NASA'S STRATEGIC PLAN FOR EDUCATION

A Strategy for Change: 1993-1998

First Edition, December 1992
EP-289

TABLE OF CONTENTS

Executive Summary
Preface
Background
Strategy for Change
NASA's Education Vision
Program Principles
Maintaining Base Programs
Elementary and Secondary
Higher Education
Reform Initiatives to Promote Excellence in Education Elementary and Secondary
Higher Education
Public Understanding of Science Strengthening Partnerships for Change
Professional Education Associations National Aerospace Education
Associations
Industry
Other Federal Agencies
Enabling Systems
Program Evaluation
Educational Technology
Dissemination
Management Priorities to Guide Change Conclusion

Acronyms
Appendix A:  Program Authority
Appendix B:  Education Division Organization Chart Office of Human
			Resources and Education
Appendix C:  The National Education Goals
Appendix D:  NSTC/CET
Appendix E:  NASA Teacher Resource Center Network
Appendix F:  NASA Education Program and Information Dissemination Plan

EXECUTIVE SUMMARY

NASA's Education Vision is:

To promote excellence in America's education system through
enhancing and expanding scientific and technological competence
and literacy.

In doing so, NASA strives to be recognized by the
education community as the premier mission agency in support of the
National Education Goals and in the development and implementation
of education standards.

To realize this Vision, NASA has clearly defined and developed three
specific goals to promote excellence in education.  Specific objectives and
milestones are defined for each goal in the body of this strategic plan.

Goal 1:
To maintain that segment of NASA's current education program-
hereinafter referred to as the base or core program-that is judged to be
effective, based on internal and external customer measures of success.  Such
maintenance involves individual program revision, expansion, or elimination.

Goal 2:
To implement new education reform initiatives which specifically
address NASA mission requirements, national education reform, and NSTC
priorities.

Goal 3:
To significantly expand the impact of the NASA education program by
developing partnerships with external constituencies.

Program Objectives for these goals are broken down into five general
categories.

Objective 1:
Teacher and Faculty Preparation and Enhancement where, through the
use of NASA-related topics, programs are designed to increase teacher and
faculty knowledge, research, and teaching skills, and hence to enhance
teaching effectiveness.

Objective 2:
Curriculum Support where programs create instructional materials
based on NASA's unique mission and resources in the areas of science,
engineering, and mathematics leading to increased student interest
and achievement.

Objective 3:
Comprehensive involving Organizational Reform and Systemic
Change as well as Institutional.  Typically involving collaborative
efforts with a range of partners, seek to change and enhance multiple
aspects of the educational process including teaching, research,
assessment, administration, and increasing student interest and
involvement in the areas of science, engineering, and mathematics.

Objective 4:
Student Support provides research and enrichment experiences
for students at NASA and related sites, as well as financial support in
order to increase and maintain student interest and achievement in
science, engineering, and mathematics, fostering careers in those fields.

Objective 5:
Education Technology Research and Development: Programs and
projects which use advanced technologies for education including, but not
limited to, internet services, CD-ROM databases, live or taped video,
computer software, multimedia systems, and virtual reality.  Involves
programs which support educational technology research and development,
multimedia curricula, databases, and dissemination systems.

This Plan also delineates three "enabling systems" which support all of
NASA's education programs and contribute to the achievement of the goals.
Evaluation Provides agency direction and plans to ensure documentation of
program outcomes (both short term and long term). Educational Technology
Outlines objectives to ensure that we maximize our limited resources and
expand the development and delivery of programs and materials to the
broadest possible audience through the appropriate use of educational
technologies. Dissemination Provides a three-component systems approach to
ensure that information and materials are known by and available to the
broadest possible segment of the educational community. In order to
implement the strategy, four broad-based management priorities have been
identified to guide the process of change:

1.  To use "A Strategy for Change: 1993-1998" as a programmatic and
management tool for developing a consensus direction for NASA's education
program.

2.  To implement an Agency program planning and budgetary process for the
NASA Education Program and to transition from a support (functional
management) approach to a program (operational) approach for planning,
management, and budget.

3.  To identify, articulate, and employ an integrated strategy to
significantly increase ethnic and gender diversity in the science and
technology pipeline.

4.  To provide comprehensive staff development opportunities to ensure our
employees and contractors have the proper knowledge and competencies to
implement this strategic plan and reach NASA's Education Vision.
____________________________________________________________________ ____

NASA'S STRATEGY FOR EDUCATION A Strategy For Change:  1993-1998

Our Vision

To promote excellence in America's education system through enhancing and
expanding scientific and technological competence and literacy.

Goals to Reach Our Vision

1) To review and maintain base

2) To implement new initiatives (education reform/NSTA/CET)

3) To expand impact through partnerships

Program Objectives

1) Teacher/Faculty Preparation and Enhancement

2) Curriculum Support

3) Comprehensive
	-Organization Reform/Systemic Change
	-Institutional

4) Student Support

5) Education Technology Research and Development

Enabling Systems Supporting Each Goal

  -Evaluation
  -Educational Technology
  -Dissemination

Management Priorities to Guide the Change Process

  -To use the Strategic Plan as a programmatic and management tool
  -To implement an agencywide formal program planning and budgetary process
  -To significantly increase ethnic and gender diversity
  -To provide comprehensive staff development
____________________________________________________________________

PREFACE

The NASA Strategic Plan puts forward a vision which sees the agency as: an
investment in America's future.  As explorers, pioneers, and innovators,
we boldly expand frontiers in air and spec to inspire and serve America
and to benefit the quality of life on Earth.  In fulfilling this vision,
NASA is committed to contributing to America's goals i n Educational
Excellence: We involve the educational community in our endeavors to
inspire America's students, create learning opportunities, and enlighten
inquisitive minds.

The operating principles guiding the implementation of this goal are to
use NASA's inspiring mission, unique facilities, and specialized workforce
to promote excellence in America's educational system.  Specifically, we
will work to enhance scientific and technical competence and literacy.  We
will do this by capturing the educational potential of each NASA program
and by conducting and facilitating educational programs at all levels.  We
will maximize the delivery and impact of our education programs by
capturing the educational potential of each NASA program and by conducting
and facilitating educational programs at all educational levels.  We will
maximize the delivery and impact of o ur education programs by engaging
our research and contractor communities in our educational efforts, by
using state-of-the-art educational technologies, and by developing
partnerships with the education community.  We seek to help the national
education system to meet civilian aerospace needs and the broader
scientific and technological needs of our Nation.  Special emphasis will
be placed on fostering historically underrepresented groups to pursue
careers in science, mathematics, and engineering.

NASA's education efforts are implemented through two broad objectives:

a.  Elementary and Secondary Level:  To use NASA's mission to enhance the
content knowledge, skills, and experience of teachers, to capture the
interest of students, and to channel that interest into related career
paths through the demonstration of integrated applications of science,
mathematics, technology, and related subject matter.

b.  Higher Education Level:  To provide undergraduate and graduate student
incentives and opportunities and to support faculty preparation and
enhancement through programs featuring active participation in NASA
research.

NASA's education program is implemented by a strong internal management
structure with a clear direction for the future.  Leadership and
coordination of NASA's education program is the responsibility of the
Associate Administrator for Human Resources and Education, reporting to
the NASA Administrator.  Within this office, the Education Division has
Agency responsibility for policy development, management oversight,
coordination, and direction of NASA's education program.  To ensure close
coordination, communication, and sound management of education programs
agencywide, each NASA Program Associate Administrator and each NASA Field
Center Director has designated a single individual to serve as the focal
point for that Office's or Field Center's education program.

This Strategic Plan for Education:

  -Establishes general Agency direction and guidance for the
implementation and
management of NASA's education programs for the next five years.

  -Provides an ongoing process for targeting and re-directing NASA
education programs in support of national education reform efforts,
including the National Education Goals as reflected in Goals 2000: Educate
America Act, and the NSTA/CET Strategic Objectives and Implementation
Priorities.

  -Provides an Agency strategy from which NASA Centers have each initiated
a Center-specific education plan to provide a basis for Center program
evaluation, direction, and resource analysis and formulation.

  -Provides a single, comprehensive Agency document which communicates
NASA's goals and priorities to educational associations, aerospace
education entities, NASA contractors, and other government agencies.

  -Provides an internal communication and guidance document to NASA
organizations and its employees.


BACKGROUND

NASA and the Nation's education system share the same goals- exploration,
discovery, the pursuit of new knowledge to serve America and to benefit
humanity-and achievement of those goals is interdependent.  NASA depends
on the U.S. education system to produce a skilled and knowledgeable
workforce.  The education community, in turn, uses the space program to
motivate and encourage students to study science, mathematics,
engineering, and technology and to offer students and educators unique
research experience in those fields, through involvement in NASA's
endeavors.

The release of "A Nation at Risk" in 1983 gave rise to hundreds of studies
pointing to the need for fundamental improvements in our educational
system.  During the same period, NASA's education program underwent
similar scrutiny in response to increased demand on our programs by both
NASA management and the education community.  The number and variety of
new initiatives reflect an unprecedented importance placed on
education both within NASA and across the Nation.  Our challenge is to
meet the growing demands placed on NASA's education program, both by our
internal and external customers, while maintaining an effective base of
established programs and ensuring that our efforts are ali gned with, and
responsive to, the scope and direction of the national education reform
efforts.  As the Nation reassesses and reaffirms its commitment to
education, so must NASA.

National Education Goals

Implicit in improving the U.S. education system is the need for the
Federal government, the private sector, and state and local governments to
focus their efforts toward the accomplishment of a set of national
education goals.  In September 1989, the President met with the Nation's
governors in Charlottesville, Virginia to discuss the education c risis.
Various Department Secretaries and the NASA Administrator participated in
this historic summit which outlined a set of National Education Goals. In
1994, The Congress passed the Goals 2000: Educate America Act which set
forth 8 goals, including: enhancing student achievement and citizenship;
teacher education and professional development;  making U.S. students
first in the world in science and mathematics achievement;  and advancing
adult literacy and lifelong learning. NSTA/CET

In order to define the role of the Federal government in the
implementation of the National Education Goals as they relate to science,
mathematics, engineering, and technology, the Science Advisor to the
President formed an interagency committee of those Federal departments and
agencies whose missions are dependent upon a highly skilled science, e
ngineering, and technology workforce.  The Committee for Education and
Training (CET), formerly The Committee on Education and Human Resources
(CEHR), was established in 1990 and chartered under the Federal
Coordinating Council on Science, Engineering, and Technology (FCCSET)
reestablished in 1993 as the National Science and Technology Council as a
cabinet level council.  The purpose of the CET is to advise and assist the
NSTC to increase the overall effectiveness and productivity of Federal
efforts in education and training.  To meet this goal, the CET has
developed a Federal strategy for science, mathematics, engineering, and
technology (SMET) education that will ensure U.S. world leadership in
science and technology, build a highly trained workforce, and increase
public understanding of science.  The CET strategy is to focus on the
following areas:

NSTA/CET Strategic Objectives

1.  Federal research and development in education and training

2.  Promoting the use of technology to enhance lifelong learning

3. Promoting excellence in science, mathematics and engineering education
at all levels

Realizing fiscal constraints and the need to prioritize educational
programs and activities at the Federal level, CET also established
specific educational program implementation priorities.  These
implementation priorities address the NSTC/CET strategic objectives and
serve to guide NASA's education programs.

Elementary and Secondary Education Reform National education reform cannot
be realized through Federal commitment alone.  Approximately 6% of the
total spending for elementary and secondary education comes from Federal
sources.  Most of the remainder is supplied by local and state
governments.  Therefore, reform of the education system must be led by
local, state, and national education organizations, supported by local,
state, and Federal governments, and ultimately, implemented by school
administrators and classroom teachers.


There are two key components to
effect elementary and secondary education reform.

1. Standards.

A number of national education organizations are developing a consensus on
what students should know and what preservice teachers should be taught.
The element common to all of these efforts is the establishment of
standards:  learning standards, teaching standards, and assessment
standards.

The Department of Education is playing a leading role in the elementary
and secondary education reform effort.  The Assistant Secretary of
Education defined the need for standards:

.. . . We do not need a national curriculum to stimulate high achievement.
What we do need is clear consensus - standards - in the different subject
fields about what all children should know and be able to do.  Standards
define outcomes: for example, children of certain ages should understand
the historical causes of major events, should be able to use mathematics
to solve problems, and should understand basic scientific concepts.  The
states themselves must decide the curriculum and policies that will
produce those outcomes. . . .

The development of world class standards in mathematics has been completed
by the National Council of Teachers of Mathematics (NCTM).  Science
standards are under development by the National Committee on Science
Education Standards and Assessment in concert with the National Science
Teachers Association.  This process is being coordinated through the
National Research Council, Coordinating Council for Education.

2. Curriculum Frameworks.

National education standards will become the basis from which states may
develop curriculum frameworks (guidelines) in the various subject areas.
Many states have already developed curriculum frameworks to support the
NCTM mathematics standards.  However, the task of developing national
standards through consensus as well as state-by-state curric ulum
frameworks is a long and arduous one.  NASA, in a supportive role, will
seek out those organizations developing curriculum frameworks at the
national and state level and provide linkage to the scientific,
engineering, and educational expertise of the Field Centers.  Once
established, standards and the resultant curriculum frameworks will beco
me the baseline for all of NASA's elementary and secondary education
programs and materials.

Higher Education Reform

There has been far less public attention to higher education than to the
elementary and secondary level in the national debate over revitalization
of science, mathematics, engineering, and technology education.  Still, in
recent years several studies and reports conclude with similar priorities.

While there are certainly important issues to be addressed in graduate
education, reform oriented concern focused primarily on undergraduate
education.  Specifically, these reports address:

 -the need for undergraduates to be actively involved in research
experiences;

 -the need for assigning introductory or survey courses that promote
science literacy for all students;

 -the need to recruit and retain persons who represent the diversity of
the nation into science, engineering, and technology fields; and

 -the need to achieve a better balance between the research and
educational roles and responsibilities of science and engineering faculty.

Similarly, the 1994 NSTC/CET priority framework lists the revitalization
of undergraduate education (curriculum development and faculty
enhancement) as a high priority.

U.S. graduate education, which is generally regarded as the best in the
world, is the cornerstone of our research and development base.
Therefore, although the need for revitalization at the graduate level may
not seem as urgent, there are a number of issues that demand increased
attention.

Graduate needs include:

-reversing the declining participation of U.S. citizens in science and
engineering;

-reversing the declining Federal role in supporting graduate students; and

-restoring deteriorating facilities and equipment.

Within the context of these national concerns, NASA's higher education
programs are under review.  The academic elements have been finished and
templates are being formed for a coordinated approach with some topics
identified for increased emphasis by NASA.  These program priorities form
the framework from which the higher education objectives in
this report were derived.

Implications For NASA's Education Program

The urgent national need for education reform requires that NASA examine
its education program in toto.  No doubt this examination will dictate
that some activities be eliminated and others expanded, redirected, or
substantially revised.  Change will require the broad participation of
NASA Headquarters and Field Center personnel working with innov ative
educators across the country.  Anticipating program redirection, the
remainder of this plan describes the framework which will guide the
necessary changes.


Strategy for Change

NASA's Education Vison

Our ability to develop a succinct strategy for the NASA education program
of the future is dependent upon our Education Vision.  Simply stated,
NASA's Education Vision is:

We will use NASA's inspiring mission, unique facilities, and specialized
workforce to promote excellence in America's educational system.

Specifically, NASA will work to enhance scientific and technical
competence and literacy by capturing the educational potential of each
NASA program and by conducting and facilitating educational programs at
all educational levels.

In doing so, NASA strives to be recognized by the education community as
the premier mission agency in support of the National Education Goals and
in the development and implementation of education standards.

To realize this Vision, we have clearly defined and developed three
specific goals to promote excellence in education

Goal 1:

To maintain that segment of NASA's current education program- hereinafter
referred to as the base or core program-that is judged to be effective,
based on internal and external customer measures of success.  Such
maintenance involves individual program revision, expansion, reduction, or
elimination.

Goal 2:

To implement new education reform initiatives which specifically address
NASA mission requirements, national education reform, and NSTC priorities.

Goal 3:

To significantly expand the impact of the NASA education program by
developing partnerships with external constituencies.

These three primary goals are identified to systematically guide NASA's
education program toward its Vision.  Each goal has several objectives and
milestones to guide our actions.  The highest priority, maintaining the
base, seeks to review our current education programs and revise, expand,
or delete such programs based on customer measures of su ccess.
Objectives cited under this goal, currently underway in most cases, are
funded within the approved FY 1994 budget and subsequent fiscal year
runouts.

The second priority addresses specific reform initiatives, directly
related to the NSTC/CET strategic plan and national education reform.
Objectives supporting achievement of this goal are either planned for
within projected budgets in FY 1994 or provide the basis for budget
formulation in FY 1995 or beyond.

The third priority addresses the need to expand the impact of NASA's
education program by strengthening partnerships with specific external
constituencies.  Again, objectives supporting achievement of this goal are
either planned within the projected FY 1994 budget or provide the basis
for budget formulation in FY 1995 or beyond.

Following the goals, this strategic plan delineates three enabling systems
that support all three goals.  The first enabling system, evaluation,
provides agency direction and plans to ensure that both short term and
long term program outcomes are documented.  Educational technology, the
second enabling system, outlines objectives to ensure that we
maximize our limited resources and expand the delivery of programs and
materials to the broadest possible audience.  The third enabling system,
dissemination, provides a three-component system approach to ensure that
information and materials are known by and available to the broadest
possible segment of the education community.

Program Principles

In pursuing our vision, all NASA education programs will adhere to the
following principles

Primary:

  -NASA education programs will promote educational excellence.

  -All education programs will emphasize active participation and will
demonstrate integrated applications to and support of results- oriented,
standards-based national education reform efforts, including the National
Education Goals and the NSTC/CET strategic objectives.

  -Exemplifying ethnic and gender diversity, representatives of
professional education organizations and external education constituencies
will participate in the decision-making process for the design and
implementation of NASA's education programs.

  -NASA programs will attempt to significantly increase ethnic and gender
diversity and individuals with disabilities in NASA educational programs,
and in the national science and technology pipeline.

Secondary:

  -Where feasible and warranted by program objectives, a database tracking
system will be used to follow participants' educational and career
choices.

  -Mission-related research and development will be an integral component
of all higher education programs.  To the extent that they can be
accommodated, students and faculty will spend time at NASA Centers.

- Where practical and beneficial, programs will be leveraged with funding or
in-kind contributions of outside organizations.

  -To the maximum extent, the Space Grant network will be utilized to help
carry out appropriate program priorities.

  -Evaluation and continuous improvement will be key components of all
programs.  Each program will have precisely worded and measurable
objectives, based on customer measures of success.

  -To the maximum extent, dissemination of education programs and
materials will utilize state-of-the-art technology.

  -Teacher enhancement programs will emphasize student-centered
pedagogies;  student programs will emphasize active participation,
integrated applications, problem-solving and cooperative endeavors.  Both
will be supported by the skills, tools, and technologies necessary for
those practices.

Maintaining Base Programs

Goal 1:

To maintain that segment of NASA's current education program- hereinafter
referred to as the base or core program-that is judged to be effective,
based on internal and external customer measures of success.  Such
maintenance involves individual program revision, expansion, or
elimination. NASA offers a wide variety of base education programs to meet
the myriad needs of educators and students from grade school through
postdoctoral research.  These programs are based on a solid and productive
relationship with our customers and form the foundation of NASA's
education program.

Elementary and Secondary

At the elementary and secondary level, our education programs use NASA's
mission to demonstrate the integrated applications of science,
mathematics, technology, and related subject matter by expanding curricula
and providing instructional opportunities for teachers and students.

NASA's national base program for elementary and secondary education
includes:  the Aerospace Education Services Program, teacher inservice
workshops (e.g., NEWMAST, NEWEST, and Center-developed workshops); the
Space Science Student Involvement Program; science and engineering fairs;
school partnership programs; and the Summer High School Apprenti ceship
Research Program.  These programs are administered through the NASA Field
Centers.

1.1.1 Objective:

To review all elementary and secondary education programs to ensure that
they support the National Education Goals; serve to maintain and, as
necessary, expand the pool of scientists, engineers, and technicians; and
provide incentives and opportunities for awareness and pursuit of careers
as scientists, engineers, and technicians.

Milestones:

  -Develop an accepted set of standards for program review based on
accepted measures of success.  (Completed)

  -Review each national program using the accepted standards.  (Underway)

  -Review the evaluation results against the NASA Education Strategy and
revise programs where indicated.  (Completed)

  -Initiate a review of elementary and secondary programs at the Field
Centers.  (FY 1993/1994)


1.1.2 Objective:

Establish Review Committees for all national programs.

Milestones:

  -Establish Review Committees for all national base elementary and
secondary education programs.  Each committee will be comprised of
representative customers and ethnically diverse groups and interests.  (FY
1993)

  -Review Committees will conduct program reviews and provide annual
assessments beginning in FY 1994.  (FY 1994)


1.1.3 Objective:

Strengthen the Aerospace Education Services Program through staff
development activities including science, mathematics, and technology
content, education reform; NASA Center Mission; and Educational Technology
Utilization.

Milestones:

  -Design training program.  (Completed)

  -Establish training locations and conduct all aspects of training.  (FY
1993- 1994) In progress.

  -Implement training results nationwide in school programs and inservice
teacher workshops.  (FY 1994-1997)

1.1.4 Objective:

Increase the annual participation in our teacher enhancement programs,
including the NASA Educational Workshops for Elementary School Teachers
(NEWEST), the NASA Educational Workshops for Mathematics, Science, and
Technology Teachers (NEWMAST), and Center-sponsored inservice workshops.

Milestones:

  -Determine alternative methods to increase participation.  (Completed)

  -Evaluate the programs for consistency in quality before and after
expansion.  (FY 1994)

  -Establish baseline data, including program characteristics, for Field
Center teacher enhancement programs.  (Completed)

  -Make available Headquarters funding to increase participation in Center
teacher enhancement programs.  First priority will be those NASA Centers
requesting funding; second priority will be Space Grant institutions.  (FY
1994-1998)

  -Include a pre-K component in the NEWEST program.  (FY 1995)

  -Increase annual NEWEST and NEWMAST participation from 200 to 300
teachers.  (FY 1995)

1.1.5 Objective:

Revise the Space Science Student Involvement Program (SSIP) to include
components for the lower grades (3-12); to include problem-solving and
teamwork concepts and activities; to feature mathematics and technology,
as well as science; and to include activities at the secondary level to
involve a Mars scientific experiment proposal and internship o
pportunities for Space Station Freedom, microgravity, wind tunnel,
supercomputer, Spacelab, and Astronomy components.

Milestones:

  -Expand participation to include all 50 states with special emphasis on
urban areas and target populations.  (Completed)

  -Conduct four regional and four internship competitions and one national
program to review winning proposals and present awards.  (Completed)

  -Award four additional internships.  (FY 1994- Two Completed. Two in
progress.)

1.1.6 Objective:

Expand the Summer High School Apprenticeship Research Program (SHARP) to
all Field Centers and complete implementation of a database tracking
system.

Milestones:

  -Conduct SHARP at eight NASA Field Centers.  (Completed including Dryden
Space Flight Center)

  -Conduct SHARP at nine NASA Field Centers.  (Completed)

  -Increase annual participation from 200 to 250 students.  (FY 1995-In
progress. 219 in 1993)

  -Show current progress of all students who have participated in the
program with particular attention to those who have been hired by NASA
installations.  (FY 1995-In progress. Database developed and activated)

1.1.7 Objective:

Conduct education workshops and conferences that focus on education
issues, interdisciplinary activities, and teaching practices, using the
NASA mission as a common theme.

Milestone:

 -Conduct educator conferences and workshops each year that bring
together educators and education leaders to highlight education issues and
the NASA mission.  Active participation of culturally diverse groups in
all NASA education conferences will be emphasized.  (Completed and
ongoing)

1.1.8 Objective:

Collect data and review NASA's current participation in local, state, and
regional science and engineering fairs, special activities such as ACT. S0
and other engineering and technology programs.

Milestones:

  -Develop an inventory of employee participation in such programs.  (FY
1994)

  -Establish baseline data for agencywide participation.  Develop Agency
strategy to equalize, maintain, or enhance participation in these programs
where indicated.  Strategy will also address agency reporting and tracking
issues.  (FY 1995) - Implement strategy.  (FY 1996)

1.1.9 Objective:

Review annually, and expand as warranted, NASA's preservice education
programs.

Milestones:

  -Identify Field Center preservice programs and activities.  (FY
1993-Update in FY 1994)

  -Expand the Pre-Service Education Program to 12 higher education
institutions.  (Pending results of Preservice Conference in 9/1994).)

  -Implement the Endeavor Fellowship Program for preservice teachers.  (FY
1995-In progress. Will be fully implemented in FY 1995)

  -Expand the PreService Education Program to 40 higher education
institutions.  (Review of target scheduled for 9/1994)

  -Conduct national workshops periodically so that higher education
institutions may disseminate approaches and materials used in the
development of NASA-supported preservice programs.  (FY 1994 and FY
1997-on schedule)

1.1.10 Objective:

Determine current level of effort of NASA's partnership programs at HQ and
Field Centers.

Milestones:

  -In cooperation with the National Service Office, develop a process at
Headquarters and at the Field Centers to recruit personnel interested in
working with schools and students in the classroom.  The process will
include program guidelines and recommendations for training and materials
support.  (FY 1993-some work done. Not completed due to ch ange in
leadership in National Service Office.)

  -Develop an inventory of employee participation in such programs.  (FY
1993- on going. Will be refined in cooperation with National Service
Office.)

  -Establish baseline data for agencywide participation.  Develop Agency
strategy to equalize, maintain, or enhance partnership school programs
where indicated by inventory.  (FY 1994-on going)

  -Implement a feeder school strategy (to include at least one elementary,
one middle, and one high school participant in each partnership) at each
Field Center and Headquarters.  (FY 1995-Completed For HQ. In progress at
Field Centers)


Higher Education

At the higher education level, NASA's programs provide student incentives
and opportunities and support faculty preparation and enhancement through
direct participation in research.  The base program for higher education
includes:  The NASA/USRA Advanced Design Program; the Graduate Student
Researchers Program, the Summer Faculty Fellowship Progr am; the National
Space Grant College and Fellowship Program; the JOint VEnture Program
(JOVE), and the Experimental Program to Stimulate Competitive Research
(EPSCOR).  Specific modifications to these programs will be addressed in
this plan or subsequent to planned program assessments.  Programs are
administered locally through a network of Center University Affairs
Officers.  The first objective in this section addresses the larger role
these officials play in NASA's relationship with the higher education
academic community.

1.1.11 Objective:

Strengthen the relationship between NASA and higher education institutions
by:

a.  providing, through the University Affairs Officers network, a central
point of information and access for academic personnel;

b.  monitoring issues of significant concern to the academic community;
and

c.  developing or supporting mechanisms to facilitate access to and
communication with NASA.

Milestones:

-  Publish and distribute a "user's manual" for the higher education
community.  (Completed)

-  Update and modernize the University Management Information System.  The
data will become the source for reports and responses to ad hoc inquiries.
(FY 1993)10

-  Fund one or more Space Grant Faculty Fellowships to analyze and make
recommendations regarding concerns of the higher education community as
they relate to the education of engineers and scientists.  (Completed)

-  Maintain comprehensive knowledge of programs, activities, and resources
and serve as first point of contact for university personnel without other
NASA affiliation.  (FY 1993 and continuing)

-  The National Space Grant College and Fellowship Program network will
develop mechanisms and systems to provide NASA linkages and serve as
liaison to the academic community within each state, particularly those
geographically remote from NASA Field Centers. (FY 1993 and continuing)

-  Explore the development and implementation of systems to facilitate,
enhance, and expedite NASA/university interaction (e.g., electronic
communications technology for proposal development, submission, review and
award processes.) (FY 1994 and continuing)

1.1.12 Objective:

Evaluate the Graduate Student Researchers Program.

Milestones:

-  Implement database.  (Completed)

-  Conduct a comprehensive evaluation of the Graduate Student Researchers
Program to determine customer measures of success, including:
graduation/completion rates, ethnic and gender characteristics, reasons
for non-completion, appropriate mix of disciplines (in cooperation with
program offices and centers), adequacy of stipend, value of Center
experience, quality of advisors and NASA colleagues, immediate career
moves of those who graduate.  (FY 1995)

-  Initiate appropriate revisions as dictated by the evaluation.  (FY
1995)

1.1.13 Objective:

Define, develop, and implement the strategic five-year program plan for
the National Space Grant College and Fellowship Program.

Milestones:

-  Evaluate the draft plan developed by Space Grant Directors Council.
Review Panel.  (FY 1994)

- Finalize plan and develop five-year implementation schedule.  (FY 1995)

- Develop, with University Affairs Officers, individual Center roles and
responsibilities.  (FY 1994)

- Oversee plan implementation.  (FY 1994-1998) 1.1.14 Objective: Assess
the progress and effectiveness of the National Space Grant College and
Fellowship Program.

Milestones:

- Convene a Space Grant Directors' strategic planning meeting.
(Completed)

- Conduct a comprehensive five-year review for the National Space Grant
College and Fellowship Program to include a review of Headquarters and
Center program management as well as an evaluation of the performance of
each consortium.  (FY 1994)

- Determine program revisions and consortia
recertification/decertification.  (FY 1995)

- Implement and oversee program revisions based on evaluation findings.
(FY 1996)

- Implement management changes based on evaluation findings.  (FY 1996)
1.1.15 Objective: Review the effectiveness of the National Research
Council (NRC) Resident Research Associateship Program.

Milestones:

- Collaborate with the NRC on Associates Career Outcomes Study (FY 1997)

- In collaboration with the NRC, determine appropriate revisions in
program administration and direction following review of the report.  (Mid
FY 1997)

- Initiate, oversee, and monitor program revisions.  (Late FY 1997)

1.1.16 Objective:

Review the effectiveness of the NASA/USRA Advanced Design Program.

Milestones:

- Conduct a five-year review of the program in accordance with measures of
success to be determined by the Office of Aeronautics and Space Technology
(OAST) and the Office of Human Resources and Education.  (FY 1995)

- In collaboration with USRA and OAST, determine appropriate revisions in
program administration and direction following review of report.  (FY
1995)

- Initiate, oversee, and monitor program revisions.  (FY 1995) The "base"
is the foundation of NASA's education program.  Although these programs
have been extremely successful over the years, we recognize the need to
review and evaluate their continuing relevance to the changing needs of
students and educators.  Therefore, in addition to sustaining the base
program, NASA will next address areas of additional need by augmenting
existing programs and developing new ones that specifically support
national education reform efforts.  While the base program directly
supports NASA mission requirements, NASA also supports broader education
efforts to improve educ ation nationwide.  These efforts will become the
basis for budget formulation in FY 1995 and beyond.


Reform Initiatives To Promote Excellence In Education

Goal 2: To implement new education reform initiatives which specifically
address NASA mission requirements, national education reform, and NSTC
priorities.

Many of these reform initiatives provide the basis for budget formulation
in FY 1995 and beyond.  This section is divided in three categories:

- Elementary and Secondary

- Higher Education

- Public Understanding of Science Elementary and Secondary

At the elementary and secondary level, reform initiatives to promote
excellence and equity in education are specifically targeted towards
supporting local, state, and national efforts to achieve the National
Education Goals, including support of state curriculum frameworks and
national standards for teaching and assessment.

General.

This category is included for program initiatives that contain reform
activities and efforts that may not clearly fit under the teacher
enhancement, curriculum, organization and systemic reform, or student
opportunities and incentives categories that follow. 1.2.1

Objective:

Provide to Aerospace Education Services Program (AESP) specialists
knowledge, skills, and experience for aligning presentations and programs
with formats which cover current principles and practices in education
reform.

Milestones:

- Design, develop, and conduct staff development programs for all AESP
specialists to acquaint them with major aspects of education reform at the
national, state, and local levels.  Emphasize curriculum frameworks,
standards for teaching, and performance assessment.  (FY 1993-1994-In
progress)

- Update training in two-year intervals.  (FY 1996)

1.2.2 Objective:

Initiate a broad program of "Teaching From Space" to demonstrate that
space exploration and research is an ideal context in which to generate
educational benefits, learning situations, and opportunities for
participatory science, mathematics, and technology.  Note:  many of the
other objectives throughout this plan may be grouped under the theme
 "Teaching From Space."


Milestones:

%  Conduct periodic national curriculum-based educational activities that
engage students and teachers in some aspect of "Teaching From Space"-e.g.,
the Space Exposed Experiment Developed for Students (SEEDS), Ground Truth
Studies, satellite data analysis, and Get-Away Special payloads.

-  Identify and assess national activities.  (FY 1994)

-  Select program activity with necessary resources-e.g., lead Center,
etc.  (FY 1995)

-  Conduct program.  (FY 1996) - Continue to plan for a Teacher-in- Space
Space Shuttle flight opportunity until a decision is made to implement or
cancel this program element.

-  Enhance the educational components and academic content of the teaching
plan.  (Completed)

-  Refine the management plan for the implementation of the national
education program.  (FY 1994)

-  Continue Teacher-in-Space Designer's national education/public outreach
activities, and keep current her knowledge of NASA mission and program
developments.  (Continuing)

-Refine existing Payload Integration Plan.  (Continuing)


%  Expand educational opportunities offered through the Johnson Space
Center Education Working Group (EWG), in collaboration with the Education
Division.

-  Develop and implement the Flight Crew Operations Directorate (FCOD)
Educational Initiative Operating Plan.  (Completed)

-  Establish a Detailed Supplemental Objective (DSO) to support
educational activities onboard the Space Shuttle, including preflight
training requirements.  (Completed)

-  Continue to develop the Liftoff to Learning videotape series to enhance
curriculum content.  (Continuing)

-  Continue to develop printed materials to complement all electronic
media educational products developed through the EWG.  (Continuing)

-  Develop and implement live lessons from the Orbiter when the proposed
educational activities cannot be accomplished on the ground and the lesson
objectives cannot be met with a simple live downlink or a postflight
videotape.  (Continuing)

%  Establish an education plan with the Office of Space Flight to maximize
the educational value of the Get Away Special (GAS) Small Self-Contained
Payloads.

-  Develop proposal guidelines (including costs) for educational
institutions interested in developing and flying elementary, secondary,
and higher education student experiments.  (Completed)

-  Disseminate guidelines nationally and announce opportunities for
education- based GAS payloads.  (FY 1993)

-  Develop schedule and begin manifesting GAS payloads.  (FY 1994- 1997)


%  Establish a long-range education plan for the continued use of the
Shuttle Amateur Radio Experiment (SAREX) onboard future Space Shuttle
missions.

-  Identify guidelines (including costs) to expand the educational
benefits of the SAREX payload (under the auspices of the SAREX Education
Working Group).  (Completed)

-  Develop, print, and disseminate program information materials for
educators.  (FY 1993)

-  Broaden the participant base through dissemination of program
information (announcements of opportunity, etc.).  (FY 1993)

1.2.3 Objective:

Develop, pilot test, and implement a comprehensive education plan, in
cooperation with the Office of Space Science and Applications, Earth
Systems Division, the Goddard Space Flight Center, and the Jet Propulsion
Laboratory for educational programs and curriculum materials based upon
Mission to Planet Earth.

Milestones:

-  Develop a cooperative ground truth studies program for grades K- 12,
involving participation by scientists, educators, and students.  (FY 1994)

-  Implement the Space Technology Education Program (STEP) for classrooms
to have direct readout capability from the NASA-developed, NOAA- operated
meteorological satellites.  (FY 1994)

-  Study the feasibility of utilizing NASA Select and Spacelink to deliver
a distance education course in Earth systems science for science teachers.
Implement the course if feasible.  (FY 1994-1995)

- Complete "Interactive
NOVA:  Earth,"a videodisc-based curriculum package in Earth systems
science.  (FY 1994)



Teacher Preparation and Enhancement.

Immediate upgrading of the existing teacher workforce is necessary to
improve student performance.  NASA programs will focus on both subject
content and pedagogical skills.  These programs will meet accepted
teaching standards,respond to ethnic and gender diversity, and expose
teachers to curriculum standards, high quality instructional materials,
and state-of-the-art disciplinary research and educational technologies.
Teacher enhancement is NASA's highest priority in elementary and secondary
education.

1.2.4 Objective:

Expand and create new mechanisms for tripling the number of teachers
provided with high-quality, hands-on inservice experiences at Field
Centers and non- center based sites by FY 1998. (On schedule)

Milestones:

-  Through consultation with the Field Centers, develop a goal and
strategy for significantly increasing NASA teacher enhancement
opportunities as NASA's contribution to this CEHR strategic milestone.
(Completed. Teacher Enhancement Program doubled through DOE and HQ
funding.)

-  In response to the above, provide inservice training opportunities for
elementary and secondary teachers through varied approaches and mechanisms
including workshops, classroom follow-up, and technological means.  (FY
1995 and continuing-on schedule. Preservice and Inservice progress and
program opportunities enhanced at Field Centers and at H Q.)


1.2.5 Objective:

Increase the ethnic diversity in teacher programs by expanding the
participation of teachers who are African American, Hispanic, Native
American, or Pacific Islander in NASA's teacher enhancement programs.

Milestones:

-  Establish benchmarks (from FY 1992 level of participation) by which
future programs can be measured.  (Completed)

-  Increase level of participation in agency teacher enhancement
activities by 50% over the baseline (FY 1992) level.  (Completed.
Participation doubled in FY 1994)

-  Increase level of participation in agency teacher enhancement
activities by 100% over the baseline (FY 1992) level.  (Completed. FY 1992
baseline level at 215. 493 in FY 1994. On schedule for FY 1997.) 1.2.6
Objective: Increase participation of teachers from urban and rural school
districts that enroll large numbers of educationally and economically
disadvantaged youth.

Milestones:

-  As part of each national education program, develop a strategy for
recruiting teachers from programs in these target areas.  (Completed in FY
1993 with UCRP Teacher Workshop with 60 participants.)

-  Develop baseline data for these target groups.  (FY 1996-On schedule)

-  Quadruple participation from these areas.  (FY 1998-On schedule)
Curriculum Support NASA-sponsored curriculum enrichment materials for
teachers will emphasize active student participation, strengthen
problem-solving skills, and accommodate student diversity.  They will
incorporate educational technologies where appropriate.

1.2.7 Objective:

Develop supplemental educational materials which support and encompass
curriculum and teaching standards consistent with frameworks and
principles of education reform and reflective of ethnic and gender
diversity.

Milestones:

-  Coordinate supplementary curriculum development efforts among
Headquarters and Field Centers.  (FY 1994)

-  Develop high quality education materials for use by all elementary and
secondary classroom teachers.  (FY 1993-1998)

-  Draft, field test, revise, and implement an agencywide evaluation
system for identifying needed curriculum materials and evaluating proposed
materials.  (FY 1994)

-  Develop all agency supplemental education materials in conformance with
curriculum standards and education reform frameworks, being sensitive to
the ethnic and gender diversity of students and promoting problem-
solving, hands-on approaches, critical thinking skills, cooperative
learning strategies, and multiple intelligence strategies.  (FY 19 94)

-  Disseminate these materials via agency dissemination systems and
networks (i.e., NASA Select and NASA Spacelink).  (FY 1995)


1.2.8 Objective:

Develop and modify out-of-school programs-e.g., after and before school
programs, Saturday academies, summer institutes, museum and planetarium
programs, etc., to coordinate and support formal school instruction.

Milestone:

-  All out-of-school programs will be developed or revised to support
school instruction programs in accordance with education reform standards
as they exist.  (FY 1995-Completed and continuing.  SHARP and SHARP Plus
meet this milestone. SHARP Plus was created in FY 1993 with 100 students
and increased to 200 students in FY 1994.  Saturday Academ y Programs
supported and enhanced HQ and JPL.)


1.2.9 Objective:

Produce supplementary curriculum materials using software and multimedia
products.  Identify and disseminate technology-based curriculum software
developed with NASA sponsorship through activities such as the Space Grant
program.

These software curricula packages may include:

(1) computer-assisted instruction programs, (2) computer simulations, (3)
databases, (4) videodiscs, (5) CD-ROM databases, (6) videotapes, and (7)
multimedia systems.

Particular attention will be given to the production of mission- related
programs.  These programs will use a specific NASA mission as the theme
for technology-based programs to demonstrate aerospace education
principles which can be easily integrated into the curriculum.  As an
example, the Liftoff to Learning series of videotapes produced in co
njunction with the Education Working Group of the Johnson Space Center
will be continued.  Additionally, a multimedia program, Interactive NOVA:
Earth, consisting of a videodisc with integrated computer software, will
be produced on the subject of Earth Systems Sciences.

Milestones:

-  Produce at least one Liftoff to Learning tape each year.  (FY
1993/continuing)

-  Complete "Interactive NOVA: Earth." (FY 1994)

-  Submit "Interactive NOVA: Earth" for textbook adoption in all relevant
states.  (FY 1995)

-  Initiate a grant program to support the development of supplementary
curricula using advanced educational technologies. (FY 1995)

-  Product a biannual edition of Software for Aerospace Education.  (FY
1995, 1997)

Organization Reform and Systemic Change

Nine percent of Federal elementary and secondary education resources are
directed toward achieving effective systemic reform.11 The major Federal
program to catalyze systemic reform is the National Science Foundation's
(NSF) Statewide Systemic Initiatives (SSI) program.  This program enables
NSF to work with states to structure systems that can deliver high quality
science and mathematics education for all students.  NASA's elementary and
secondary programs implemented at the Field Centers will observe and
support systemic reform efforts at the state and local levels.

1.2.10 Objective:

Continue to develop, implement, and support the Tri-State Education
Initiative (TSEI) as an exemplary model for NASA's role in education
reform.  This multi- state, regional program is designed to serve as a
demonstration model for smaller scale replication in other geographic
areas.

Milestones:

-  Develop a strategic plan for systemic change as a model in the TSEI.
(Completed)

-  Involve NSTC/CET agencies, other state and local government
organizations, and private industry in TSEI activities.  (Ongoing)

-  Evaluate the progress of the TSEI in supporting the National Education
Goals.  (FY 1997)

1.2.11 Objective:

Explore and develop linkages between existing Field Center education
programs and states receiving NSF funding for SSI.  These linkages should
include elementary, secondary, and higher education programs.

Milestones:

-  Four Field Centers were selected: LaRC in Virginia, LeRC in Ohio and
Michigan, MSFC in Alabama, and JSC in Texas and Nebraska (Completed)

-  Five Field Centers will support selected states within their region
that are receiving NSF funding for SSI.  (FY 1995)

-  All Field Centers will support selected states within their regions
that are receiving NSF funding for Urban Systemic Initiative (USI)
Programs.  (FY 1996)

-  All Field Centers will support selected states within their region that
are receiving NSF funding for SSI and USI.  (FY 1997)

1.2.12 Objective:

Ensure that all elementary and secondary programs and activities comply
with state and local guidelines and frameworks in order to contribute to
systemic change.

Milestones:

-  Inventory all elementary and secondary agency programs that support and
promote systemic change.  (FY 1995-In progress)

-  Update inventory of these programs as they exist.  (FY 1997-On
schedule)


Student Support

The Federal agencies' efforts to support out-of-school experiences that
provide learning opportunities for students beyond those available in
school classrooms amounted to 7% of the FY 1992 budget for elementary and
secondary education.

These experiences and opportunities included partnerships, award programs,
and other programs conducted in m useums, science and technology centers,
and media and community- based organizations coupled with classroom
learning opportunities.  At the elementary level, NASA education programs
will emphasize activities to capture students' interest in science,
mathematics, and technology.  Programs for secondary students will
emphasize participatory experien ces to channel their interest into
related studies and careers.

1.2.13 Objective:

Increase the number of students served through internships, mentorships,
apprenticeships, and summer research programs by increasing the capacity
to provide such experiences through partnerships and interagency
cooperation and collaboration.  It is assumed that the Centers are
currently at capacity.

Milestones:

-  Expand the capacity for student incentive and opportunity programs by
5%.  (Completed-Increased by 66% through SHARP, SHARP Plus, and other
programs.)

-  Expand the capacity for student incentive and opportunity programs by
15%.  (FY 1997-Target will be exceeded)

1.2.14 Objective:

Implement a nationwide career awareness program for students in grades 4-6
in cooperation with the American Counseling Association (ACA).

Milestone:

-  Complete the development of the program and support the training of
teachers and counselors to implement the program in all 50 states and the
District of Columbia.  (FY 1993-1994-Training completed in FY 1993.  On
schedule for FY 1994.  Materials developed and distributed.)

1.2.15 Objective:

Work with a national education organization to establish a
culturally-diverse apprenticeship research program for secondary students
in locations beyond the commuting distances to the Field Centers.

Milestones:

-  Seek the cooperation of a suitable organization to form a partnership
to design a non-Field Center based apprenticeship research program.
(Completed.  SHARP Plus established.  QEM is Grant Agency.)

-  Develop the program.  (Completed)

-  Implement the program.  (Completed in FY 1993 and FY 1994.  On schedule
for completion in FY 1995-FY1997.)


Higher Education

At the higher education level, initiatives will focus on expanding access
to research opportunities for both individuals and institutions.  We will
place greater emphasis on research opportunities for undergraduate
students and individuals who are African American, Hispanic, Native
American, Pacific Islander, female, or disabled.  At the instituti onal
level, two-year colleges are an important segment of the education
pipeline for scientists, engineers, and elementary and secondary
mathematics, science, and technology educators.  Moreover, these
institutions play an important role in training technicians and increasing
the scientific literacy of their students, regardless of academic major.

	NASA's programs will stimulate stronger linkages between two- year
colleges, upper-division undergraduate sectors, and the communities they
serve.

Organization Reform and Systemic Change

Seek to broaden, through wider inclusion and capability building
activities and programs, the base of institutions and individuals with
which NASA interacts.

1.2.16 Objective:

Initiate programs and activities that broaden the base of institutions
with which NASA conducts research and education activities.  Particular
emphasis will be on the inclusion of community colleges, and institutions
which have had little or no research support from NASA.

1.2.16.1 Objectives specific to EPSCoR are:

Develop and implement the Congressionally mandated NASA Experimental
Program to Stimulate Competitive Research (EPSCOR).

Milestones:

-  Develop program announcement, review and selection process resulting in
awards to selected states.  (Completed)

-  Develop capability enhancement opportunities for non- selected states.
(FY 1994)

-  Develop process for second round of EPSCoR selections and awards.  (FY
1995)

-  Conduct competition for second round of EPSCoR selections.  (FY 1996)

-  Develop and implement evaluation and renewal process for first round of
awardees.  (FY 1997)

1.2.16.2 Objective:

Define, develop and implement the management plan for the NASA EPSCoR
program.

Milestones:

-  Develop plan with input from NASA EPSCoR Program Directors, Space Grant
Program Directors, NASA program offices and center University Affairs
Officers.  (FY 1995)

-  Finalize plan and develop five-year implementation schedule.  (FY 1995)

-  Develop, with University Affairs Officers, individual center roles and
responsibilities (FY 1996)

-  Oversee plan implementation.  (FY 1996)

1.2.16.3 Objectives specific to community colleges are:

Enhance the preparation of community college students and increase the
percentage going on to science and engineering majors in four-year
institutions.

Continue to emphasize two-year associate degree programs oriented to
providing technicians for NASA and related aerospace organizations with
attention given to local market demands.

Utilize the community college system as a means of reaching African
American, Hispanic, Native American, Pacific Islander, disabled,
returning, part-time, and economically disadvantaged students.

Utilize the community outreach capabilities of the community college
system as a mechanism for creating adult cognizance of NASA programs and
activities.

Milestones:

-  Conduct a needs assessment survey; acquire and analyze information from
community college students, faculty, and administrators about issues
unique to community colleges.  This analysis will aid in the development
of pilot programs and activities to achieve community college objectives.
(FY 1994)

-  Initiate projects based on information gleaned from the community
college needs assessment survey.  These projects will be initiated and
implemented largely through Field Centers and Space Grant institutions to
ensure that local needs are served and networks effectively exploited.
(FY 1994-1998)

	The following list is illustrative:

-  Implement summer intern program and year-round activities (e.g.,
shadowing, apprenticing, consulting) that use or involve scientists and
engineers at NASA Field Centers.

-  Integrate community college faculty into faculty enhancing
programs (e.g.,
JOVE and the Summer Faculty Fellowship Program).

-  Sponsor classroom projects and demonstrations and provide data, models,
etc.  for classroom use.

-  Encourage and support articulation and joint admissions programs that
facilitate the transfer of community college students to four-year
institutions through incentives in the Space Grant program.

-  Encourage and support faculty exchange and collaboration programs
between two- and four-year institutions, primarily through Space Grant.

-  Initiate scholarship programs, both for high school students applying
to community colleges and for community college students applying to
four-year institutions.

-  Support satellite-transmitted courses to geographically dispersed
institutions.


1.2.16.4 Objective:

Seek, through complementary programs such as JOVE and Space Grant, to help
develop the research capabilities of institutions and states not currently
involved in NASA programs.

Milestones:

-  Implement projects to help develop the research capabilities of
institutions and states not currently involved in NASA programs.  (FY
1993-1998)

-  Sponsor research infrastructure building workshops (e.g., proposal
writing).

-  Sponsor bidders' conference for program office opportunities
appropriate to developing institutions.

-  Support MU-SPIN type of information and matching database for Federal
research community.

-  Sponsor workshops, seminars, and programs that enable faculty from
developing institutions to network with NASA and other faculty from
research- intensive institutions.



Faculty Preparation and Enhancement.

Teaching faculty, especially faculty concerned with freshmen and
sophomores, are central to the success of undergraduate education in
science, mathematics, engineering, and technology.  They must be
proficient in state-of- the art technology and instrumentation, new
experimental methods, and emerging pedagogical techniques.  NASA will
expand its pr ograms to provide research-related experiences at
university, Federal, and industrial laboratories for undergraduate faculty
involved in teaching science, mathematics, engineering, and technology.

1.2.17 Objective:

Expand opportunities and activities that enhance faculty preparation for
undergraduate teaching through adaptation of existing programs.  These
opportunities will expose faculty to advances in research, technology,
instrumentation, experimental methods, and in how to transfer this
knowledge in the classroom.

Milestones:

Space Grant College and Fellowship Program

-  Encourage and support collaborative research opportunities through the
National Space Grant College and Fellowship Program.  (FY 1994) Summer
Faculty Fellowship Program

-  Conduct comprehensive evaluation of the Summer Faculty Fellowship
Program, with particular emphasis on the program's impact on undergraduate
education (course development/revision, especially documentation of same).
(FY 1994)

-  Conduct statistical analysis of participation by type of institution
(e.g., community college, undergraduate institution, research-intensive
institution).  Establish goals and timetables based on this analysis in
order to increase emphasis on undergraduate education.  (FY 1994)

-  Begin implementation of above timetable to increase participation of
two- and four-year institutions.  Initiate system to monitor and assess
impact on undergraduate education.  (FY 1995)

-  Continue phased implementation, monitoring, and assessment;  adjust
appropriately and perform comprehensive evaluation at end of 1997.  (FY
1994-1997)


Curriculum Support

Model courses, units, and curricula in mathematics, science, engineering,
and technology must be developed for the effective education of all
students at all levels.  At higher education levels, curricula must keep
pace with the ever- expanding wealth of knowledge discovered through
research.  NASA will facilitate, promote, and support the developm ent,
documentation, and dissemination of research-based undergraduate courses
and curricula.

1.2.18 Objective:

Encourage and support the development of effective, research-based
undergraduate courses, curricula, and materials in science, mathematics,
engineering, and technology. This material will: (1) provide strong
disciplinary and cross-disciplinary training to science and engineering
majors;  and (2) advance the technical literacy of non-science and eng
ineering majors.

Milestones:

-  Conduct literature search on undergraduate curriculum reform issues in
order to better evaluate proposals and focus efforts.  (FY 1994)

-  Perform survey or research current survey materials regarding
employers' perceptions of preparation adequacy of BS degree holders for
work in aerospace fields.  (FY 1994)

-  Based on this analysis, initiate program through the National Space
Grant College and Fellowship Program:

-  Conduct an analysis of the national balance of activities mandated by
Space Grant.  This analysis should suggest consortia to focus on
curriculum development.  This effort will be monitored by a NASA Field
Center to be tasked with this priority.  (FY 1994)

-  Initiate a topical consortium on undergraduate education.  Conduct
competition among Space Grant schools for possible supplemental grants
funding release time to develop, pilot, test, evaluate, and disseminate
effective curricula, materials, and instructional methods.  (FY 1995)

-  Establish Space Grant Initiatives (e.g., the Undergraduate Centers of
Excellence).  (FY 1996)

-  Issue a number of research and development follow-on grants to
Center-based research fellows to design courses based on their summer
research (Summer Faculty Fellowship Program third year grants).  (FY 1996)

-  Document effective senior design courses for dissemination through the
Advanced Design Program.  Sustaining universities will be required to
develop courses and curricula, sometimes as part of a collaborative effort
with new participants.  (FY 1996) - Develop a means for disseminating
curricula to the broader higher education community through the JOVE
program, concentrated at undergraduate institutions.  (FY 1996)

-  Stimulate the development of general education courses for non-
science/non- technical majors (survey courses).  (FY 1994)

-  Support curriculum development and reform through support of studies
and task forces on undergraduate science and engineering education (e.g.,
National Research Council Board on Engineering Education studies on
recruiting women/improving retention rates in undergraduate engineering).
(FY 1993 and continuing)

Student Support

At the graduate level, a significant share of NASA's funding for science,
mathematics, engineering and technology education goes to direct support
for students.  Programs geared toward increasing the participation of
African Americans, Hispanics, Native Americans, Pacific Islanders, women,
and persons with disabilities will be expanded.  At the g raduate level,
NASA concentrates its resources on disciplines which are directly
applicable to the agency mission; these resources, for pre- and
postdoctoral programs, offer financial support and student research
opportunities.

NASA's support for graduate education is well-established as part of our
base education program.  In addition to sustaining our commitment to
graduate education, we will focus new efforts on increasing opportunities
for undergraduates to participate in research and supporting undergraduate
scholarships and internships.


1.2.19 Objective:

Broaden direct participation in the aeronautics and space program by
providing increased support, incentives, and opportunities to
undergraduates.

Milestones:

-  Develop an undergraduate scholarship and/or summer internship program,
administered by various Field Centers or by Space Grant Consortia, using
the best features of current programs to form a model program.  (Limit to
students who have completed freshman year and who have declared majors in
mathematics, science, and engineering.) (Completed)

-  Initiate undergraduate scholarship/internship programs.  (Completed)

-  Explore linkages with Space Grant Consortia, Land and Sea Grant
Programs, JOVE program affiliates, NSF/EPSCoR, SHARP, Co-op, other Federal
programs, and National Scholars Program.  (FY 1994)

-  Cultivate summer internship positions at Centers for the Commercial
Development of Space, University Space Engineering Research Centers, and
Minority Research Centers as well as NASA Centers.  (FY 1995)

-  Expand by 15% the undergraduate scholarship/internship program.  (FY
1997)


1.2.20 Objective:

Oversee the implementation of NASA's University Space Initiative.

Milestones:

-  Publish program brochure.  (FY 1993)

-  Coordinate and monitor component programs.  (FY 1994-1998)

-  Evaluate programs.  (FY 1998)



Public Understanding of Science

To ensure our global competitiveness, the U.S. must have scientifically
literate citizens capable of understanding complex economic, political,
ethical, and social issues derived from an increasingly technological
society.  Moreover, a scientifically literate public will understand the
need for a robust research enterprise and will encourage and m otivate our
youth to study mathematics and science.  Without this encouragement the
science education efforts of the Federal government will be less
effective.  NASA is strengthening its programs to increase public
understanding of science in order to satisfy the emerging science literacy
standards.

NASA's largest contribution to the public unde rstanding of science is
through the NASA Visitor Information Centers.  The centers, located at
each NASA facility, offer the general public insight into the highly
technological and scientific world of the Nation's civilian aerospace
program.  Significant new efforts at the Langley Research Center (Virginia
Air and Space Museum) and the Johnson S pace Center (Space Center Houston)
complement existing efforts at all other NASA Centers to broaden their
outreach and to enrich the experience of visitors to the NASA Visitor
Information Centers.

The Education Division will work closely with the Public Affairs Office to
define a public affairs plan to support this strategic plan.  The public
affairs plan will place special emphasis on efforts to enhance public
understanding of science and will support the CET plan for this area.


1.2.21 Objective:

To reach out to communities, using the civilian aerospace program to
elevate public science literacy.

Milestones:

-  Develop a Public Affairs Plan for Education.  (FY 1993)

-  Establish a limited program and corresponding budget for Informal
Science Education in consultation with the National Science Foundation,
the Association of Science and Technology Centers, and other groups whose
focus is informal science education.  (FY 1995)

-  Utilize resources to inform the general public about NASA's missions
and their impact on science and technology through Space Grant, the Summer
Faculty Fellowship Program, and JOVE.  (FY 1995)


Goal 3:

To significantly expand the impact of NASA's Education Program support of
education reform by strengthening partnerships with key external
constituencies. Strengthening Partnerships for Change

The previous two goals outlining NASA's efforts in supporting education
reform are targeted at realignment and refinement of the NASA education
program.  However, to greatly increase our impact on the national
education system, we must strategically enhance our efforts with key
national constituencies.  NASA's role in forming partnerships with s uch
groups varies.  In some instances, NASA's role should be one of
leadership.  In others, it is one of a participant or a facilitator.  The
ultimate goal is to affect change and therefore have a greater impact on
the educational community.  The effectiveness of collaboration is a
function of our collective creativity in leveraging existing educ ational
efforts.

While the list of groups may change over time, currently four groups are
identified:

1.  Professional Education Associations;

2.  National Aerospace Education Associations;

3.  Industry; and

4.  Other Federal Agencies.



Professioal Education Associates

NASA will continue to develop strong ties with discipline oriented
professional education associations, including the National Science
Teachers Association (NSTA), National Council of Teachers of Mathematics
(NCTM), International Technology Education Association (ITEA), American
Counseling Association (ACA), Quality Education for Minorities Networ k
(QEM), National Alliance of Black School Educators (NABSE), American
Society for Engineering Education (ASEE), Mathematical Association of
America (MAA), the National Research Council (NRC), National Association
of School Boards (NASB), National Association of Secondary School
Principals (NASSP), National Association of Elementary School Princip als
(NAESP), National Action Council for Minorities in Engineering (NACME),
American Association of University Women (AAUW), Society for Women
Engineers (SWE), Association of Women in Science (AWS), the Association of
Science and Technology Centers (ASTC), and such partnerships ensure that
NASA's education program is relevant to and supportive of the education
direction of each organization and its constituency.

1.3.1 Objective:

Establish close linkages with professional education associations to
ensure that their efforts in support of national education reform are
reflected in NASA education programs.

Milestones:

-  Contribute financially to the development of science curriculum,
teaching, and assessment standards (general consensus building element).
(FY 1995)

-  Provide financial support and technical expertise to NSTA for the
purpose of fully integrating space and Earth science into Scope, Sequence,
and Coordination (grades 6-12). (FY 1993-1998)

-  Target NASA support of national conventions on a rotating, three- year
basis.  (FY 1994-1998)

-  Establish a Volunteer Precollege Outreach Program in partnership with
the American Institute for Aeronautics and Astronautics (AIAA) and convene
a workshop composed of a task group of experts to outline an
implementation manual for school presentation.  (Completed)

-  Continue discussion and cooperation on collaborative efforts with ASTC.
(FY 1993)

-  Initiate efforts with the MAA to explore linkages with mathematics
reform in higher education.  (FY 1994/95)


National Aerospace Education Associations

Those organizations whose primary purpose is to conduct national aerospace
education programs represent a significant force in shaping national
education reform.  During the period covered by this plan, NASA will
explore mutual areas of interest and activity in support of this strategic
plan with the Challenger Center for Space Science Education, U.S. Space
Camp and Space Academy, U.S. Space Foundation, the Young Astronaut
Council, and the Astronaut Memorial Foundation.

1.3.2 Objective:

Establish, maintain, and revise as appropriate, a Memoranda of
Understanding defining mutual areas of interest and activity in support of
this strategic plan with interested aerospace education organizations.

Milestones:

-  Host a meeting of the Executive Directors of the Challenger Center for
Space Science Education, U.S. Space Camp and Space Academy, U.S. Space
Foundation, the Young Astronaut Council, and the Astronaut Memorial
Foundation.  The primary purpose of this meeting will be to share NASA's
Strategic Plan for Education and solicit advice and council f rom each
organization represented on common activities and directions.  (Completed)

-  Finalize and sign a Memorandum of Understanding with any of the above
interested aerospace education organizations supporting the national
education reform efforts.  (Completed)

-  Maintain and revise Memorandum of Understanding as appropriate.
(On going)


Industry

In FY 1991, NASA joined with its top 26 industry contractors to form the
NASA Industry Education Initiative (NIEI) in support of the National
Education Goals.  This effort has been the principal means to begin to
coordinate and focus educational efforts with our industry partners.  The
initial effort with NIEI focused on preparing an inventory of the current
educational offerings of each member and producing the NIEI Education
Program Report, July 1991.  The NIEI will continue to be the primary
vehicle through which NASA will work with its industry partners on
education support.


1.3.3 Objective:

Facilitate the collaboration of NASA's industry partners in the national
education reform movement.

Milestones:

-  Present the NASA Strategic Plan for Education to NIEI members.
(Completed)

-  Expand participation to other industry members in NIEI.  (FY 1994)

-  Formalize a memorandum of understanding among NASA and other members to
cooperatively work to achieve the National Education Goals.  (FY 1994)

-  Identify potential areas of collaboration.  (FY 1994) Other Federal
Agencies NASA's collaboration with other Federal agencies has been
strengthened through the NTSC/CET process.  Numerous ongoing activities
with the Department of Education, National Science Foundation, Department
of Energy, National Oceanic and Atmospheric Administration, Federal
Aviation Administration, Civil Air Patrol, and the Smithsonian have served
to increase collaboration on programs and efforts of mutual interest.


1.3.4 Objective:

NASA will continue to develop collaborative relationships with other
Federal departments and agencies in areas of common interests.

Milestones:

-  Chair the Education Technology Working Group, NSTC/CET.  (Completed)

-  Solicit participation of other Federal agencies in the Tri-State
Education Initiative.  (FY 1993)

-  Solicit participation of other Federal agencies in the feasibility
study of the National Scholars Program-a program concept to significantly
expand the diversity of students receiving science, mathematics,
engineering, and technology Ph.Ds.  Special emphasis will be placed on
involving African Americans, Hispanics, Native Americans, Pacific I
slanders, women, and individuals with disabilities.  Students from
economically disadvantaged backgrounds will be targeted.  (FY
1993-1994-Study in progress.  First report due 5/20/94)

-  Solicit appropriate educational video programs from other Federal
agencies for airing on NASA Select.  (Ongoing)

-  Define common areas of interest between Land Grant, Sea Grant, and
Space Grant Programs with the Departments of Agriculture and Commerce.
(FY 1995)

-  Collaborate with the National Science Foundation and other agencies on
the Statewide Systemic Change initiative and "EPSCoR" initiative.  (FY
1993-1998)


Enabling Systems

All of NASA's education programs-base programs, reform initiatives, and
external partnerships-share common systems that ensure our ability to
provide the most effective programs to our customers.  These systems are
embedded in all NASA education programs:

1.  Evaluation;

2. The utilization of educational technology; and

3. The dissemination of education program information and curriculum
materials.


Program Evaluation

Evaluation is essential to the effectiveness of the NASA education
program.  Therefore, a comprehensive evaluation plan is being developed to
ensure that necessary data are gathered to:

a.  provide for accountability in the use of Federal funds;

b.  monitor progress;

c.  provide a feedback mechanism to guide program improvements; and

d.  document program outcomes.

While it would be desirable to have the results of these evaluations prior
to initiating change, the organizational, Federal, and national demands on
NASA's education programs preclude delay.  Consequently, NASA's evaluation
plan for education includes both short- and long-term actions.

In the short-term, the following actions have been or will be
conducted:

1.  An organizational element within the Education Division-the Technology
and Evaluation Branch-has been identified to serve as the unit responsible
for planning, monitoring, or conducting evaluation activities.

2.  An agencywide survey was completed in FY 1992 to identify all existing
NASA education programs.  This survey answered the questions:  "What is
the baseline for NASA's education program?" and "What is the mix of
program targets (elementary, secondary, students, teachers, etc.)?" The
Education Division will repeat this survey every three years.

3.  During FY 1991 and 1992, individual education program managers
strengthened the individual program evaluation process of each national
program.  Data from this effort will become available in FY 1993.

4.  A data collection and management system has been designed and
implementation is underway for all national education programs.
Implementation will be completed by FY 1994.

5.  The NASA Advisory Council Education Task Force was asked to review and
provide guidance to NASA's strategic plan for education.

6.  NASA is participating in NSTC/CET activities designed to improve and
coordinate evaluations of Federal education programs.

In the long-term, two major efforts are planned.  First, the National
Research Council will conduct a study to identify evaluation indicators
for the range of NASA's education programs.  These indicators will become
standards against which individual programs will be evaluated for
termination, modification, or enhancement.  Second, the Agency's data
management system will be expanded to all Field Centers to provide an
agencywide database system of evaluation data.  Additionally, the database
will be modified as needed to be consistent with the recommendations
resulting from the NRC study.

The following are specific objectives for the implementation of an
evaluation component in NASA's education program.


2.1.1 Objective:

Develop, disseminate, and implement evaluation standards and guidance for
education program managers.

Milestones:

-  Develop internal review measures to begin review of all elementary and
secondary programs.  (Completed)

-  Develop an interim document outlining program evaluation standards and
procedures in coordination with the NSTC/CET Evaluation Working Group and
disseminate to NASA program managers for initial implementation.
(Complete)

-  Develop and disseminate a final document outlining program evaluation
standards and procedures, after incorporation of recommendations from the
NRC and from the NSTC/CET Evaluation Panel of Experts.  (FY 1994)

-  Develop and implement an evaluation plan for individual NASA education
program managers in conformance with the NASA education program evaluation
standards.  (FY 1995)




2.1.2 Objective:

Participate in the process led by the National Science Foundation under
the auspices of the NSTC/CET to implement a coordinated program evaluation
strategy.  As this process progresses and evaluation standards are
developed, NASA's evaluation plan will be revised accordingly.

Milestone:

-  The Chief of the Technology and Evaluation Branch, Education Division,
will serve as the official NASA representative on the NSTC/CET Evaluation
Working Group.  (Ongoing)

2.1.3 Objective:

Develop annual evaluation reports for each NASA education program or
project.  These reports will be designed to concisely summarize program
progress, evaluation results, and recommendations for future action.  An
annual report summarizing major findings of individual program reports
will be compiled.

Milestones:

-  Submit an annual report for each education program to the Technology
and Evaluation Branch.  (FY 1994)

-  Develop an agencywide report which summarizes the evaluation of the
NASA education program.  (FY 1994)

2.1.4 Objective:

Implement comprehensive databases of evaluation indicators for NASA's
education program, currently under development, at Headquarters and expand
to all NASA Field Centers.

Milestones:

-  Complete Field testing and implement at Headquarters, a database of
evaluation indicator data, known as EDCATS.  (FY 1993)

-  Revise and update the University Management Information System to
provide increased analysis capability.  (FY 1993)

-  Implement the database of evaluation indicators at each NASA Field
Center.  (FY 1995)

-  Refine and enhance the Space Grant database based on user feedback.
(FY 1993-1994)


2.1.5 Objective:

Identify evaluation indicators for the NASA education program through a
study by the NRC, under NASA contract.  Implement the recommendations of
this study in future evaluation plans as appropriate.

Milestones

-  Initiate study by submitting to the NRC all data and information
necessary to develop evaluation indicators.  (Completed)

-  Report by the NRC of its findings and recommended indicators.  (FY
1994)

-  Modify evaluation plans and databases to track data pertaining to
indicators recommended by the NRC.  (FY 1995)


2.1.6 Objective:

Develop a set of quality standards for all NASA education materials, in
all formats, in collaboration with NSTC/CET.  These standards will serve
as the basis for deletion, revision, or enhancement of NASA curriculum
materials.

Milestones:

-  Develop quality control standards addressing:

a.  technical accuracy;

b.  production quality;

c.  ethnic and gender diversity;

d.  pedagogical soundness; and

e.  alignment with relevant curriculum frameworks.  (FY 1993)

-  Evaluate all materials against the quality control standards and either
remove them from the system, keep them in place, or develop appropriate
supplementary materials.  (FY 1995)

2.1.7 Objective:

Produce an annual report on NASA and universities for dissemination to
program offices and Field Centers.

Milestones:

-  Conduct a survey of customer needs.  (Completed)

-  Produce a prototype annual report and circulate it for comment and
suggestion.  (FY 1994)

-  Publish the first annual report.  (FY 1994)



Educational Technology

The second enabling system identified as essential to all NASA education
programs is the effective utilization of educational technology.  NASA is
an agency dedicated to the development of advanced technologies, and it is
appropriate that technology play a major role in the operation of its
education program.  The intent of the Education Division is to utilize
educational technologies to the fullest potential in order to maximize
limited resources and expand the delivery of programs to the broadest
possible audience.

Educational technology has been designated as a priority by the Office of
Science and Technology Policy (OSTP) and the National Science and
Technology Council's (NSTC), Committee on Education and Training (CET).
As a manifestation of the emphasis placed on educational technologies by
OSTP and the NSTC/CET, educational technology has been elevated to a Tier
One Priority in the 1995 NSTC/CET Strategic Plan.

The NASA Educational Technology program and budget has been designed to
support the priority program areas identified for Educational Technologies
in the 1995 NSTC/CET Strategic Plan.  The program is designed to build
upon the unique resources, facilities, and personnel of NASA.  The
Education Division made a major commitment to the application of
technology in its Strategic Plan for Education, Strategy for Change.  The
program enhances NASA's capability in this area in keeping with OSTP and
NSTC/CET priorities.  As a high-technology agency with an educational
component to its mission, NASA makes extensive use of technology to
facilitate its education programs and to enhance the cost-effe ctiveness
of our education outreach.

The program builds upon NASA's unique capabilities and resources.  Four
priority areas - Research, Technology Translation, Dissemination, and
Curriculum Materials - have been established for the Educational
Technology program.  Following is a description of each of those areas and
examples of the activities within each.  Note that most activities address
more than one area but have been grouped according to the major emphasis
of the activity.

Research Databases

- NASA's mission is to generate new knowledge; it has even been said that
NASA's mission is to make textbooks obsolete.  Programs such as Mission to
Planet Earth, Aeronautics, Astronomy, and Solar System Exploration
generate new knowledge in the form of data sets, images, animation, and
information for use by the scientific community.

 These database assets can also be utilized by students and teachers at
all levels of the education community.  However, to fully utilize these
science resources, educators have specific requirements.  These
requirements include (a) data subsets targeted to curricular needs, (b)
dissemination and access systems, (c) curricula and/or teacher guides ,
and (d) teacher training.  The NASA Educational Technology program is
designed to meet those requirements.  In particular, curriculum materials
utilizing NASA research data are being developed to support the Nation's
education goals and curriculum standards.  The data access program
supports active involvement, called participatory science, by both
students and teachers in scientific research activities. Technology


Transition tools -

NASA's mission produces advances in technologies and software tools which
can benefit the education community if translated and adapted to the needs
of teachers and faculty.  Prominent examples which have been specifically
targeted are (a) virtual reality, (b) software tools for High-Performance
Computing and Communications (HPCC), and (c) training technologies such as
flight simulation.  Funds in the technology translation area support the
translations of these technologies into education formats.

Dissemination systems -

It is imperative that NASA's dissemination efforts be robust enough to
support it's education program.  NASA has established a dissemination
program based upon a strategy of having a physical presence in each state
and utilizing telecommunications systems.  The budget for dissemination
will (a) fully implement the Agency…Us goal of having at least one Teacher
Resource Center (TRC) in each state, (b) upgrade and enhance the
technology capabilities of all TRCs, and (c) upgrade and enhance the
technical capabilities and programming of our electronic systems,
Spacelink and Select.

Multimedia Curriculum Materials

- NASA will utilize advanced technologies to develop curriculum materials
(e.g. Computer-Assisted Instruction;  Simulations;  Tutorials).  These
technologies will complement NASA's array of print and photographic
materials.  Special emphasis will be given to multi- media systems which
deliver instruction by blending d ata, video, and sound into motivating
and informative packages.

2.1.8 Objective:

Expand NASA Select, the Agency's internal communication service, to better
serve the education community by including regular segments of programming
for faculty, teachers, and students.

Make NASA Select available to other NSTC/CET agencies, Space Grant
universities, and other education entities with which NASA has established
education partnerships.  Intensify efforts to disseminate information
about the education programming on NASA Select through Spacelink, public
affairs channels, partner organizations, and other means.

Milestones:

-  Implement a daily segment of educational programming.  (FY 1993)

-  Inform educational organizations, networks, and teachers of NASA Select
program opportunities.  (FY 1994)

-  Utilize Select to the fullest extent to provide regular programs for
all constituent groups.  (FY 1995)


2.1.9 Objective:

Enhance NASA Spacelink to include

a.  a full-time system administrator;

b.  expanded toll-free access through public domain computer networks; and

c.  improved interactive capabilities.

Milestones:

-  Implement file transfer capability via the Internet on Spacelink.
(Complete)

-  Implement toll-free telephone access to Spacelink.  (Complete)

-  Implement a plan to ensure that all current educational publications
are available on Spacelink.  (FY 1994)

-  Upgrade Spacelink hardware, software, and services.  (FY 1995)


2.1.10 Objective:

Establish a Classroom of the Future (COTF) to serve as a research and
development facility for educational programs based on advanced
communications technologies.  The COTF will include facilities where
technologies for aerospace education can be implemented and evaluated with
visiting faculty, teachers, and students.  The COTF will also serve as a
distance education facility from which preservice and inservice education
programs can be disseminated to schools and teachers nationwide.


Milestones:

-  Fully staff the COTF to ensure that personnel resources are available
to support the Agency's research and development activities in educational
technology.  (Complete).

-  Complete the construction of a facility for the COTF.  (FY 1995).

-  Develop, field test, evaluate, and disseminate NASA educational
technology software.  (Ongoing)


2.1.11 Objective:

Expand the Teacher Resource Center Network (TRCN) and integrate it into
the educational technology component of NASA's education program by
installing appropriate equipment and software for the demonstration or
duplication of computer software, videodiscs, and CD-ROM disks.  A plan
will be developed and implemented to transfer existing and new slides,
videos, publications, and similar educational materials to optical media
such as CD-ROM or videodisc for cost-effective storage and distribution.

Milestones:

-  Implement quality-control standards for all TRCN materials and
implement procedures to ensure distribution of all NASA educational
materials to the TRCN.  (FY 1993)

-  Upgrade TRCN educational technology equipment.  (FY 1994)

-  Expand the TRCN to include all 50 states, the District of Columbia, and
Puerto Rico.  (FY 1994)


2.1.12 Objective:

Utilize distance learning technologies to broaden the dissemination of
NASA educational opportunities.

Milestone:

-  Study the feasibility of utilizing NASA Select and Spacelink to deliver
a distance education course in Earth systems science for science teachers.
Implement the course if feasible.  (FY 1994-1995)


2.1.13 Objective:

Support educational applications of High Performance Computing and
Communications in collaboration with the HPCC program office.

Milestone:

-  Support pilot educational activities of HPCC field centers.
(Ongoing)

-  Support educational applications using the Internet to accss NASA data.
(FY 1994)


2.1.14 Objective:

Chair the NSTC/CET Educational Technology Working Group and contribute to
the accomplishment of NSTC/CET objectives pertaining to educational
technology.

Milestones:

-  Develop an inventory of all NASA educational technology programs and
lead the development of a NSTC/CET inventory.  (Complete)

-  Contribute to the Federal goal of ensuring that students participate in
research with the scientific community.  (FY 1994)

-  Lead the NSTC/CET Educational Technology Working Group in the
development and communication of a national vision for networked
resources.  (FY 1994)


2.1.15 Objective:

Maintain and support FEDIX, an on-line information service that links the
higher education community and the Federal government, facilitating
research, education, and services.

Milestone:

-  Review the concept of on-line submission of grant proposals and
determine its potential for NASA.  (FY 1996)


Dissemination

NASA has taken significant actions since the late 1980s to coordinate and
disseminate educational information and materials among its facilities and
within the education community.  Fundamental to this plan is the
realization that, even with significant increases in personnel, NASA's
ability to work directly with teachers through its Field Center s or in
their schools is limited.  Therefore, in addition to direct interaction
between educators and personnel at the Field Centers, NASA must make
available information, materials, and services to the national education
community.

NASA's national dissemination plan for information and materials is
comprised of three elements:

1.  The electronic dissemination of text and graphics through NASA
Spacelink and the electronic dissemination of announcements of
opportunity, requests for proposals, and specific scientific and technical
information and opportunities through FEDIX;

2.  The dissemination of educational videotapes and television programming
through NASA Select; and

3.  On-site or mail-in acquisition of educational materials-printed,
computer, video, and slides-through the NASA Teacher Resource Center
Network and Central Operation of Resources for Educators.14

Objectives relevant to each element of this national dissemination plan
are included in previous sections of this strategic plan.  For example, in
the Educational Technology section of "Enabling Systems," specific
objectives to expand and enhance Spacelink, NASA Select, and the Teacher
Resource Center Network are discussed in detail.

  In addit ion, the "NASA Education Program and Information Dissemination
Plan," prepared in response to U.S. Senate Report 102-107, September 1992,
is incorporated by reference and reaffirms the objectives and milestones
stated therein.


MANAGEMENT PRIORITIES TO GUIDE CHANGE

The outstanding challenge of the Strategy for Change is its
implementation.  In order to implement the strategy, four broad-based
management priorities have been identified to guide the process of change:

	1.  To use "A Strategy for Change:  1993-1998" as a programmatic
and management tool for developing a consensus direction for NASA's
education program.

	2.  To implement an agency program planning and budgetary process
for the NASA Education Program and to transition from a support
(functional management) approach to a program (operational) approach for
planning, management, and budget.

	3.  To identify, articulate, and employ an integrated agency
strategy to promote ethnic and gender diversity and to encourage the
participation of individuals with disabilities.

	4.  To provide comprehensive staff development opportunities to
ensure our employees and contractors have the proper knowledge and
competencies to implement this strategic plan and reach NASA's Education
Vision.

These priorities will be pursued in parallel and in accordance with the
objectives and milestones listed below.

Priority:

To use "A Strategy for Change:  1993-1998" as a programmatic and
management tool for developing a consensus direction for NASA's education
program.


3.1.1 Objectives:

Distribute the first edition of the Strategic Plan to Program offices,
Field Centers, NASA education contractors, and NASA's partners in
education.  Additional input and suggestions for improvement will be
sought continually by all stakeholders and reflected in subsequent
editions of the Strategic Plan.  (Complete)

Publish the document "NASA's Education Program Inventory" and distribute
to NASA Field Centers and Program offices.  This agencywide inventory will
become the baseline for analysis and review of current efforts.
(Complete)

Initiate a planning process with each Field Center that results in a
Center education plans supporting the Agency Strategic Plan.  (FY 1994)

Finalize Center plans.  (FY 1994, 3rd Quarter)

Conduct an agencywide survey of NASA education programs.  (FY 1995, 4th
Quarter)

Update NASA's Strategic Plan for Education each year to reflect
stakeholder input.  (FY 1993-1998)


Priority:

To implement an agency program and budgetary process for the NASA
Education Program and to transition from a support (functional management)
approach to a program (operational) approach for planning, management, and
budget.  This effort to be done in close consideration with the
comptroller and appropriate HQ Program Office.



3.1.2 Objectives:

Meet with all Centers individually to identify/clarify issues regarding
the transition. (Start 7/1/93-30% complete, Finish 12/1/94)

Develop appropriate policies and procedures to provide all NASA Centers
authority to procure Education activities. (Start 1/1/93-50% complete,
Finish 6/30/94)

Decentralize 2 agency-wide programs (one each: Precollege/Higher Education
(Start 10/1/94-0% complete, Finish 9/30/95)

Based on input of Center Education Plans develop a transition plan to
evolve NASA's Education Programs from a support (functional management)
approach to a program (E.G. Hardware) approach for planning, management
and budget. (Start 1/1/95, Finish 6/30/96)

Implement an agency wide program (hardware) approach for NASA's Education
Program. (Start 10/1/97, Finish 9/30/98)


Priority:

To identify, articulate, and employ an integrated agency strategy to
significantly increase ethnic and gender diversity in the science and
technology pipeline.


3.1.3 Objectives:

In cooperation with agency personnel, training and development, and equal
opportunity offices, identify, articulate, and employ an integrated
strategy to significantly increase participation by African Americans,
Hispanics, Native Americans, Pacific Islanders, women, and persons with
disabilities who have traditionally been underrepresented in the science
and technology pipeline.  (Implemented in FY 1993.  Due for completion in
FY 1994)

Complete the Congressionally mandated feasibility study of the National
Scholars Program (NSP) and report to Congress the final results.  Plan and
implement those elements of NSP for which NASA has current authority.  (FY
1994-In progress. Action pending outcome of study).

In cooperation with the Minority University Research and Education
Division, identify a unified approach on university-related issues,
programs, and activities.  (FY 1995 4th Q-On schedule. Will review
objective in FHP.)


Priority:

To provide comprehensive staff development opportunities to ensure our
employees and contractors have the proper knowledge and competencies to
implement this strategic plan and reach NASA's Education Vision.


3.1.4 Objectives:

The Headquarters Education Division will pursue a long-term organizational
development process to infuse elements of Total Quality Management
(TQM)/Continuous Improvement into its management and programmatic
structure.  (FY 1993-1998)

Headquarters education program managers will ensure that staff development
is an integral part of educational outreach contracts.  Special emphasis
will be placed on a content understanding of education reform.  (FY 1993-
1998)

Each Center will ensure that staff development is an integral part of
developing their education plan.  (FY 1993-1998)


CONCLUSION

NASA's Education Vision is ambitious-but the next generation of science,
engineering, technology, and research will only be as good as the next
generation of scientists, engineers, technicians, and teachers.  To ensure
the availability of a well-educated future workforce, NASA has committed
the Agency's unique resources to promote excellence an d diversity in the
education system through enhancing and expanding scientific and
technological excellence and equity.

As stated in this "Strategy for Change," we will build upon the strength
of our existing base program to contribute to educational excellence in a
broader context.  NASA has begun a number of initiatives that directly
support the National Education Goals, the NSTA/CET implementation
priorities, and the emerging national education standards.  We will
leverage our efforts through partnerships with professional education
associations, aerospace education organizations, industry, and other
Federal agencies.  Our enabling systems will help us ensure that high
quality educational programs and materials are available to educators
nationwide.  For each of these areas, we have identified specific
objectives and milestones against which we will measure our progress over
the next five years.  We have also identified four management priorities
to focus our internal efforts in the near future.  These management
priorities are the first steps along the road to excellence.

The scope of NASA's role in education is small when compared financially
to that of the Department of Education or the National Science Foundation.
However, by leveraging the Agency's unique resource-its facilities and
personnel-NASA has the opportunity to use its inspiring mission as an
effective vehicle for teaching and for learning.  As a Federal Agency with
a vested interest in the Nation's scientific and technological health,
education is not only an opportunity for NASA, it is an obligation.




ACRONYMS

AAUW:   	American Association of University Women
AIAA:   	American Institute for Aeronautics and Astronautics
ACA:		American Counseling Association
AESP:		Aerospace Education Services Program
ASEE:		American Society for Engineering Education
ASTC:		Association of Science and Technology Centers
AWS:		Association of Women in Science
CD-ROM:		Compact Disc, Read Only Memory
CEHR:		Committee on Education and Human Resources (of
			FCCSET)
CET:		Education and Training Committee
CORE:		NASA Central Operation of Resources for Educators
COTF:		Classroom of the Future
DSO:		Detailed Supplemental Objective
EPSCoR:		Experimental Programs for the Stimulation of
			Competitive Research
EWG :		Education Working Group (NASA Johnson Space Center)
FCCSET:		Federal Coordinating Council for Science,
			Engineering and  Technology
FCOD:		Flight Crew Operations Directorate (NASA Johnson Space Center)
HBCUs:		Historically Black Colleges and Universities
ITEA:		International Technology Education Association
JOVE:		NASA/University JOint VEnture
GAS:		Get Away Special
MAA:		Mathematical Association of America
MU-SPIN:   	Minority University-Space Interdisciplinary Network
NABSE:		National Alliance of Black School Educators
NACME:		National Action Council for Minorities in Engineering
NAESP:		National Association of Elementary School Principals
NASA:		National Aeronautics and Space Administration
NASB:		National Association of School Boards
NASSP:		National Association of Secondary School Principals
NCTM:		National Council of Teachers of Mathematics
NEWEST:		NASA Educational Workshops for Elementary School Teachers
NEWMAST:   	NASA Educational Workshops for Mathematics, Science, and
			Technology
Teachers NIEI:	NASA Industry Education Initiative
NOAA:		National Oceanic and Atmospheric Association
NRC:		National Research Council
NSF:		National Science Foundation
NSP:		National Scholars Program
NSTA:		National Science Teachers Association
NSTC:		National Science and Technology Council
OAST:		Office of Aeronautics and Space Technology (NASA)
QEM:		Quality Education for Minorities Network
RTRC:		NASA Regional Teacher Resource Center
SAREX:		Shuttle Amateur Radio Experiment
SEEDS:		Space Exposed Experiment Developed for Students
SHARP:		Summer High School Apprenticeship Research Program
SMET:		Science, Mathematics, Engineering, and Technology (education)
SSI:		Statewide Systemic Initiatives Program (NSF)
SSIP:		Space Science Student Involvement Program
STEP:		Space Technology Education Program
SWE:		Society for Women Engineers
TQM:		Total Quality Management
TRC:		NASA Teacher Resource Center
TRCN:		NASA Teacher Resource Center Network
TSEI:		Tri-State Education Initiative
USRA:		Universities Space Research Association


APPENDIX A

The authority for NASA's education policy is derived from the National
Aeronautics and Space Act of 1958, as amended.  Specific sections of the
Act applicable to this policy follow:

1.  Section 42 USC 2473(2): Arrange for participation by the scientific
community in planning scientific measurements and observations to be made
.. . . (Note: Realizing the current crises in education, our changing
demographics, and the extensive documentation on the relationship between
pre- college student achievement and entrance into science, engineering,
and technology professions, NASA expands the traditional definition of
scientific community to include elementary, secondary, and community
college levels.)

2.  Section 102C(1): The expansion of human knowledge of phenomena in the
atmosphere and space (Note: Education is the vehicle by which human
knowledge is acquired and transmitted.)

3.  Section 102C(5): The preservation of the role of the United States as
a leader in aeronautical and space science and technology . . . .  (Note:
This objective is totally dependent on an available talented,
knowledgeable, and skilled workforce.)

4.  Section 102C(8): The most effective utilization of the scientific and
engineering resources of the United States, . . . .


APPENDIX C

The President and the Governors' National Education Goals By the Year
2000:

1.  The children in America will start school ready to learn.

2.  U.S. high school graduation rate will increase to 90 percent.

3.  American students will leave grades four, eight, and twelve having
demonstrated competency in challenging subject matter including English,
mathematics, science, history, and geography; and every school in America
will ensure that all students learn to use their minds well, so they may
be prepared for responsible citizenship, further learning, and productive
employment in our modern economy.

4.  U.S. students will be first in science and mathematics achievement.

5.  Every adult American will be literate and will possess the knowledge
and skills necessary to compete in a global economy and exercise the
rights and responsibilities of citizenship.

6.  Every school in America will be free of drugs and violence and will
offer a disciplined environment conducive to learning.

APPENDIX D

Office of Science and Technology Policy
Federal Coordinating Council for Science, Engineering and Technology
Committee on Education and Human Resources (NSTC/CET)

Chair
White House Co-Chair
Vice Chairs
Members:
Department of Agriculture
Department of Commerce
Department of Defense
Department of Education
Department of Energy
Department of Health and Human Services Department of Housing and
	Urban
Development Department of the Interior
Department of Justice
Department of Labor
Department of Transportation
Department of Veterans Affairs Corporation for Public Broadcasting
Environmental Protection Agency
National Aeronautics and Space Administration National Science Foundation
Smithsonian Institution

In addition, the following will be represented as the CET:
Domestic Policy Council
National Economic Council
Office of Science and Technology Policy
Office of Management and Budget


Federal Science, Engineering, and Mathematics Education Strategic Planning
Framework

Strategic Objectives

1)  Federal research and development in education and training

-  Define and assess current Federal R&D efforts related to enhancing
education and training, and provide policy guidance about the Federal
investment in research and development to enhance teaching, learning, and
training;

2)  Promoting the use of technology to enhance lifelong learning

-  Identify needs, minimize duplication and foster collaboration among
Federal agencies developing and promoting the use of technology to enhance
lifelong learning;

-  Coordinate Federal efforts to support State and local use of advanced
technology in education and training;

-  Coordinate the identification, promotion and expanded demonstration of
exemplary practices in uses of technology;

-  Disseminate information about Federal support in this area;

-  Coordinate the design, development and adoption of software and
communications standards and protocols in education and training among
agencies and ensure the interoperability of equipment and systems
purchased directly or indirectly with Federal funds


3) Promoting excellence in science, mathematics and engineering education
at all levels

-  Disseminate information about the quality and quantity of science,
mathematics, and engineering education and training;

-  Promote agency and interagency efforts to determine the effectiveness
of Federal investments in science, mathematics and engineering education
and training;

-  Develop and coordinate Federal efforts to enhance public understanding
of science and of the applications of technology to lifelong learning;
Coordinate with other NSTC committeess in areas of overlapping interest;
and Promote collaboration and partnerships among CET agencies and among
state and local governments and with private entities.


APPENDIX E

NASA Teacher Resource Center Network

The NASA Education Division disseminates educational products and
materials for teachers and students of all grade levels through the NASA
Field Centers, the Teacher Resource Center Network (TRCN), NASA Select,
and NASA Spacelink.  The TRCN is composed of Teacher Resource Centers
(TRCs), Regional TRCs (RTRCs), and the NASA Central Operation of R
esources for Educators (CORE).  The TRCs and RTRCs are the principal
distribution points where educators may copy NASA text, audio, visual, and
computer materials.  CORE processes U.S. and international educator
requests for audio-visual materials by mail.  The TRCN serves over 110,000
teachers every year.

Teacher Resource Centers (TRCs)

TRCs are located at twelve NASA installations, and they have a variety of
NASA- related educationl materials in several formats:  videotapes,
slides, audio tapes, publications, lesson plans, and activities.

Regional Teacher Resource Centers (RTRCs)

To offer more educators the opportunity to visit the TRCN, NASA forms
partnerships with planetariums, universities, museums, and other nonprofit
organizations to serve as RTRCs and plans to have RTRCs as broadly
distributed geographically as possible.  Teachers may preview or copy NASA
materials at these RTRCs.


Central Operation of Resources for Educators (CORE)

CORE provides educators with another source for NASA educational
audio-visual materials.  CORE is a nonprofit institution which mails audio
and visual materials at cost, plus shipping and handling, to U.S. and to
international educators.  An educator may request a catalogue and an order
form from CORE by writing on school letterhead or by telephoning:

NASA CORE
Lorain County Joint Vocational School
15181 Route 58 South
Oberlin, OH  44074
(216) 774-1051, ext. 293 or 294


APPENDIX F

The "NASA Education Program and Information Dissemination Plan,"
prepared in
response to U.S. Senate Report 102-107, September 1992, follows:



FOOTNOTES

1  Appendix A contains the authority for this policy as derived from The
National Aeronautics and Space Act of 1958, as amended.

2  Appendix B contains organization charts for the Education Division and
the Office of Human Resources and Education.

3  National Commission on Excellence in Education.  A Nation At Risk:  The
Imperative for Educational Reform.  Washington, DC:  U.S. Department of
Education, 1983.

4  The National Education Goals are outlined in Appendix C.

5  See Appendix D for NSTA/CET membership.

6 On November 23, 1993, the President announced the establishment of a new
cabinet-level National Scince and Technolgy Council (NSTC) to coordinate
science, space and technology policies throughout the Federal Government,
focusing on broad national goals rather than agency missions.  The council
was a consolidation of a number of previously seperat e interagency
councils including the Federal Coordinating Council for Science,
Engineering and Technology, The National Space Council, and The National
Critical Materials Council.  The former Committee on Education and Human
Resources with the Science, Mathematics, Engineering and Technology
Committee for education Subcommittee was consolidated in to the Education
and Training Committee (CET).

7  NSTC/CET Implementation Priorities are outlined in Appendix D.

8  FCCSET Committee on Education and Human Resources.  By the Year 2000:
First in the World.  Washington, DC:  Office of Science and Technology
Policy, 1991, p.1.

9 Office of Educational Research.  OERI Bulletin.  Washington, DC:  U.S.
Department of Education, Winter 1991-92, p.2.

10  See p. 35, Program Evaluation.

11 Report of the NSTC/CET Working Group on PreK-12 Education.  May 15,
1992.

12 Report of the NSTC/CET Working Group on PreK-12 Education.  May 15,
1992

13  Spacelink is NASA's computer information service containing aerospace
information and educational materials for faculty, teachers, and students.
The service includes current NASA news, data about America's aerospace
program, classroom materials, and other information useful to faculty,
teachers, and students.

14  A list of TRCN members is in Appendix E.

15  See pages 38-40.

16  This report is duplicated in Appendix F.
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