SCIENCE, AERONAUTICS AND TECHNOLOGY
FISCAL YEAR 1996 ESTIMATES
BUDGET SUMMARY
ACADEMIC PROGRAMS EDUCATION PROGRAMS
SUMMARY OF RESOURCES REQUIREMENTS
FY 1994 FY 1995 FY 1996
(Thousands of Dollars)
Student programs 10,700 11,200 11,200
Teacher/faculty. 12,000 14,300 15,500
Systemic change 26,500 26,400 29,500
Education technology 5,100 3,900 4,200
Evaluation -- 500 1,000
Total 54,300 56,300 61,400
Distribution of Program Amount by Installation
Johnson Space Center 285 295 322
Kennedy Space Center 120 124 135
Marshall Space Flight Center 1,472 1,526 1,664
Stennis Space Center 845 876 955
Ames Research Center 646 670 731
Langley Research Center 413 428 467
Lewis Research Center 1,362 1,412 1,540
Goddard Space Flight Center 421 468 510
Jet Propulsion Laboratory 597 619 675
Headquarters 48,139 49,882 54,401
Total 54,300 56,300 61,400
SCIENCE, AERONAUTICS AND TECHNOLOGY
FISCAL YEAR 1996 ESTIMATES
ACADEMIC PROGRAMS EDUCATION PROGRAMS
PROGRAM GOALS
The goal of NASA’s academic programs is to promote excellence in the United States’ education system through enhancing and
expanding scientific and technological competence. This is in keeping with the Administration’s Goals 2000: Educate America
agenda and in support of three of the National Goals for Education, relating to competency in challenging subject matter,
achievement in science and mathematics, and science and technology literacy for responsible citizenship.
STRATEGY FOR ACHIEVING GOALS
NASA’s Education programs use NASA’s unique mission and results to capture and channel student interest in science, engineering,
mathematics and technology, as well as enhance teacher and faculty knowledge and skills related to these subjects. These
programs reach students in the pre-college grades, with workshops for teachers to enhance their content knowledge, especially in
aeronautics, sciences, engineering and technology, as well as opportunities for students to explore their interest in science,
mathematics, engineering and technology. At the Undergraduate and Graduate level, programs are geared to providing
opportunities for students and faculty to participate in NASA-sponsored research activities at NASA Field Centers. NASA has
actively supported efforts of the education community to implement voluntary national education standards in mathematics and
science by: 1)developing standards based supplemental curriculum materials based on the NASA mission; 2) increasing the number
and duration of teacher enhancement workshops, emphasizing standards based scientific content and pedagogy;
3) supporting existing NSF systemic initiatives and; 4) developing teaching tools that combine innovative technologies with NASA’s
scientific results to enhance the educational process and embrace lifelong learning.
NASA’s Education Strategic Plan contains four goals which guide the activities of the NASA Education program:
• Maintain that segment of NASA’s current education program that is judged to be effective, as determined by internal and
external customer measures of success;
• Implement new education reform initiatives that specifically address NASA mission requirements, national education reform,
and National Science and Technology Council/Committee on Education and Technology priorities;
• Expand significantly the impact of the NASA Education program by developing partnerships with key external
constituencies;
• Implement an agency-wide education program and evaluation framework, to bring organization, focus and accountability to
the agency’s efforts in education.
NASA is actively involved in the efforts of the National Science and Technology Council/Committee on Education and Training
(NSTC/CET). This Committee includes 18 federal agencies, and is charged to work as a team in meeting the goal of ensuring U.S.
world leadership in education and building a highly trained workforce. The NSTC/CET has identified strategies to meet this goal
that delineate goals and research priorities to guide the work of agencies in research and development in education. NASA’s
program supports the strategy outlined by the NSTC/CET.
BASIS OF FY 1996 FUNDING REQUIREMENT
STUDENT PROGRAMS
FY 1994 FY 1995 FY 1996
(Thousands of Dollars)
Elementary and secondary 3,100 3,700 3,600
Higher education 7,600 7,500 7,600
Total 10,700 11,200 11,200
PROGRAM GOALS
The goals of the Student Programs are: to provide experiences and exposure to NASA’s mission; to provide research experiences for
students at NASA and related sites; and to provide support to train students in sciences, mathematics, engineering and technology.
STRATEGY FOR ACHIEVING GOALS
Elementary and Secondary
At the Elementary and Secondary level, student support activities: provide experiences and information that encourages student
interest in mathematics, science, engineering and technology; and provide exposure to research and/or research experiences to
promote mathematics, science, engineering and technology awareness. At the elementary and secondary level, activities such as the
Space Science Student Involvement Program (SSIP), the Shuttle Amateur Radio Experiment (SAREX), and science and engineering
fairs provide general exposure to NASA’s mission, stimulate interest in aeronautics, space and Earth sciences, and encourage
students to become interested in and pursue coursework in mathematics, science, and technology subject matter. Additional
activities such as the Summer High School Apprenticeship Research Program (SHARP), and SHARP-PLUS, demonstrate the
applications of mathematics, science and technology by providing research experiences for minority students who traditionally have
not been represented in mathematics, science and engineering fields.
Higher Education
At the higher education level, student support activities: provide exposure to and involvement in research activities; provide
experiences that facilitate the transition from undergraduate work to graduate studies in NASA related interest areas; provide
financial support for students to pursue studies in NASA-related fields; and encourage continuing professional development and
contributions to research in NASA related disciplines. At the higher education level, activities such as the Graduate Student
Researchers Program (GSRP) provides support to train students in NASA related disciplines at both the master’s and doctoral levels.
An objective at all levels is to increase the participation of underrepresented groups (such as African Americans, Hispanics, Native
Americans, Pacific Islanders, women, and individuals with disabilities). All student support activities have these as a core set of
objectives.
MEASURES OF PERFORMANCE
Elementary and Secondary FY 1994 FY 1995 FY 1996
Actual Estimate Estimate
Space Science Student Involvement Program (SSIP)
Student participants: 75,000 100,000 125,000
Entries/proposals: 4,200 7,000 9,000
Teacher participants: 600 1,000 1,200
Awards: 13 13 13
SHARP/SHARP-PLUS
Student participants: 400 500 500
Participating field centers: 8 8 8
University sites: 10 15 15
SAREX
Student participants: 9,400 10,000 10,000
Higher Education
GSRP
Student participants: 498 510 510
Universities: 114 117 117
Currently, program activities in the above categories have a variety of evaluation mechanisms. In FY 1995, a high priority activity
will be to further develop key indicators as standards by which all program activities will be measured. These could include such
outcomes as change in student interest, career aspirations/awareness, educational aspirations; participation in research activities;
persistence to undergraduate or graduate degree; career path; career productivity; participation in other NASA programs; and
increased participation of underrepresented groups.
ACCOMPLISHMENTS AND PLANS
Elementary and Secondary
The student support programs, implemented to provide experiences and exposure to NASA’s mission are: SHARP, SHARP-PLUS,
SSIP and SAREX at the Elementary and Secondary level, and GSRP at the Higher Education level. These are a series of programs
that capture interest in mathematics, science and technology, and channel that interest into mathematics, science and technology
career paths. In FY 1994, the SHARP and SHARP-PLUS program encouraged more than 400 underrepresented minority high school
students to participate in intensive research apprenticeships with NASA and active industry and university scientists and engineers.
By the time this program is fully implemented in FY 1996, the program will involve 550 students.
The Space Science Student Involvement Program (SSIP) is another very effective program that encourages students to work toward
scientific literacy through the motivating topic of space. In FY 1994, more than 240,000 materials were distributed to elementary
and secondary schools, providing opportunities for 600 teachers and 75,000 students to participate and enter contests to
demonstrate the students’ skills in science as well as art, graphics, and writing. By FY 1996, the program will include fourteen
competition activities, encompassing all 50 states, Puerto Rico and the District of Columbia through eight geographical regions.
Program participation will expand from 100,000 students to 300,000.
The Shuttle Amateur Radio Experiment (SAREX) involves amateur radio clubs at elementary, junior high and high schools in shuttle
missions by providing the opportunity for students to talk to astronaut operators via amateur radio. During FY 1994, more than
9,000 students were involved and the program is expected to include approximately the same number of students in FY 1995 and
FY 1996.
Higher Education
At the Higher Education level, the GSRP, initiated in 1980, provides graduate fellowships nationwide to post-baccalaureate U.S.
citizens to conduct thesis research. Awards are made to a graduate student for a maximum of three years. On an annual basis,
NASA supports approximately 500 graduate students pursuing the masters or doctorate degrees in science, engineering,
mathematics, and technology. The request in FY 1995 and FY 1996 for Higher Education will maintain the fellowships at the
current level. This program continues to be a very competitive program, with a 6 to 1 ratio of applications to awards.
BASIS OF FY 1996 FUNDING REQUIREMENT
TEACHER/FACULTY PROGRAMS
FY 1994 FY 1995 FY 1996
(Thousands of Dollars)
Elementary and secondary 2,200 4,600 5,700
Higher education 9,800 9,700 9,800
Total 12,000 14,300 15,500
PROGRAM GOALS
The goal of the Teacher/Faculty program is to enhance teacher/faculty knowledge and skills, using the NASA mission, facilities, and
resources, with the intent of producing positive student outcomes.
STRATEGY FOR ACHIEVING GOALS
Elementary and Secondary
At the Elementary and Secondary level, preparation and enhancement activities utilize the NASA mission and the process by which
new knowledge is discovered to: provide workshops that demonstrate the application of mathematics, science and technology in
student learning; enhance teachers' capability to design lessons and experiences that use scientific inquiry to affect student
learning; encourage a "multiplier" effect to extend the benefits of the in-service program beyond participants to other teachers and
students; provide access to and promote utilization of NASA related materials and information resources; and encourage
collaboration between Facilities of Education, Science and Engineering, to develop innovative approaches to teacher preparation for
student learning. At the Elementary and Secondary level, programs such as NASA Education Workshops for Elementary School
Teachers (NEWEST), NASA Education Workshops for Math and Science Teachers (NEWMAST), Teaching from Space, and Urban
Community Enrichment Program (UCEP) are designed to enhance and improve the teaching of mathematics, science, and
technology by demonstrating their applications in aeronautics and space.
Higher Education
At the higher education level, Teacher/Faculty Program activities: enhance faculty research skills; enhance faculty content
knowledge, especially in aeronautics, sciences, engineering, and technology; balance participation so that a cross-section of colleges
and universities is represented (i.e. community colleges, four year institutions, institutions that serve significant numbers of
underrepresented groups, underfunded institutions); and provide opportunities for curriculum expansion/revisions that align with
the mission needs of NASA and universities. At the higher education level, activities such as the Summer Faculty Fellowship
Program (SFFP) and the NASA/University Joint Venture (JOVE) Program provide research experiences for faculty at NASA field
centers to further their professional knowledge in the engineering and science disciplines, and to ultimately enhance the
undergraduate/graduate curriculum.
An objective at all levels is to increase the participation of underrepresented groups (such as African Americans, Hispanics, Native
Americans, Pacific Islanders, women, and individuals with disabilities).
MEASURES OF PERFORMANCE
Elementary and Secondary FY 1994 FY 1995 FY 1996
Actual Estimate Estimate
NEWEST/NEWMAST
In service workshops: 9 9 11
Teachers: 215 215 265
UCEP
Teachers: 700 750 750
Students: 17,500 18,700 18,700
Schools: 70 80 80
Teacher Enhancement Workshops
Teachers: 190 300 500
Higher Education
Summer Faculty Fellowship Program
Fellowships: 290 290 290
Colleges/universities: 185 185 185
FY 1994 FY 1995 FY 1996
Actual Estimate Estimate
JOVE
Faculty members: 178 178 178
New courses: 32 35 35
New majors and minors: 2 3 3
Papers presented (faculty): 134 140 140
Papers presented NCUR (students): 22 25 25
Innovative Research
Research grants: 21 22 22
Currently, program activities in the above categories have a variety of evaluation mechanisms. In FY 1995, a high priority activity
will be to further develop key indicators as standards by which all program activities will be measured. These could include such
outcomes as change in student interest, career aspirations/awareness, educational aspirations; participation in research activities;
persistence to undergraduate or graduate degree; career path; career productivity; participation in other NASA programs; and
increased participation of underrepresented groups.
ACCOMPLISHMENTS AND PLANS
Elementary and Secondary
By targeting educators as part of NASA’s education strategy, programs such as NEWEST and NEWMAST, Teacher Enhancement
Workshops, Teaching from Space, and UCEP, play a significant role in ensuring that students and educators alike are provided
today with the tools they will need tomorrow. The FY 1996 funding will allow for expansion of NASA sponsored teacher workshops
(NEWEST and NEWMAST) and increased participation in a National Science and Technology Council/Committee on Education and
Training (NSTC/CET) program for long-term teacher enhancement activities. In FY 1993, NASA participated in a NSTC/CET pilot
program for long-term teacher enhancement where teachers were given a month of in-service and work related opportunities at the
Marshall Space Flight Center and the Jet Propulsion Laboratory. The cost is approximately $5,000 per teacher. In FY 1994, the
pilot program was expanded to include opportunities at 8 of 9 NASA Field Centers and will have 180 teachers funded in
FY 1995.
Higher Education
The SFFP provides highly beneficial opportunities for U.S. citizen engineering and science faculty throughout the nation to
participate in NASA research. This program has contributed significantly to the improvement of both undergraduate and graduate
education, and directly benefits NASA, universities, faculty, students and the Nation. Approximately 300 university faculty are
supported annually for ten weeks. Evaluations of the program, conducted by the American Society for Engineering Education
(ASEE), indicate that approximately 30-40% of the participating faculty subsequently receive NASA research grants or contracts.
Program emphasis in FY 1995 will be curriculum development and to broaden the base of participating institutions.
The JOint VEnture (JOVE) and Innovative Research programs also provide opportunities for college and university faculty to come to
the NASA Centers to work with NASA data and to enhance research and teaching capabilities. JOVE is managed by the Marshall
Space Flight Center, where it was initiated as a pilot program in FY 1989. NASA provides scientific on-line data from space
missions, as well as support for electronic work stations and partial faculty and student support. In turn, the universities agree to
grant faculty release time, student support, and an instructional unit on a space science topic. There are currently 75 academic
institutions in 44 states and Puerto Rico participating. This program allows NASA to provide data to a broader range of academic
institutions.
The Innovative Research program is managed through the Offices of Space Science and Mission to Planet Earth, to support research
which has the potential for significant advances for Planetary and Earth Science and Astrophysics. This program is intended to
provide a mechanism for the funding of scientifically sound proposals which might not be funded through normal channels either
because of their interdisciplinary nature or because they are speculative or risky. The long-term goal is to help the new ideas
mature to a state of acceptability within a particular science discipline.
The FY 1995 and FY 1996 funding for Higher Education will provide for continuation of ongoing projects and a limited number of
new awards.
BASIS OF FY 1996 FUNDING REQUIREMENT
SYSTEMIC CHANGE
FY 1994 FY 1995 FY 1996
(Thousands of Dollars)
Aerospace education services program (AESP) 6,300 6,200 6,300
Space grant college and fellowship program (SGCFP) 14,500 14,600 14,600
Experimental program to stimulate competitive
research (EPSCoR) 5,000 4,900 5,900
Innovative reform initiatives 700 700 2,700
Total 26,500 26,400 29,500
PROGRAM GOALS
The goal of the Systemic Change program is to enhance capabilities of the educational community through individual/ collaborative
efforts with a range of partners and/or through infrastructure changes.
STRATEGY FOR ACHIEVING GOALS
Elementary and Secondary
Systemic Change activities at the Elementary and Secondary level use NASA personnel and resources to contribute to K-12
mathematics, science, and technology education reform by promoting the involvement of various community sectors; and enhance
the participation of schools and organizations serving a significant number of underrepresented groups. A major outreach program
at the elementary and secondary education level is the Aerospace Education Services Program (AESP), also known as Spacemobile.
The AESP specialists, all former science, mathematics, or technology teachers, capture the interest of millions of students and
enhance the teaching skills of teachers each year by using aeronautics and space as a catalyst in the teaching of science,
mathematics, and technology. The AESP specialists visit schools throughout the U.S. conducting teacher workshops and student
programs. The AESP specialists also conduct teacher workshops at the NASA Centers and various colleges and universities.
Higher Education
Systemic Change activities at the higher education level enhance the research and educational capabilities of the higher education
community through activities conducted through partnerships, linkages, and collaborations; and enhance the collaborative
capabilities of a diverse set of academic institutions serving a significant number of underrepresented groups. Programs such as the
Space Grant College and Fellowship Program (SGCFP), Experimental Program to Stimulate Competitive Research (ESPCoR), and
Innovative Reform Initiatives play a major role in NASA's contribution toward the Nation's systemic educational reform movement.
The SGCFP is composed of three interrelated elements: Designated Space Grant Colleges/Consortia, Space Grant Program
Consortia, and Space Grant Capability Enhancement Consortia. All consortia contain academic, industry, and governmental
affiliates. The 21 Designated Space Grant Consortia were selected in FY 1989 and are led by preeminent institutions which are
substantially involved in a broad spectrum of NASA research, offer advanced study in aerospace fields, and are significantly involved
in related public service. In FY 1992, FY 1993, and FY 1994, designated schools received grants ranging from $295,000-$380,000.
In FY 1991, a second competition took place to select states for Program Grants or for Capability Enhancement Grants (the
difference between the two types of programs is related to current involvement in aerospace fields). Twenty-nine proposals were
received. Of those 29, fourteen were funded as Program Grants, twelve as Capability Enhancement Grants and three as planning
grants. Selections were announced in February 1991. Program Grant and Capability Grant awardees received $150,000 in
FY 1991, a portion of which was to be used for fellowships. In FY 1992, FY 1993, and FY 1994, the states received an additional
augmentation of $20,000, with the opportunity to receive an additional $35,000, depending upon the size of the consortium. The
three states which received planning grants of $25,000 each, were brought into the program as fully-funded Capability
Enhancement grantees, along with Vermont and Puerto Rico, in FY 1992.
Institutions of higher education involved in the Space Grant program currently number over 400. All consortia match their program
grants at 100% in either dollars and/or cost sharing arrangements to carry out programs of education, public service, and research.
In addition to the very successful SGCFP, the FY 1993 NASA Authorization Act (P.L. 102-588) directed NASA to initiate a program to
strengthen the research capability of states that do not successfully participate in competitive space and aeronautical research
activities. This program, modeled after the National Science Foundation's EPSCoR, provides seed funding that will enable eligible
states to develop an academic research enterprise directed toward long-term, self-sustaining, nationally competitive capability in
space science and applications, aeronautical research and technology, and space research and technology programs. This capability
will, in turn, contribute to the state's economic viability.
Systemic change at both elementary and higher education levels is captured in NASA's Innovative Reform Initiatives program which
is supportive of standard-based systemic reform efforts and NSTC/CET priorities, and focuses on science, mathematics and
technology education. A means of accomplishing systemic reform is through partnerships with professional education associations,
national aerospace education associations, industries, other Federal agencies, and state and local groups. When NASA becomes a
partner with these groups, its role fluctuates between providing leadership, being a participant, or acting as a facilitator to empower
and enable wide reaching educational reform that is systemic in nature. Examples of these partnerships are: the Tri-State
Education Initiative (TSEI), the NASA Industry Education Initiative (NIEI) and the Aerospace Education Alliance Initiative.
MEASURES OF PERFORMANCE
FY 1994 FY 1995 FY 1996
Actual Estimate Estimate
AESP
Elementary and secondary students: 670,012 600,000 500,000
Elementary and secondary teachers: 17,152 21,000 22,000
Schools visited: 1,588 2,000 2,000
Classrooms visited: 2,766 3,000 3,000
National Space Grant College and Fellowship Program
Space grant consortia 52 52 52
Institutions: 525 550 550
Fellowships awarded: 1,600 1,600 1,600
Higher education programs: 283 308 333
K-12 programs: 400 350 325
General public service programs: 400 350 250
EPSCoR
Awards 6 6 14
Innovative Reform Initiatives
Public schools systems: 30 45 60
Schools: 231 346 460
Students: 101,800 150,000 200,000
Teachers: 5,600 84,000 1,120
Currently, program activities in the above categories have a variety of evaluation mechanisms. In FY 1995, a high priority activity
will be to further develop key indicators as standards by which all program activities will be measured. These could include such
outcomes as the establishment of partnerships; increased resources (people, funding, facilities, equipment); and new ways of
conducting business.
ACCOMPLISHMENTS AND PLANS
The systemic change programs address many different levels within the education community and include: the Aerospace
Education Services Program (AESP), Space Grant College and Fellowship Program (SGCFP), Experimental Program to Stimulate
Competitive Research (EPSCoR), and the Innovative Reform Initiatives.
AESP
In FY 1994, the format of the AESP was redesigned; new training and program delivery strategies were implemented to include more
teacher enhancement emphasis and support of the National Science Foundation systemic change initiatives. Additionally, a pilot
was established in FY 1994 to reformat the specialists role from a school consultant to a NASA state/regional level consultant.
Funding in FY 1995 and FY 1996 will continue operation of this program.
Space Grant College and Fellowship Program
In FY 1994, an extensive evaluation of the 52 consortia was conducted. Each consortia was graded on the bases of: (1) a detailed
self evaluation; (2) database entries on each consortia; and (3) a measure of consortia responsiveness to NASA requirements. The
result of this evaluation was that 39 consortia received new five-year awards and 13 consortia received one-year awards with
detailed instructions on improvements that would be required to receive additional yearly awards. In FY 1995 and FY 1996, Space
Grant plans to initiate a competition for Program Grants to move to Designation status.
Further substantive work in industry-Space Grant relations is planned. Focus will be placed on the following Space Grant content
areas: undergraduate training; community colleges; K-12 components which support national education reform, and a continued
effort to bring more members of underrepresented groups into Space Grant management, as well as fellowship awards.
EPSCoR
A program announcement was issued in June 1993 advising twenty eligible states of the opportunity to submit proposals for the
NASA EPSCoR program. Nineteen proposals were received, and after an extensive merit based review, involving peers from
university and industry as well as representatives from NASA headquarters and field centers, Alabama, Arkansas, Kentucky,
Louisiana, Montana, and Puerto Rico were selected to receive $500,000 annual awards for three years.
FY 1995 marks the second year of the NASA EPSCoR program with funding continued for the original six awardees. In addition,
opportunities are being made available to the 13 non-selected states to build upon highly rated research areas from the original
proposals. These opportunities will be in the form of research grants or participation in existing NASA education programs, and are
designed to enhance proposal competitiveness for the next round of EPSCoR selection. An announcement for the next round of
NASA EPSCoR awards will be issued in spring 1995, with selection of up to eight states scheduled for early calendar year 1996.
In addition to making second round selections, FY 1996 will be the third year of funding for the original six awardees. At the end of
the third year, an assessment will be made based on an evaluation of the extent to which the goals stated in the program
announcement and in the original proposal have been achieved. Progress towards these goals will be evaluated through site visits
by outside evaluators and by reference to indicators. These states showing successful progress toward stated goals will qualify for
an additional two-year award. As the selected states are also part of the Space Grant College program, the two programs are being
closely coordinated.
Innovative Reform Initiatives
The Tri-State Education Initiative is achieving systemic education reform through a consortium of 30 school districts by creating an
interconnected, high technology learning environment in Alabama, Tennessee and Mississippi. NASA leads the effort with 19 other
Federal agencies and 35 national and international corporations reaching 5,600 teachers, 102,000 students and thousands of
community members. The Systemic Cooperative Model, developed by this initiative, is now being replicated in many areas
throughout the nation.
The NASA Industry Education Initiative is another example of the power of partnerships. On November 15, 1994, Chief Executive
Officers of the nation’s 28 largest aerospace contractors teamed with NASA and the U.S. Department of Education in an ambitious
plan to achieve the nation’s mathematics, science and technology education goals.
The Aerospace Education Alliance is a cooperative venture of the nation’s five leading aerospace education organizations -- the U.S.
Space Foundation, Young Astronaut Council, Challenger Center for Space Science Education, U.S. Space Camp and Space
Academy, and the Astronaut Memorial Foundation. Working together, using space as a unifying and inspiring educational theme,
the alliance will build on the success of the current programs each of the organizations offers to implement a coordinated strategy to
support change in America’s K-8 teaching process.
BASIS OF FY 1996 FUNDING REQUIREMENT
EDUCATION TECHNOLOGY
FY 1994 FY 1995 FY 1996
(Thousands of Dollars)
Education technology 5,100 3,900 4,200
PROGRAM GOALS
The goal of the Educational Technology program is to provide products and services that facilitate the application of technology to
enhance the educational process for formal education and lifelong learning.
STRATEGY FOR ACHIEVING GOALS
The Education Technology program uses technology to support new models of learning and teaching for students. The teaching and
learning tools developed through this program combine the unique NASA mission and innovative technology and networking
applications to stimulate student interest in math, science and technology. Educational Technology activities produce teaching
tools (e.g. CD-ROM databases, live or taped video, computer software, multimedia systems, virtual reality) and instructional
materials for their most effective use. These tools use existing technology as well as emerging technologies to facilitate education
programs which support the achievement of national education standards. This program also conducts research into new teaching
and learning practices that are made possible with technology. NASA’s strategy for educational technology has been developed in
close alignment with the NSTC/CET Subcommittee on Research and Development in Education and Training.
MEASURES OF PERFORMANCE
Astronomy Village Development of interactive multimedia program to supplement high school science
May 1995 curricula.
Educational Multimedia showcase Begin operation of a 21st century learning center, to develop multimedia curriculum
Classroom of the Future products based on existing and emerging learning technology. Facility includes
May 1995 distance learning facility, video production equipment for education videos, teacher
resource center, Challenger learning center for learning science in an interactive
environment.
BioBLAST Development of computer simulation curriculum package in which students manage
FY 1996 missions aboard the International Space Station and a mission to Mars.
ACCOMPLISHMENTS AND PLANS
During FY 1994, two major curriculum packages which utilize advanced educational technologies and which are aligned with
emerging national curriculum strategies were developed. The first, Interactive NOVA: Earth, is a high school course in Earth
Systems Sciences. The second, Astronomy Village, is an 11th grade, 10-week course in Astronomy. Both packages incorporate
state-of-the-art interactive strategies delivered on optical media (i.e. videodisk and CD-ROM respectively). Additionally, both
underwent extensive formative evaluation and field testing in preparation for distribution to schools. These packages, as well as
others (e.g. Liftoff to Learning), will be made widely available to schools nationwide. In FY 1995, additional tools will be developed to
build upon the success of Interactive NOVA and Astronomy Village.
BASIS OF FY 1996 FUNDING REQUIREMENT
EVALUATION
FY 1994 FY 1995 FY 1996
(Thousands of Dollars)
Evaluation -- 500 1,000
PROGRAM GOALS
The goal of the Evaluation program is to: (a) provide documented evidence of the degree to which NASA’s educational program, with
its associated projects and activities, has accomplished its goals, and (2) to develop a systematic strategy for collecting, aggregating,
and reporting evaluation indicator data.
STRATEGY FOR ACHIEVING GOALS
In FY 1993, NASA initiated the key element of a strategy to enhance the evaluation of its education programs by contracting with
National Research Council (NRC) to conduct a study and recommend appropriate evaluation indicators. The report from NRC was
received by NASA in August 1994 and is now being implemented by convening education program managers along with experts from
the professional evaluation community to develop data collection instruments. Additionally, more detailed evaluation studies of
major program are to be conducted. These studies will conform to standards recommended by NSTC/CET and will be closely tied to
management decisions regarding program continuation or modification.
MEASURES OF PERFORMANCE
In FY 1995, an evaluation indicator system, with corresponding data collection instruments and a database, will be operational
across core NASA education programs. Two major evaluation studies will be implemented with results expected in FY 1996.
ACCOMPLISHMENTS AND PLANS
NASA has commissioned and received (in August 1994) a study by the National Academy of Sciences on evaluation indicators.
Concomitantly, NASA has worked with the National Science Foundation to establish program evaluation standards. These
indicators and standards are now being implemented in all of NASA’s education programs. NASA’s plans call for a revised database
to collect all these data and specific instrumentation to be developed and implemented.
SAT 7.1