hubble Space Telescope has changed our fundamental understanding of the universe.
Hubble Science Highlights
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By NASA
NASA’s Office of STEM Engagement at Johnson Space Center in Houston offers students a unique gateway to opportunity through the High School Aerospace Scholars (HAS) program. The initiative provides Texas juniors with hands-on experience in space exploration, working on projects ranging from rocket building to problem-solving in collaborative teams.
The stories of HAS alumni highlight the program’s impact, showcasing how it has opened doors to diverse careers in STEM and inspired graduates to empower others.
Johnson Community Engagement Lead Jessica Cordero, who served as the manager of the HAS program from 2018 to 2021, reflected on her time with the students:
“I had the privilege of working with so many incredible students who brought imagination and determination to their dreams,” she said. “During HAS, they connected with peers who shared their passion for NASA and STEM, and by the time they completed the program, they had a clear vision of the degrees they would pursue in college. These students are the Artemis Generation—we are in great hands!”
Meet Former HAS Student Neel Narayan
For Neel Narayan, NASA’s HAS program was a transformative experience that reshaped his understanding of space exploration and his place within it.
Through his time in the program, Narayan learned to navigate complex challenges with confidence. “My experience working with difficult information at HAS, combined with having mentors explain the unknown, taught me to be okay with confusion and comfortable with solving hard problems,” he said. “That’s what STEM is all about.”
Neel Narayan at NASA’s High School Aerospace Scholars (HAS) 20th anniversary ceremony. Before participating in the program, Narayan had a narrow view of what a STEM career entailed: long equations and solitary hours behind a computer. HAS completely dismantled that misconception. He said the program, “broke the most complex concepts into granular bites of digestible information, showing that complexity can be distilled if done correctly.”
“During the one-week onsite experience, I was talking to scientists, building rockets, and exploring NASA facilities—none of which involved equations!” he said. “HAS taught me that STEM is not confined to technical work.”
Narayan describes HAS as an eye-opening experience that redefined his approach to problem-solving. “Most of us are unaware of what we don’t know,” he said. “In collaborating with others, I was made aware of solutions that I didn’t know existed. The greatest asset you can have when solving a problem is another person.”
He credits the HAS community, especially his fellow scholars, with shaping his academic and professional growth. “I benefited most from the networking opportunities, particularly with the other HAS scholars in my cohort,” he said. “For those of us studying together in California, we’ve met up to discuss work, school, and external opportunities. Everyone in the program comes out very successful, and I’m grateful to have met those people and to still stay in touch with them.”
For high school students considering STEM but unsure of their direction, Narayan offers simple advice: keep exploring. “You don’t need to know your career path yet—in fact, you shouldn’t,” he said. “There is no better field to explore than STEM because of its vastness.”
Neel Narayan, University of Stanford. Narayan is currently pursuing a master’s degree in computational and mathematical engineering at Stanford University after earning an undergraduate degree in computer science. With his graduate program, Narayan is building on the foundation he developed through NASA’s HAS program.
Narayan aspires to contribute to the agency’s innovation and groundbreaking work. “NASA’s research changes the world, and being part of that mission is a dream I’ve had for a while,” he said.
Meet Sarah Braun
NASA’s HAS program solidified Sarah Braun’s understanding of how a STEM career could encompass her diverse interests, from design and education to plotting spacecraft orbits and planning launches. From her time in HAS to her current space exploration career, Braun believes STEM can be as multifaceted as the people who pursue it.
“HAS showed me the options ahead were as endless as my imagination,” she said. “The program convinced me that all my skills would be put to use in STEM, including getting to be creative and artistic.”
Sarah Braun engages in science, technology, engineering, and mathematics outreach at the Air Zoo Aerospace & Science Museum in Portage, Michigan, standing beside a Gemini model. The program gave her the opportunity to network, problem-solve, and collaborate with students from various backgrounds. “Learning how to communicate designs I could picture in my head was the biggest challenge, but by observing my teammates and mentors, I built the skills I needed.”
The networking opportunities she gained through HAS have also been instrumental to her academic and career growth. “The mentors I met through HAS have supported me throughout college and into my early career,” she said. “They taught me countless technical skills and how to best take advantage of my college years. I would never have made it to where I am today without HAS!”
After completing the HAS program, Braun interned with NASA, where she worked on space systems and paved the way for her career at Collins Aerospace.
Sarah Braun at the National Museum of the U.S. Air Force in Dayton, Ohio. She stands in front of the hardware she now works on at Collins Aerospace. Braun advises high school students uncertain about their career paths to get engaged and ask questions. “There are so many people out there who pursue STEM to follow a passion or challenge themselves,” she said. “Talking with people about what they have experienced and learned has been a huge help and inspiration for me throughout the years.”
She is also passionate about inspiring and educating others. “Whether I’m leading after-school STEM clubs or mentoring students, outreach and teaching have become my biggest contributions to NASA’s mission of exploration and discovery,” said Braun.
Meet Audrey Scott
Audrey Scott credits the HAS program with giving her a chance to explore science in the real world. “I experienced the excitement space could bring through livestream events like the landing of NASA’s InSight Lander mission and Cassini’s Grand Finale,” she said.
Audrey Scott, front, with fellow 2019 HAS graduates. Scott shared that the HAS program opened her eyes to the vast possibilities within STEM fields. Seeing the many ways to apply a STEM degree in practice broadened her perspective and inspired her to pursue her passion.
After HAS, Scott chose to study astrophysics at the University of Chicago in Illinois, where she is now pursuing her Ph.D. in experimental cosmology and laying the groundwork for a future in space exploration.
“My time with HAS and its encouragement of STEM excellence gave me the confidence I needed to take the plunge,” said Scott.
The program also transformed her approach to teamwork and exposed her to fast-paced problem-solving. “My school didn’t prioritize group projects, so working with people from all different backgrounds and personalities was informative for my future work in college,” she said. “HAS was a safe space to experiment with being both a leader and collaborator.”
She encourages high school students uncertain of their path to “try everything.” Scott advises, “If you have a moment of fascination, take advantage of that intellectual and creative energy, and learn something new. Time spent realizing you don’t like something is just as useful as time spent realizing you do.” She also recommends seeking out resources, finding mentors, and talking to everyone.
Scott continues to connect with some of her HAS cohort, especially young women navigating STEM paths alongside her. “We’ve been able to support each other through challenges,” she said. “Being part of HAS made me, in a way, part of the NASA family.”
Audrey Scott, front, with fellow 2019 HAS graduates. Scott’s HAS experience opened doors to opportunities like the Brooke Owens Fellowship, where she worked on a satellite in partnership with NASA’s Goddard Space Flight Center in Greenbelt, Maryland, and later the Illinois Space Grant award, which took her to NASA’s Jet Propulsion Laboratory in Southern California. She envisions part of her thesis research as a Ph.D. candidate taking place at a NASA center and remains open to a future at the agency.
“I’ll continue advocating for space exploration and pushing the boundaries of what’s known,” she said. “In my research, I’m driven by questions like, ‘What did the beginning of the universe look like—and why are we here?’”
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