Natalie Deo poses for a photo wearing a shirt with a NASA meatball.

A master's student and JPL intern at 19, Natalie Deo has her sights set on a career at the Laboratory, and she's out to prove it's never too early to pursue your dreams.


To hear Natalie Deo explain why she wanted to leave high school at the age of 14 and go straight into higher education is to hear it from the perspective of a precocious teenager wise beyond her years – and her peers.

“I was walking to first period in high school and I saw a couple making out and I was like, ‘I’m getting out of here. I don’t want to see that,’” Deo, now 19 and a summer intern at NASA’s Jet Propulsion Laboratory, deadpans.

Not that she hadn’t thought about fast-tracking it out of high school before that moment, of course. Deo, who grew up in Downey, California, was already familiar with the highly selective Early Entrance Program, or EEP, at Cal State University, Los Angeles that puts gifted students on an accelerated path toward college admission, and she had taken the ACT while in eighth grade. After finishing ninth grade, she was one of a handful of high-school students selected to start her undergraduate studies in electrical engineering at Cal State L.A.

“I was tired of being around people who weren’t as motivated. People were begging me to do their homework or trying to pay me to write their essays,” she says. “While that wasn’t the case with all my peers and some were even really supportive, it was cool to go to college and be around more people who are like-minded.”

Now, Deo is pursuing her master's degree in astronautical engineering at USC while interning at JPL with the team developing the Europa Clipper spacecraft. These days, one could say Deo is constantly surrounded by like-minded folks.

“USC is near home and near JPL, and JPL has been my dream since I knew I wanted to work in space,” Deo says.

Deo wears a black cap and gown with several yellow and black cords and sashes hung around her neck along with a lei with large pink flowers.

Deo at her graduation from California State University, Los Angeles. Image courtesy Natalie Deo | + Expand image

The Early Years

Deo first realized she “really, really loved space” at 13 after winning a telescope from a raffle at the Columbia Memorial Space Center in Downey, and found herself looking up at the Moon every night. Shortly after, she started volunteering at the space center every weekend, helping host field trips and robotics labs for young visiting students (something she still does to this day).

During this time, Deo was introduced to a middle-school STEM engineering class when she was in seventh grade.

“My teacher reached out to me and said, ‘You might enjoy it,’ and I thought, ‘Well, it’s either this or band,’” she says.

Deo tried the class, which introduced basic engineering concepts the first year revolving around design, modeling, and the engineering process. The second year focused on automation and robotics, and put students’ skills to the test in regional competitions.

“Before I realized it, I was spending every day after school working in robotics,” she says.

By the time she entered high school, nothing fascinated her more.

“High school was pretty easy for me and what we were learning didn't intrigue me as much as engineering,” Deo says.

Once Deo decided to formally enter EEP, she had to participate in a rigorous summer academy where students are evaluated by college admissions staff on whether they’re performing at a college level. In Cal State L.A.’s program, approximately 500 to 1,000 students apply each year and only about 20 to 30 students are admitted.

Deo was on a road trip with her mother and grandmother when she got the acceptance call.

“I was screaming, and my mom had to pull over because she was screaming,” Deo says. “My brother and dad were at home, and I called them and they were screaming on the phone. There was a lot of screaming.”

Looking back on her time in the summer academy, Deo marvels at the odds she overcame to gain admission.

“I didn’t realize it during that summer, but I was not like most students there whose parents had PhDs and were established in their fields,” she says. “I had parents who immigrated from Fiji. My mom came [to the U.S.] at 8 and my dad came at 22 without a college education. I grew up in a poor area compared to a lot of these students, and I didn’t have the resources to prepare for college that a lot of other students did. I also have Type 1 diabetes. It was special to me [to be accepted into the program] because here was this girl facing adversities of every kind – and she made it.”

While the decision to leave high school was an easy one, arriving at college left Deo grappling with imposter syndrome.

“The first year, I just took general education classes with my cohort [of EEPs] who help you transition, and I was just having fun with them,” Deo says. “Then it kicked in. I had no idea how college worked – my brother was still a senior in high school at the time. I was seeing all these people who were so smart and who came from very affluent backgrounds and who were into literature and stuff like that. I was never really into that. People just knew things I didn’t know and I thought, ‘Should I know that? Do I belong here?’”

Deo credits therapy, talking to friends, and turning to family as ways she coped with getting through those challenging early months. She also still stayed in touch with her childhood friends and took in the high-school experience while in college.

“I still went to prom, football games, and hung out with my friends all the time,” she says. “I was able to have the best of both worlds.”

JPL Internship, Mentorship, and Beyond

Deo leans against the base of a statue of USC's Trojan mascot.

Deo poses for a picture on the USC campus, where she's pursuing her master's degree in astronautical engineering. Image courtesy Natalie Deo | + Expand image

At JPL, whispers of a 19-year-old summer intern getting her master’s haven’t fazed Deo in the slightest.

“I hosted an intern party the other week, and everyone coming in was like, ‘Are you the one who’s 19 and in grad school?’ And I’m like, ‘Yeah, that’s me, but I’m also Natalie and I have a Lego collection,’ she says with a laugh.

Deo’s intern responsibilities go beyond her years, of course. So far this summer, she’s spent it working on validating and verifying commands being sent to Europa Clipper’s computer system, ensuring the spacecraft’s instruments respond correctly to commands.

While she admits she still struggles with imposter syndrome in the workplace, she’s becoming more and more comfortable as the months go by and she grows closer to her fellow interns.

“The ratio of women to men is much greater here than in my previous internships,” she says. “I see more of myself in the people around me, and that helps me be able to interact with other interns and have them as a support group. I’m hanging out with them every weekend, and I’ve made lifelong friends already.”

Deo is also part of JPL’s Employee Resource Group, or ERG, mentorship program, which paired her up with a secondary mentor – one who supports a mentee outside of the mentorship their manager provides – through JPL's Advisory Council for Women, or ACW.

“This type of mentorship is based on career and academic advice, and to help interns develop their soft skills,” explains Alona Dontsova, who spearheads the program for Human Resources at JPL. “If the manager is concentrating on developing technical skills and how to manage projects, the ERG mentors are helping with networking, looking at their resume, listening to their pitches, or giving them more professional development advice. The ERG mentor is also more focused on teaching interns about the JPL culture.”

Deo’s secondary mentor, Lynn Boyden, is “very glad that the planets aligned that way” for the two of them to be paired up, and is a firm believer that mentoring is a two-way street.

“Learning goes in both directions … and one of the ways we do that is by sharing knowledge across these divides,” she says. “Sometimes there are situations that are beyond an intern’s ability to navigate the institutional practices, and this is where having a mentor with deeper experience in the world of business can be helpful. Also, one of the primary functions of an internship is to help an intern build a professional network, and having another designated person at JPL can only help them extend that network.”

For Deo’s part, she’s thrilled to have someone she can be candid with.

“I can have conversations about JPL that might be intimidating to ask my group supervisor,” she says. “Like, ‘How do I say please hire me without saying please hire me?’”

Deo isn’t shy about her next set of goals, which include being hired through JPL's academic part-time program while she completes her master’s. And while the virtual internship experience has been a challenge for her, “I really enjoy hands-on work,” she says. Deo has felt the rewards of her internship and mentorship every day.

“Honestly, everything has been rewarding: the people, the experiences, and everything I’ve learned,” she says. “I’m motivated by passion and doing what I love, and I’m doing what I love.”


The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.

TAGS: Internships, College Students, Europa Clipper, Europa, Engineering, Intern, Higher Education

  • Celeste Hoang
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Photo collage of interns who participated in JPL's HBCU/URM initiative in 2021

Five years in, a JPL initiative forging relationships with students and faculty at historically Black colleges and universities continues expanding its reach, hosting 48 interns this year.


Brandon Ethridge, a flight systems engineer at NASA’s Jet Propulsion Laboratory in Southern California, has had a year to remember. The 24-year-old got engaged, became a father, and is celebrating the one-year anniversary of starting full time at JPL – his self-described dream job.

“Definitely the most eventful year of my life,” Ethridge said.

Brandon Ethridge stands in front of a mural made to look like a blueprint on the Mechanical Design Building at JPL.

Brandon Ethridge poses in front of the Mechanical Design Center at JPL during his internship in 2019. Image credit: NASA/JPL-Caltech/Kim Orr | + Expand image

While he’s been gaining experience testing systems used to build spacecraft, Ethridge has spent minimal time at the Laboratory due to the pandemic. But the North Carolina native already had plenty of first-hand knowledge of JPL thanks to his summer 2019 internship – an opportunity that presented itself at a JPL informational session that spring at his alma mater, North Carolina A&T State University.

“That allowed me the chance to speak one-on-one with Jenny Tieu and Roslyn Soto [JPL Education project managers],” Ethridge said. “They were incredibly generous with their time and provided resume critiques, feedback, and general advice about how to get an opportunity at JPL.”

Since 2017, Tieu has been leading JPL’s Historically Black Colleges and Universities/Underrepresented Minorities, or HBCU/URM, initiative – an effort to increase and foster a more diverse workforce in technical roles at the Laboratory. It’s one of many programs facilitating the more than 550 internship opportunities offered through the Education Office this year.

Now in its fifth year, the program has seen rapid growth; from seven interns in its first year, to 24 interns in 2020. This year, JPL is welcoming 48 students interning remotely from institutions including Howard, North Carolina A&T, Tuskegee, and Prairie View A&M universities, along with underrepresented-minority students from universities including UCLA, USC, UC Riverside, Duke, Cal Poly Pomona, and more.

The initiative includes funding and support to bring in faculty from the schools to take part in research with the students, building in a cohort model that facilitates sustainable interactions with JPL.

“We’re intentional about addressing the culture shock that some of these students may experience,” Tieu said. “With the cohort model, the faculty members can provide guidance to the students while they are navigating new relationships, connections, and a new city.”

Additionally, interns are invited to participate in roundtable conversations in groups where they can share concerns and openly discuss their experiences at JPL. Tieu has also set up virtual meet-ups where students can get to know employees from outside their groups and hear talks from members of JPL’s Black Excellence Strategic Team and past HBCU alumni.

For Ethridge, being in a position to give back to the program was something he prioritized.

“I wanted to repay some of the many kindnesses that were afforded to me,” Ethridge said. “I also feel that I am in a unique position because I just recently went through the process.”

For Howard University junior Kyndall Jones, the draw to JPL came following a fellow student’s acceptance into the program.

Kyndall Jones sits in the cockpit of a plane and looks back at the camera while making the peace sign with her left hand.

Kyndall Jones at the NASA Armstrong Flight Research Center. Image courtesy: Kyndall Jones | + Expand image

“I was so amazed that he had an internship with NASA, and it really sparked my interest,” Jones said. “After doing my research on the program, I submitted my resume and heard back after a few months, landed an interview, and now here I am [virtually]!”

Despite the telework nature of this summer’s internship, Jones said that even from her home in Dayton, Ohio, she has been able to foster connections with JPL employees and gain valuable experience in her role working on software for an Earth-science instrument that will help NASA understand how different types of air pollution, which can cause serious health problems, affect human health.

And thanks to her mentor, Operations Systems Engineer Janelle Wellons, Jones was able to get the type of hands-on NASA experience that’s been hard to come by since the pandemic.

“My mentor Janelle suggested that I come visit Los Angeles for a few days this summer, and I was finally able to visit and explore the city for the first time,” Jones said. “I am also super grateful for her setting up a tour at the NASA Armstrong Flight Research Center where we were able to view, tour, and learn lots of interesting facts about NASA’s historical aircraft.”

Wellons – who splits her time operating instruments aboard several Earth-observing missions – had been involved in previous years’ roundtable discussions with HBCU interns, but this year, she had the opportunity to hire her own interns through the program. Being from the East Coast herself, Wellons remembers having little awareness of JPL as a potential career landing spot while studying at Massachusetts Institute of Technology.

“Getting visibility and actually partnering with these schools to make these internships happen is so important,” Wellons said. “Actively interacting with HBCUs is only going to do good for people we would otherwise potentially never get an application from, and it benefits JPL by broadening the talent pool and diversity of our workforce.”

As for the future, Jones sees the initiative as one step of many for her and fellow interns toward careers in engineering and science.

“I know a lot of Howard students that are interning or have interned with JPL, and the love from our College of Engineering and Architecture is especially high,” Jones said. “The info sessions, resume workshops, and networking workshops that JPL has been able to put on have been great, and the more they can do, the better for students.”

Tieu agrees, adding, "We are happy to see the growth of the initiative but look forward to making further progress. There's so much more we would like to accomplish in the years ahead."

To learn more about the HBCU/URM initiative and apply, see the Maximizing Student Potential in STEM program page. The HBCU/URM initiative resides within this program.

This Q&A is part of an ongoing series highlighting the stories and experiences of students and faculty who came to JPL as part of the laboratory's collaboration with historically black colleges and universities, or HBCUs. › Read more from the series

Explore More

The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.

TAGS: HBCU, Internships, College Students, Faculty, Research, Careers, Earth Science, Black History Month, Engineering, Intern, Higher Education

  • Taylor Hill
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Yohn Ellis wears a JPL shirt and poses in front of a brick wall.

When Yohn Ellis got his chance to intern at NASA, he wasn't about to let it slip away, pandemic or not. Growing up and going to school in Houston, Texas, the home of NASA's Johnson Space Center, Ellis has long been a superfan of the agency. So when he was offered an internship at NASA's Jet Propulsion Laboratory in Southern California, he jumped at the chance. That was before all but a handful of JPL's essential employees were required to switch to remote work. So instead of a hands-on role, Ellis got first-hand experience in how the laboratory overcomes challenges. Returning intern Evan Kramer caught up with Ellis, a grad student studying electrical engineering at Prairie View A&M University, to learn more about his remote internship this past summer, researching how miniature devices could make their way into spacecraft of the future. Ellis talks about how he made the most of the experience while sharing a full house with his family, what it meant to be part of the JPL community, and how he hopes to pay it all forward.

What are you working on at JPL?

I am working with the radar technology team, doing research into nanotechnology [a field of study looking at miniaturized (nanoscale) materials and devices]. When my internship first started, I researched how nanotech is being used in medicine, health, business, and all these other fields. Then, I started to focus on doing simulations of nanoelectronics. I'm working on gaining new insight into nanotechnology to see how we can utilize it for future projects at JPL.

Tell me a bit more about the simulations you're doing. How might your work be applied to JPL missions and science in the future?

On nanoHUB.org, there are hundreds of tools you can use to simulate different aspects of nanotechnology and nanoelectronics. So I've looked into a lot of these tools. I've had to stick to one of the more user-friendly tools, because I honestly haven't had a lot of exposure to nanotech before. So this internship has been a great learning experience for me. Right now, I'm utilizing a simulation of a nano-transistor. So I'm applying different characteristics and settings to generate different effects to see if there are benefits to making our transistors smaller so we could fit more of them into an integrated circuit.

At the core of nanotech, you want to make things smaller and smaller. If we can make spacecraft and spacecraft instruments smaller, then we can do more science while staying within our size, mass, and power constraints. It's not always clear what the benefits of nanotechnology will be until you start experimenting. With this field, there's a lot of information that we can learn through simulations and modeling because we don't yet know about the behaviors of these new materials. That is why it's beneficial to do these simulations and this research.

What is your average day like?

Before the COVID pandemic hit, my project was going to be at JPL, doing hands-on research. But after [most JPL employees went on mandatory telework] I was fortunate enough to keep my internship and transition to a virtual experience, where I could do some research at home using the simulation software.

My average day is very interesting, working from home around the rest of my family. There are a lot of personalities going on. So it might be that the TV is on downstairs or the dog is barking or my brothers are playing a game or my dad is cooking.

But as far as what I have going on, I start my day around 8 or 9 a.m. and work until about 7 p.m. I check in to some of the virtual webinars. There are a lot of great webinars going on for interns about the cool projects people are working on at JPL. I'm also conducting research, running simulations, reading articles, and sharing what I find out with my mentors, Mohammad Ashtijou and Eric Perez. I produce presentations pretty much weekly, if not biweekly, to convey what I've learned, and then my mentors guide me and steer me in the proper direction.

So my days are pretty unique. Working from home has definitely been an adjustment, but there are some benefits to working from home, such as not having to pay as much for gas or commute anywhere. You just wake up and get yourself started for the day. I will say there are some disadvantages, like not being able to actually put your hands on the stuff you're researching, but there's some benefit to running the simulations instead.

What has the experience of a virtual internship been like?

It's a bit of an adjustment, because I'm a very hands-on person. I like going out there and being involved, especially in the workplace and networking. But there is a way to network virtually. I've met some very interesting people and have had a chance to share some of who I am with them, to kind of put myself out there. I even created a virtual newsletter. Every time I network with someone new, I send them my newsletter to bridge that networking gap and paint a picture of who I am outside of the work that I do. I enjoy getting to share that with everyone, and I get a lot of good feedback from it.

Being a virtual intern is something that I'd see myself doing again. I've loved the virtual experience. It's been great. With everything being virtual, I feel like everyone has a little bit more time to interact with you. They're more likely to take that meeting and just talk to you about how your day is going and share how things are going at home for them, too.

So the virtual experience was definitely something that I'll never forget, and I'm super appreciative of it. There was one point when JPL thought they would have to postpone the internship. With me being a full-time grad student, I desperately wanted to have this experience, because I plan to continue toward a Ph.D. Not everyone gets to say they interned with NASA.

I can honestly say that this internship, even though it's virtual, has by far been the most beneficial from an exposure standpoint. The stuff that's being done at NASA-JPL is out of this world. I'm pretty sure a lot of people use that type of verbiage when they talk about NASA, but it really is amazing some of the stuff that I've been exposed to – from the missions that are going on to some of the resources that I have had access to as an intern to develop my skills and network.

What is the most uniquely JPL or NASA experience you've had so far?

Learning about Perseverance, the Mars rover that launched this summer, and hearing first-hand about how it was built, how it's going to collect soil samples, and look into biosignatures – you would think it's science fiction. To me, it's so exciting, because as a youth, I dreamed about working at NASA, and now I'm doing it.

I've also felt a real connection to the culture at JPL. I've felt supported and comforted by JPL as an African-American man during these hardships we've been going through. It's true that JPL is making a lot of advancements in science and space, but I think it's uniquely JPL that there are people there who truly care about you as an individual. They see you, and they hear you, and they want to help you develop as a person as well as an engineer or professional. I really felt as if I was cared for as an individual this summer, and that spoke a lot to me.

I fully agree. I haven't had the life experiences that you've had, but that is certainly something that I feel as well. This is my third internship at JPL, and all the mentors that I've had have really expressed that you're not just here to contribute your labor for 10 weeks. You're here to develop as a person. And they want to help you develop.

Where do you go to school and what are you studying?

I'm wrapping up my Master's in electrical engineering at Prairie View A&M University, a historically black college and university [HBCU] in Houston, Texas. My thesis is about machine learning and artificial intelligence. I am utilizing algorithms that do regression analysis to predict ground-water levels throughout the state of Texas. I was recruited to do that research through a program at my university called CREDIT [Center of excellence in Research and Education for big military Data inTelligence.] When I graduated from undergrad and expressed that I wanted to continue to graduate school for my Master's degree, CREDIT extended the opportunity for me to join the study as a graduate research assistant. So I've been doing that for about two years now, and I'm getting ready to transition to a Ph.D. level.

What brought you to JPL for this internship?

I vividly remember being infatuated with NASA as a youth, so much so that my parents ordered me a pamphlet from Space Center Houston with posters and stickers explaining all of the cool things happening across NASA. I will never forget when I was able to visit the center during spring break in 2009. It was by far the most amazing thing I have ever witnessed as a youth.

As life goes on, you don't think as much about your childhood dreams, but every time I saw an opportunity at NASA I applied. When I saw that JPL was looking to take on interns, I was just wrapping up my Master's, and I figured, "Let me give it another shot." I spent a lot of time working on my application, making sure it looked as good as possible. Who would've thought that months later, I would've been afforded the opportunity?

What's your ultimate career goal?

My goal is to develop my career enough so that I can share my experience and passion with others in my community and communities similar to the one I grew up in. I also want to share how STEM benefits society and how a career in STEM is attainable. A lot of times, people say, "I don't like math," or, "I don't like science." Quite frankly, I see myself as someone who didn't like those subjects much either. But I knew that I wanted to work for NASA one day or work in the field of engineering, so I had to get comfortable with those subjects. So my ultimate goal is to know that my career is set so that I can give back to communities where there are people who might be unsure of what they are capable of. I would also like to give kudos to JPL, because I see that they have a lot of involvement with local communities, doing educational outreach.

I fully agree. I've been giving talks to high-school students about the Perseverance Mars rover, and it is the most rewarding thing to see younger students who don't really know what they want to do in the future get excited [about STEM]. Now they're interested, and you can give them the tools to go out and maybe pursue it.

Most definitely. And that's how you pour into the next person so that they can pour into the next person.

How do you feel you're contributing to NASA-JPL missions and science?

I remember early on in my JPL internship, in one of the webinars, they expressed how this experience is meant to ultimately give you exposure but also inspire you to develop yourself. I believe that I'm contributing in that way by being someone who is driven, motivated, and also willing to take those chances to look deeper than the basic assignment.

When you're not in school or interning, how do you like to spend your time?

I'm having a good time with my family. My brothers and I play board games together. I work out sometimes. For the most part, I've been spending time with the family, playing a video game in my free time, shopping online a little bit, and connecting with my frat brothers. I've done a lot of virtual events for people in the community, talking about COVID safety and stressing the importance of voting, with the elections coming up.

I also find myself doing a lot of internal development. So that would be reading a little bit more for pleasure, and also doing some assessments of my goals and budgeting. I like to look at this pandemic as a sort of "halftime" when I can work on some things for me to better develop myself.

My last question is a fun one: If you could have a spacecraft built to study anything you want, what would it be?

I'd like to study how to sustain or better germinate resources on Earth. If we can find a way to learn what's going on globally on a more intimate scale, I believe that would help us utilize our planet's resources more effectively – resources that could pertain to producing more crops for food, for example.

This Q&A is part of an ongoing series highlighting the stories and experiences of students and faculty who came to JPL as part of the laboratory's collaboration with historically black colleges and universities, or HBCUs. › Read more from the series

Explore More

Kim Orr contributed to this story.


The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.

TAGS: Higher Education, Internships, STEM, College Students, Careers, Jobs, Engineering, Electrical Engineering, HBCU, Black History Month

  • Evan Kramer
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Christine wears a scrunchy on her wrist while pointing to the 3D printer, which sits on a dresser between a rack of clothes and a flag hanging on the wall.

It sounds like a reality show: A team of six interns working remotely from their homes across the country given 10 weeks to build a prototype lunar spacecraft that can launch on a balloon over the California desert. But for Christine Yuan, a senior at Cornell University, it was just another engineering challenge.

This summer marked Yuan's second time interning with the Innovation to Flight group at NASA's Jet Propulsion Laboratory. The group brings in a collaborative team of a dozen or more interns each year. Their task is to create and test prototypes of far-flung ideas for spacecraft and space technology over the course of their internship. But this summer, with most of JPL's employees still on mandatory telework and interns required to complete their projects remotely, the team had an even bigger challenge to overcome: How could they build a spacecraft together while hundreds of miles apart?

Yuan flashed back to her days using materials from around the house to build props and costumes from her favorite TV shows and games. It was what made her want to become a mechanical engineer in the first place. She had a 3D printer and tools in the apartment she shares with a friend from school. So it was decided. She would build the spacecraft in her apartment and mail it in parts to the other interns working on electronics and software from their respective homes.

We caught up with Yuan to learn how she and the team took on the challenge of building a spacecraft from home, how her childhood hobby served as inspiration, and to find out whether the test flight was a success.

What are you working on at JPL?

I'm an intern with the Innovation to Flight group, which is a team of interns that works with JPL engineers and scientists to take ideas for new kinds of technology or spacecraft from ideation to flight in one summer. The goal is to quickly develop prototypes to see whether an idea is feasible and increase the technical readiness level of various hardware. I was part of the group last summer, too. This summer, we've been split into two groups. The group I'm working with is exploring whether we might be able to use a constellation of CubeSats [small, low-cost satellites] to support robots and astronauts on the Moon. So we're building prototypes of the CubeSats and the communications and navigation technology.

How might CubeSats support astronauts and robots on the Moon?

The goal is to have a couple of these CubeSats orbiting the Moon that can assist with various surface operations, whether it's a rover or a small robot or an astronaut trying to communicate. There are a couple parts to it. One is localization, the ability to figure out where you are on the Moon – sort of like our GPS on Earth – so different assets know where they are relative to each other. The other part is communication. If you're collecting data, the data could be sent from the surface assets to the CubeSats to another surface asset or ground station. The CubeSats could take away a lot of the onboard processing that needs to happen so assets on the Moon could use less processing power.

You're interning remotely this summer. Are you actually building the CubeSat?

Yeah. On the CubeSat team, there are six of us, so we have a couple of people working on the software and then a few of us are working on building the CubeSat itself. I have a lot of tools and a 3D printer, so I'm working on designing the structure and then prototyping it using the stuff I have at home. The team has been getting materials out to me, and I've been printing stuff on my 3D printer and building it out. Then I've been mailing out parts to our avionics people so they can load it up with all the electronics.

Wow. That's so cool. Are you building all of this at home or in your dorm room? Are the people living with you wondering what you're up to?

I spent the first half of the summer in my parents' house, so I was operating out of their garage. Now that I'm back at school, I work from my apartment. I'm living with one of my friends right now. She's also in the aerospace field so she has an idea of what I'm doing. Most of the time we're just working in our rooms, but I normally have a bit more of a "dynamic" going on in my room.

How has the team adjusted to working remotely?

Half the team is returning from last summer, so we've worked together before. But when we were at JPL, it was easier because we could walk back and forth with parts and hand things off.

When we were planning for the summer, we were talking about the different options that we had. I like to build things in my free time, so I have a bunch of different tools. I'm a mechanical engineer, so I was going to be working on the structure anyway. So I said, "I'll build the structure, ship it in pieces to the rest of the team, and give them a detailed explanation or a CAD model so they can assemble it." Our software and electronics guys are coding everything and sharing their files. Two of the team members are roommates this summer, which is really convenient. They're working on the electronics and avionics out of the basement at one of their family's homes. Then, we're just constantly messaging with each other. We talk at least once a day. It helps that we're a small team.

What's your average day like?

I'm on the East Coast, so the time difference hasn't affected me too badly. I wake up, work out, and then I start work. In the morning, I'll check in with different members of the team. I like to have a to-do list, so I normally have one for the week. Depending on what I need to do, my day ranges anywhere from trying to figure out what I need to prototype next to 3D printing something or drilling holes in this or that. I use any downtime to talk to other team members, figure out what they're doing.

How has the remote experience compared with last summer, when you were at JPL in person?

The most disappointing thing was not being able to be at JPL in person with everyone. Last summer, there were about 15 of us all working in the same room together. We'd have big brainstorming meetings, all getting together and working on the white board. It was kind of a chaotic, loud mess, but it was a lot of fun, and we got a lot of work done. I was always moving around, always talking to somebody, always building something or testing something. I really enjoyed working on a team like that. It was very fast-paced.

This summer, it's a little more difficult, because I haven't met half the team members in person, and it's just slower. We're shipping things to one another and some of us are in different time zones. It's just been a little more difficult to get things done as fast. Another big change is that at the end of last summer, we had two flight tests. We launched one of our prototypes on a tethered balloon, and then we tested some of our other projects on a high-altitude balloon. We're not going to get to do that in person this summer.

Do you feel like you still have that team comradery even though you're apart this summer?

Definitely. Half the people are returning from last summer, so we're still pretty tight, and we're all in this together. It may not be as dynamic and as fast-paced as last summer, but we're building something together pretty well and pretty quickly.

What are you studying in school, and what got you interested in that field?

I'm studying mechanical engineering. I got into mechanical engineering for a variety of reasons. When I was younger, I was a huge nerd – I still am. I would spend my summers in my parents' basement, making costumes and props from my favorite movies and TV shows. I realized that I really liked making things. I liked putting things together and seeing them work. I also think space is really cool. I want to be able to tell my future kids and grandkids, "I worked on projects that helped us discover all these things about the universe." There's so much we don't know, and I know I can't learn everything, but I want to be a part of the discovery process. So I took those two things that I'm pretty hyped about, put them together, and decided that I want to be an engineer. I want to build spaceships. I want to help advance science and make new discoveries.

What were some of the props or costumes that you designed as a kid?

I was a big fan of the "Final Fantasy" video game series, so with the little bit of money that I made from tutoring kids, I would go out and buy different materials to recreate some of the props from that game. Lightning's gunblade was one of the things I made that I thought was pretty cool. I'm also a big fan of the "Fire Emblem" series, so I recreated a couple of things from that. I also like making costumes for my friends.

I'm starting to get back into it, because I have a little bit of free time this summer. Me and my friends have plans to make our own lightsabers and just play around with what we can make and what we can do with the budget and tools we have. That's where the challenge is. As a kid, I was so limited by the materials I had available. I thought it was fun figuring out how to make stuff anyway. How can I hammer this out with what I have in my house?

What brought you to JPL for your internships?

I heard great things from friends who had interned at JPL before. It's one of the best places to be if you want to work on space missions. I'd never been to the West Coast before last summer. I'm from Maryland. I grew up in a town about 20 minutes outside of Baltimore. It was kind of scary [to travel so far from home], but I feel like life's about experiences, so I might as well just do it.

How do you feel you're contributing to NASA missions and science as an intern?

I feel like it's impossible for any one person to make an impact alone. I'm part of a team that's helping assist future lunar missions. In the grand scheme of things, it's a small piece of what humanity is going to achieve in the future, but it's rewarding to know that I'm part of it. I know I'm a small piece in the big machine, but it still feels like a lot, because if you take one piece out of the machine, it can break.

That's a great way of putting it.

When you're not in school or interning, how do you like to spend your time? What are some of your hobbies?

At school, I'm involved with a bunch of different organizations on campus. One of my main extracurriculars is that I build UAVs [unmanned aerial vehicles]. I'm also involved with a lot of the outdoorsy groups on campus.

When the weather's nice, which in Upstate New York is not always the case, I like to run. I've run some pretty crazy races – Ragnar races, If you ever heard of those – and a couple of relays around the Finger Lakes. I like to run. I like to hike. There's a lot of beautiful mountains and lakes in the Upstate New York area. I've been trying to explore them. And I like to rock climb. I have a couple of friends at school who are super involved in the rock-climbing community, so they got me into it.

When the weather's not so nice, I like to read. I also started to get back into building props and making costumes, because I finally feel like I have time again to sit down and do that. It's a pretty time-consuming hobby.

Now for a fun question: If you could build a spacecraft to go anywhere and study anything, what would it be?

Theoretically, if you had all the technology to do it, I think it would be cool to see inside a black hole. Send a spacecraft in there, and send data out.

----

Since we last talked, your team finished the CubeSat and tested it in the desert! Tell us more about that and how it went?

The tests went pretty well given the circumstances. The team performed a lot of our tests remotely. We ran simulations to test some of the software. Our mock lunar surface asset was able to drive autonomously. Some aspects of the tests were successful and others could use more work, but we laid down a good foundation for future Innovation to Flight interns to build on. Hopefully our work helped the researchers we worked with from JPL and the University of Colorado Boulder.


A novel approach to developing rapid prototypes for space exploration, the Innovation to Flight program was created in 2014 by JPL Fellow Leon Alkalai, who continues to oversee and guide activities. Coordinated by Senior Research Scientist Adrian Stoica with support over the years from Chrishma Derewa, David Atkinson, and Miles Pellazar at JPL, the program has brought in more than 50 student interns from across the country. Offering students a uniquely collaborative experience developing technology for the Moon, Mars, and beyond, Innovation to Flight has also served as a career pathway to numerous program alumni now working at JPL.

Explore JPL’s summer and year-round internship programs and apply at: jpl.nasa.gov/intern

Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.

The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

TAGS: Higher Education, Internships, STEM, College Students, Careers, Jobs, Engineering, Mechanical Engineering, Innovation to Flight, Technology Demonstration, Moon, Women at NASA, Asian Pacific American Heritage Month

  • Kim Orr
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Students write on a glass panel inside the Team X room at JPL

When Jennifer Scully was a planetary geology grad student at UCLA in 2013, she happened upon an email that called for students to apply to something called the Planetary Science Summer School, or PSSS.

“I asked around and everybody only had positive things to say,” she says, “so I applied and I got in.”

She found herself in an immersive, 11-week program that teaches students all over the country how to formulate, design, and pitch a mission concept to a review board of NASA experts – essentially, how to bring a space mission to life from beginning to end.

“It was fabulous,” Scully says of her time in the program. “I come from a science background, and I had worked on an active planetary mission, but I didn’t have much experience with engineering. The summer school gave me my first exposure to mission-concept development and proposals. It was really illuminating.”

Seven years later, Scully is now a geologist at NASA's Jet Propulsion Laboratory in Southern California, researching the asteroid Vesta and dwarf planet Ceres. She also plays a role in planning and designing missions to explore Jupiter's moon Europa. She’s still part of the PSSS program – but, now, as one of the mentors to this year’s cohort of 36 students looking at missions to Venus and Saturn's moon Enceladus.

The first 10 weeks of the program focus on formulation and always happen remotely via webinar. The final week usually culminates with an intensive in-person experience at JPL, during which participants write their mission proposal. Participants receive mentorship from scientists and engineers with the laboratory's Team X, a group that has been helping design and evaluate mission concepts since 1985. Even though the pandemic means their “culminating week” won’t take place physically at the laboratory this year, the students are still descending virtually on the JPL community between July 20 and Aug. 7 to learn the complex dance of what does and doesn’t work when it comes to dreaming up a NASA mission.

Web meeting with the 2020 PSSS cohort

The first of two summer 2020 cohorts to arrive virtually at JPL for their culminating week in the PSSS program. While these one-week sessions are traditionally held in person, this year's group is meeting remotely. | + Expand image

“We do this for the broader planetary science mission community,” says PSSS manager Leslie Lowes, who’s been leading the program since 2010. “It’s about NASA training the next generation of scientists and engineers to do this type of work. Over 650 alumni use this model of mission design, and they’re in all kinds of leadership positions across NASA, including at JPL.”

Developed in 1989, the summer school started as a lecture series on how space missions could address the latest science discoveries and gradually shifted to a more hands-on format in 1999. Instead of hearing about the process, why not let students experience it?

“The first thing we do [when participants arrive at JPL] is help them evaluate potential architectures for their mission. Is it an orbiter or a lander? Is it a flyby?” says Alfred Nash, a mentor for the summer school and a lead engineer for Team X. “Does the science work? Do the engineering and cost work? The problem is not ‘can you make the thing,’ but ‘can you make the thing within the boundaries you have?’”

For Team X, it’s all about an integrated approach, which is one of the principal differences between how missions were developed in earlier days of exploration versus more recently. “Team X itself, its superpower is its ability to work in parallel and concurrently,” Nash says, stressing the importance of how the science should work in parallel with the engineering, the storytelling, the cost, and the project management.

A team of distinguished postdocs and graduate students learns what it's like to design a space mission in just five days as part of the 2014 session of NASA's Planetary Science Summer School at JPL. Credit: NASA/JPL-Caltech | Watch on YouTube

“What is the big thing I’m trying to do? How do all the pieces work together? What is the foundational heart of this in terms of how we’re going to change humanity’s understanding? What are the pieces we need so that happens, and what does it take to do that?” are common questions Nash says Team X asks of all its mission proposals – including the concepts developed in PSSS.

One key lesson Nash tries to impart during the culminating week: “Win [the proposal] and don't regret it when you do,” he says. “The last thing you want to do is design a mission that no one can manage.”

If the students’ answers can pass the rigorous initial hurdles and meet the requirements for a NASA proposal, then they transition to design work. At that point, each student is paired with a mentor who has expertise in a range of engineering capabilities, from mission design to the science tools that will go on a spacecraft.

While this would normally mean working together at JPL, the program has gone virtual this year.

Team X had some practice setting up a virtual experience for the summer’s incoming students, as most JPL employees have been on mandatory telework since mid-March. Currently, the students are in a “waterfall of [web meeting] rooms,” as Nash describes it, where there’s one central meeting room and then individual “stations” in separate rooms, where students and mentors can interface while moving from room to room as needed. A typical day kicks off at 8 a.m. with a daily briefing. Then, students spend half the day with Team X and half the day on their own, preparing for the next day’s tasks. Their day ends at 5 p.m. with a briefing to review what was completed, what worked well, what didn’t, and what needs to change for the next day.

“Everyone knows science, if they’re a scientist, and engineering, if they’re an engineer,” says PSSS alumna Scully. “But now, they’re really trying to understand what mission development is about. This foundation will enable them to work with NASA much more effectively.”

The cohorts that arrive every year are formidable, and this summer’s group is no different: Among the students are 26 Ph.D. candidates and eight postdoctoral researchers.

For Elizabeth Spiers – a Ph.D. candidate studying the habitability of other planets at the Georgia Institute of Technology, and one of this summer’s students examining Enceladus’ ocean – PSSS has provided her with invaluable experience in real-time mission concept problem-solving.

“The project moves quickly and some of our decisions must be made equally as fast,” Spiers says. “Oftentimes, no person on our team knows the answers, and we need to figure out what we don’t know or understand about the problem so that we can ask the correct questions swiftly.”

In addition to critical thinking, the summer school also gives its students the chance to work with a diverse group of students and mentors.

Watkins and Smythe look at a computer screen together

NASA astronaut Jessica Watkins, an alumna of the program, attending her PSSS session in 2016 with mentor Bill Smythe. Image credit: NASA/JPL-Caltech | + Expand image

“It’s really exhilarating to see all of those disparate backgrounds and expertise come together into one cohesive project,” Spiers says. “I have learned so much about not only our project and the science and engineering related to it, but also about my teammates and their individual passions.”

Over the years, the program has taught students lessons they can carry with them throughout their careers. PSSS alumna Jessica Watkins went on to become a NASA astronaut and, at JPL, two summer school alumni-led development of science instruments on the Perseverance Mars roverPIXL and SHERLOC. And this year, there’s a new star in the program, literally: The summer school is piloting a second experience called the Heliophysics Mission Design School to help strengthen hypothesis-driven science investigations when designing missions to the Sun.

Perhaps one lesson students will take away from PSSS is not only knowing what they want, but also recognizing the limits of space exploration.

“The most rewarding thing is seeing them make good decisions,” says Nash. “When they avoid trying to do something too expensive just because it’s cool. When they find a more fruitful way forward. What you want has nothing to do with it; it’s about what the world will let you do and how clever you are at navigating those boundaries.”

This feature is part of an ongoing series about the stories and experiences of JPL scientists, engineers, and technologists who paved a path to a career in STEM with the help of NASA's Planetary Science Summer School program. › Read more from the series

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The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.

TAGS: Higher Education, Internships, STEM, College Students, Virtual Internships, PSSS, Planetary Science Summer School, Ph.D. Programs, Science, Mission Design, PSSS Alumn

  • Celeste Hoang
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Collage of intern photos that appear in this article

Most years, summertime at NASA's Jet Propulsion Laboratory arrives with an influx of more than 800 interns, raring to play a hands-on role in exploring Earth and space with robotic spacecraft.

Perhaps as exciting as adding NASA to their resumes and working alongside the scientists and engineers they have long admired is the chance to explore the laboratory's smorgasbord of science labs, spacecraft assembly facilities, space simulators, the historic mission control center and a place called the Mars Yard, where engineers test drive Mars rovers.

But this year, as the summer internship season approached with most of JPL's more than 6,000 employees still on mandatory telework, the laboratory – and the students who were offered internships at the Southern California center – had a decision to make.

"We asked the students and the mentors [the employees bringing them in] whether their projects could still be achieved remotely and provide the educational component we consider to be so crucial to these experiences," said Adrian Ponce, deputy section manager of JPL's Education Office, which runs the laboratory's STEM internship programs.

The answer was a resounding yes, which meant the laboratory had just a matter of weeks to create virtual alternatives for every aspect of the internship experience, from accessing specialized software for studying Earth and planetary science to testing and fine-tuning the movements of spacecraft in development and preparing others for launch to attending enrichment activities like science talks and team building events.

“We were able to transition almost all of the interns to aspects of their projects that are telework-compatible. Others agreed to a future start date,” said Ponce, adding that just 2% of the students offered internships declined to proceed or had their projects canceled.

Now, JPL's 600-plus summer interns – some who were part-way through internships when the stay-at-home orders went into effect, others who are returning and many who are first-timers – are getting an extended lesson in the against-the-odds attitude on which the laboratory prides itself.

We wanted to hear about their experiences as JPL's first class of remote interns. What are their routines and home offices like in cities across the country? How have their teams adapted to building spacecraft and doing science remotely? Read a collection of their responses below to learn how JPL interns are finding ways to persevere, whether it's using their engineering skills to fashion homemade desks, getting accustomed to testing spacecraft from 2,000 miles away or working alongside siblings, kids, and pets.


In the image on the left, Jennifer Brag stands in front of a series of observatories. In the image on the right, her bird is pirched on top of open laptop.

Courtesy of Jennifer Bragg | + Expand image

"I am working with an astronomer on the NEOWISE project, which is an automated system that detects near-Earth objects, such as asteroids. The goal of my project is to identify any objects missed by the automated system and use modeling to learn more about their characteristics. My average day consists of writing scripts in Python to manipulate the NEOWISE data and visually vet that the objects in the images are asteroids and not noise or stars.

My office setup consists of a table with scattered books, papers, and pencils, a laptop, television, a child in the background asking a million questions while I work, and a bird on my shoulder that watches me at times."

– Jennifer Bragg will be studying optics at the University of Arizona as an incoming graduate student starting this August. She is completing her summer internship from Pahoa, Hawaii.


Radina Yanakieva poses in front of a model of the Curiosity Mars rover at JPL

Courtesy of Radina Yanakieva | + Expand image

"I'm helping support the Perseverance Mars rover launch this summer. So far, I have been working remotely, but I'm lucky enough to have the opportunity to go to Pasadena, California, in late July to support the launch from JPL! On launch day, I will be in the testbed, where myself and a few other members of my group will be 'shadowing' the spacecraft. This means that when operators send their commands to the actual spacecraft, when it’s on the launch pad and during its first day or so in space, we'll send the same instructions to the test-bed version. This way, if anything goes wrong, we'll have a high-fidelity simulation ready for debugging.

I have a desk in my bedroom, so my office setup is decent enough. I bought a little whiteboard to write myself notes. As for my average working day, it really depends on what I'm doing. Some days, I'm writing procedures or code, so it's a text editor, a hundred internet tabs, and a messenger to ask my team members questions. Other days, I'm supporting a shift in the test bed, so I'm on a web call with a few other people talking about the test we're doing. Luckily, a large portion of my team's work can be done on our personal computers. The biggest change has been adding the ability to operate the test bed remotely. I'm often amazed that from New York, I can control hardware in California.

I was ecstatic that I was still able to help with the Perseverance Mars rover mission! I spent the second half of 2019 working on launch and cruise testing for the mission, so I'm happy to be able to see it through."

– Radina Yanakieva is an undergraduate student studying aerospace engineering at Georgia Tech and interning from Staten Island, New York.


Aditya Khuller stands with his arms outstretched and poses in front of a model Mars rover in a garage at JPL.

Courtesy of Aditya Khuller | + Expand image

"Our team is using radar data [from the European Space Agency’s Mars Express spacecraft] to find out what lies beneath the large icy deposits on Mars' south pole. My average day consists of analyzing this radar data on my computer to find and map the topography of an older surface that lies below the ice on Mars’ south pole, while my plants look on approvingly.

I was delighted to be offered the chance to work at JPL again. (This is my fourth JPL internship.) Even though it's better to be 'on lab,' it is an honor to get to learn from the coolest and smartest people in the world."

– Aditya Khuller is a graduate student working toward a Ph.D. in planetary science at Arizona State University and interning from Tempe, Arizona.


Breanna Ivey wears a Georgia Tech T-Shirt and poses in front of a river with her arms outstretched on concrete railing.

Courtesy of Breanna Ivey | + Expand image

"I am working on the Perseverance Mars rover mission [launching this summer]. As a member of the mobility team, I am testing the rover's auto-navigation behaviors. If given a specific location, flight software should be able to return data about where that location is relative to the rover. My project is to create test cases and develop procedures to verify the data returned by the flight software when this feature is used.

My average day starts with me eating breakfast with my mom who is also working from home. Then, I write a brief plan for my day. Next, I meet with my mentor to discuss any problems and/or updates. I spend the rest of my day at my portable workstation working on code to test the rover's behaviors and analyzing the data from the tests. I have a mini desk that I either set up in my bedroom in front of my Georgia Tech Buzz painting or in the dining room.

If I could visit in person, the first thing I would want to see is the Mars rover engineering model "Scarecrow." I would love to visit the Mars Yard [a simulated Mars environment at JPL] and watch Scarecrow run through different tests. It would be so cool to see a physical representation of the things that I've been working on."

– Breanna Ivey is an undergraduate student studying electrical engineering at the Georgia Institute of Technology and interning from Macon, Georgia.


Kaelan Oldani wears her graduation gown and holds her cap while posing in front of a sign that reads 'Michigan Union.'

Courtesy of Kaelan Oldani | + Expand image

"I am working on the Psyche mission as a member of the Assembly Test and Launch Operations team, also known as ATLO. (We engineers love our acronyms!) Our goal is to assemble and test the Psyche spacecraft to make sure everything works correctly so that the spacecraft will be able to orbit and study its target, a metal asteroid also called Psyche. Scientists theorize that the asteroid is actually the metal core of what was once another planet. By studying it, we hope to learn more about the formation of Earth.

I always start out my virtual work day by giving my dog a hug, grabbing a cup of coffee and heading up to my family's guest bedroom, which has turned into my office for the summer. On the window sill in my office are a number of space-themed Lego sets including the 'Women of NASA' set, which helps me get into the space-exploration mood! Once I have fueled up on coffee, my brain is ready for launch, and I log in to the JPL virtual network to start writing plans for testing Psyche's propulsion systems. While the ATLO team is working remotely, we are focused on writing test plans and procedures so that they can be ready as soon as the Psyche spacecraft is in the lab for testing. We have a continuous stream of video calls set up throughout the week to meet virtually with the teams helping to build the spacecraft."

– Kaelan Oldani is a master's student studying aerospace engineering at the University of Michigan and interning from Ann Arbor, Michigan. She recently accepted a full-time position at JPL and is starting in early 2021.


In the image on the left, Richardo Isai Melgar poses in front of a model of the Curiosity Mars rover at JPL. In the image on the right, he kneels in front of a model Mars rover in the Mars Yard at JPL.

Courtesy of Ricardo Isai Melgar | + Expand image

"NASA's Deep Space Network is a system of antennas positioned around the world – in Australia, Spain, and Goldstone, California – that's used to communicate with spacecraft. My internship is working on a risk assessment of the hydraulic system for the 70-meter antenna at the Goldstone facility. The hydraulic system is what allows the antenna and dish surrounding it to move so it can accurately track spacecraft in flight. The ultimate goal of the work is to make sure the antenna's hydraulic systems meet NASA standards.

My average day starts by getting ready for work (morning routine), accessing my work computer through a virtual interface and talking with my mentor on [our collaboration tool]. Then, I dive into work, researching hydraulic schematics, JPL technical drawings of the antenna, and NASA standards, and adding to a huge spreadsheet that I use to track every component of the antenna's hydraulic system. Currently, I'm tracking every flexible hydraulic fluid hose on the system and figuring out what dangers a failure of the hose could have on personnel and the mission."

– Ricardo Isai Melgar is an undergraduate student studying mechanical engineering at East Los Angeles College and interning from Los Angeles.


Susanna Eschbach poses in front of a mirrored background.

Courtesy of Susanna Eschbach | + Expand image

"My project this summer is to develop a network of carbon-dioxide sensors to be used aboard the International Space Station for monitoring the levels of carbon dioxide that crewmembers experience.

My 'office setup' is actually just a board across the end of my bed balanced on the other side by a small dresser that I pull into the middle of the room every day so that I can sit and have a hard surface to work on.

At first I wasn't sure if I was interested in doing a virtual engineering internship. How would that even work? But after talking to my family, I decided to accept. Online or in person, getting to work at JPL is still a really cool opportunity."

– Susanna Eschbach is an undergraduate student studying electrical and computer engineering at Northern Illinois University and interning from DeKalb, Illinois.


Izzie Torres poses in front of an ancient pyramid.

Courtesy of Izzie Torres | + Expand image

"I'm planning test procedures for the Europa Clipper mission [which is designed to make flybys of Jupiter's moon Europa]. The end goal is to create a list of tests we can perform that will prove that the spacecraft meets its requirements and works as a whole system.

I was very excited when I got the offer to do a virtual internship at JPL. My internship was originally supposed to be with the Perseverance Mars rover mission, but it required too much in-person work, so I was moved to the Europa Clipper project. While I had been looking forward to working on a project that was going to be launching so soon, Jupiter's moon Europa has always captured my imagination because of the ocean under its surface. It was an added bonus to know I had an internship secured for the summer."

– Izzie Torres is an undergraduate student studying aerospace engineering and management at MIT and interning from Seattle.


Jared Blanchard poses in front of a visualization in the VIVID lab at JPL.

Courtesy of Jared Blanchard | + Expand image

"I am investigating potential spacecraft trajectories to reach the water worlds orbiting the outer planets, specifically Jupiter's moon Europa. If you take both Jupiter and Europa into account, their gravitational force fields combine to allow for some incredibly fuel-efficient maneuvers between the two. The ultimate goal is to make it easier for mission designers to use these low-energy trajectories to develop mission plans that use very little fuel.

I'm not a gamer, but I just got a new gaming laptop because it has a nice graphics processing unit, or GPU. During my internship at JPL last summer, we used several GPUs and a supercomputer to make our trajectory computations 10,000 times faster! We plan to use the GPU to speed up my work this summer as well. I have my laptop connected to a second monitor up in the loft of the cabin where my wife and I are staying. We just had a baby two months ago, so I have to make the most of the quiet times when he's napping!"

– Jared Blanchard is a graduate student working toward a Ph.D. in aeronautics and astronautics at Stanford University.


Yohn Ellis, wearing a suit and tie, poses in front of yellow and gold balloons.

Courtesy of Yohn I. Ellis Jr. | + Expand image

"I'm doing a theory-based project on the topic of nanotechnology under the mentorship of Mohammad Ashtijou and Eric Perez.

I vividly remember being infatuated with NASA as a youth, so much so that my parents ordered me a pamphlet from Space Center Houston with posters and stickers explaining all of the cool things happening across NASA. I will never forget when I was able to visit Space Center Houston on spring break in 2009. It was by far the most amazing thing I have ever witnessed as a youth. When I was offered the internship at JPL, I was excited, challenged, and motivated. There is a great deal of respect that comes with being an NASA intern, and I look forward to furthering my experiences.

But the challenges are prevalent, too. Unfortunately, the internship is completely virtual and there are limitations to my experience. It is hard working at home with the multiple personalities in my family. I love them, but have you attempted to conduct research with a surround system of romantic comedies playing in the living room, war video games blasting grenades, and the sweet voice of your grandmother asking for help getting pans from the top shelf?"

– Yohn I. Ellis Jr. is a graduate student studying electrical engineering at Prairie View A&M University and interning from Houston.


Mina Cezairli wears a NASA hat and poses in front of a landscape of green mountains a turqoise ocean and puffy white and grey clouds.

Courtesy of Mina Cezairli | + Expand image

"This summer, I am supporting the proposal for a small satellite mission concept called Cupid’s Arrow. Cupid’s Arrow would be a small probe designed to fly through Venus’ atmosphere and collect samples. The ultimate goal of the project is to understand the “origin story” of Venus' atmosphere and how, despite their comparable sizes, Earth and Venus evolved so differently geologically, with the former being the habitable, friendly planet that we call home and the latter being the hottest planet in our solar system with a mainly carbon dioxide atmosphere.

While ordinary JPL meetings include discussions of space probes, rockets, and visiting other planets, my working day rarely involves leaving my desk. Because all of my work can be done on my computer, I have a pretty simple office setup: a desk, my computer, and a wall full of posters of Earth and the Solar System. An average day is usually a combination of data analysis, reading and learning about Venus, and a number of web meetings. The team has several different time zones represented, so a morning meeting in Pacific time accommodates all of Pacific, Eastern and European time zones that exist within the working hours of the team."

– Mina Cezairli is an undergraduate student studying mechanical engineering at Yale University and is interning from New Haven, Connecticut.


Izabella Zamora sits on steps leading up to a building with pumpkins decorating the steps to her right.

Courtesy of Izabella Zamora | + Expand image

“I'm characterizing the genetic signatures of heat-resistant bacteria. The goal is to improve the techniques we use to sterilize spacecraft to prevent them from contaminating other worlds or bringing contaminants back to Earth. Specifically, I'm working to refine the amount of time spacecraft need to spend getting blasted by dry heat as a sanitation method.

"As someone who has a biology-lab heavy internship, I was quite skeptical of how an online internship would work. There was originally supposed to be lab work, but I think the project took an interesting turn into research and computational biology. It has been a really cool intersection to explore, and I have gained a deeper understanding of the math and analysis involved in addition to the biology concepts."

– Izabella Zamora is an undergraduate student studying biology and computer science at the Massachusetts Institute of Technology and interning from Brimfield, Massachusetts.


Leilani Trautman poses for a photo at an outside table. The back of her open laptop has dozens of stickers attached to it, including a NASA meatball.

Courtesy of Leilani Trautman | + Expand image

"I am working on the engineering operations team for the Perseverance Mars rover. After the rover lands on Mars, it will send daily status updates. Every day, an engineer at JPL will need to make sure that the status update looks healthy so that the rover can continue its mission. I am writing code to make that process a lot faster for the engineers.

When I was offered the internship back in November, I thought I would be working on hardware for the rover. Once the COVID-19 crisis began ramping up and I saw many of my friends' internships get cancelled or shortened, I was worried that the same would happen to me. One day, I got a call letting me know that my previous internship wouldn't be possible but that there was an opportunity to work on a different team. I was so grateful to have the opportunity to retain my internship at JPL and get the chance to work with my mentor, Farah Alibay, who was once a JPL intern herself."

– Leilani Trautman is an undergraduate student studying electrical engineering and computer science at MIT and interning from San Diego, California.


Kathryn Chamberlin poses for an outdoor photo in front of a green hedge.

Courtesy of Kathryn Chamberlin | + Expand image

"I am working on electronics for the coronagraph instrument that will fly aboard the Nancy Grace Roman Space Telescope. The Roman Space Telescope will study dark energy, dark matter, and exoplanets [planets outside our solar system]. The science instrument I'm working on will be used to image exoplanets. It's also serving as a technology demonstration to advance future coronagraphs [which are instruments designed to observe objects close to bright stars].

I was both nervous and excited to have a virtual internship. I’m a returning intern, continuing my work on the coronagraph instrument. I absolutely love my work and my project at JPL, so I was really looking forward to another internship. Since I’m working with the same group, I was relieved that I already knew my team, but nervous about how I would connect with my team, ask questions, and meet other 'JPLers.' But I think my team is just as effective working virtually as we were when working 'on lab.' My mentor and I have even figured out how to test hardware virtually by video calling the engineer in the lab and connecting remotely into the lab computer."

– Kathryn Chamberlin is an undergraduate student studying electrical engineering at Arizona State University and interning from Phoenix.


Daniel Stover is shown in a screengrab from a web meeting app pointing to an illustration of the Perseverance Mars rover.

Courtesy of Daniel Stover | + Expand image

"I am working on the flight system for the Perseverance Mars rover. The first half of my internship was spent learning the rules of the road for the entire flight system. My first task was updating command-line Python scripts, which help unpack the data that is received from the rover. After that, I moved on to testing a part of the flight software that manages which mechanisms and instruments the spacecraft can use at a certain time. I have been so grateful to contribute to the Perseverance Mars rover project, especially during the summer that it launches!

I have always been one to be happy with all the opportunities I am granted, but I do have to say it was hard to come to the realization that I would not be able to step foot on the JPL campus. However, I was truly grateful to receive this opportunity, and I have been so delighted to see the JPL spirit translate to the online video chats and communication channels. It's definitely the amazing people who make JPL into the place that everybody admires. Most important, I would like to thank my mentor, Jessica Samuels, for taking the time to meet with me every day and show me the true compassion and inspiration of the engineers at JPL."

– Daniel Stover is an undergraduate student studying electrical and computer engineering at Virginia Tech and interning from Leesburg, Virginia.


In the image on the left, Sophia Yoo poses for a selfie. In the image on the right, her laptop, mouse, headphones and open notebook are shown at a table outside surrounded by a wooden porch and a green landscape.

Courtesy of Sophia Yoo | + Expand image

"I'm working on a project called the Multi-Angle Imager for Aerosols, or MAIA. It's an instrument that will go into lower Earth orbit and collect images of particulate matter to learn about air pollution and its effects on health. I'm programming some of the software used to control the instrument's electronics. I'm also testing the simulated interface used to communicate with the instrument.

I was ecstatic to still have my internship! I'm very blessed to be able to do all my work remotely. It has sometimes proven to be a challenge when I find myself more than four layers deep in virtual environments. And it can be confusing to program hardware on the West Coast with software that I wrote all the way over here on the East Coast. However, I've learned so much and am surprised by and grateful for the meaningful relationships I've already built."

– Sophia Yoo is an incoming graduate student studying electrical and computer engineering at Princeton University and is interning from Souderton, Pennsylvania.


Natalie Maus can be seen in the right corner of the image as she looks at a graph on her laptop.

Courtesy of Natalie Maus | + Expand image

"My summer research project is focused on using machine-learning algorithms to make predictions about the density of electrons in Earth’s ionosphere [a region of the planet's upper atmosphere]. Our work seeks to allow scientists to forecast this electron density, as it has important impacts on things such as GPS positioning and aircraft navigation.

Despite the strangeness of working remotely, I have learned a ton about the research process and what it is like to be part of a real research team. Working alongside my mentors to adapt to the unique challenges of working remotely has also been educational. In research, and in life, there will always be new and unforeseen problems and challenges. This extreme circumstance is valuable in that it teaches us interns the importance of creative problem solving, adaptability, and making the most out of the situation we are given."

– Natalie Maus is an undergraduate student studying astrophysics and computer science at Colby College and interning from Evergreen, Colorado.


Lucas Lange wears hiking gear and poses next to an American Flag at the top of a mountain with a valley visible in the background.

Courtesy of Lucas Lange | + Expand image

"I have two projects at JPL. My first project focuses on the Europa Clipper mission [designed to make flybys of Jupiter's moon Europa]. I study how the complex topography on the icy moon influences the temperature of the surface. This work is crucial to detect 'hot spots,' which are areas the mission (and future missions) aim to study because they might correspond to regions that could support life! My other work consists of studying frost on Mars and whether it indicates the presence of water-ice below the surface.

JPL and NASA interns are connected through social networks, and it's impressive to see the diversity. Some talks are given by 'JPLers' who make themselves available to answer questions. When I came to JPL, I expected to meet superheroes. This wish has been entirely fulfilled. Working remotely doesn't mean working alone. On the contrary, I think it increases our connections and solidarity."

– Lucas Lange is an undergraduate student studying aerospace engineering and planetary science at ISAE-SUPAERO [aerospace institute in France] and interning from Pasadena, California.


Explore JPL’s summer and year-round internship programs and apply at: jpl.nasa.gov/intern

Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.

The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

TAGS: Higher Education, Internships, STEM, College Students, Virtual Internships, Telework, Mars 2020 interns, Mars 2020, Perseverance, DSN, Deep Space Network, Mars, Asteroids, NEOWISE, Science, Technology, Engineering, Computer Science, Psyche, International Space Station, ISS, Europa, Jupiter, Europa Clipper, trajectory, nanotechnology, Cupid's Arrow, Proposal, Venus, Planetary Protection, Biology, Nancy Grace Roman Space Telescope, Dark Matter, Exoplanets, Multi-Angle Imager for Aerosols, MAIA, Earth, Earth science, air pollution, Hispanic Heritage Month, Black History Month, Asian Pacific American Heritage Month, Earth Science, Earth, Climate Change, Sea Level Rise

  • Kim Orr
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Interns and their mentors celebrated a successful summer at a mentor-appreciation event held at JPL.

When the new crop of summer interns started showing up at NASA’s Jet Propulsion Laboratory in Pasadena, California, this past June, they joined the more than 2,000-plus students placed across NASA’s 10 field centers, instantly becoming part of the NASA family.

“They may not be together geographically, but these interns are getting this unique experience all over the country,” said Katherine Brown, public affairs officer for education at NASA Headquarters.

JPL Interns

Meet JPL Interns

Read stories from interns pushing the boundaries of space exploration and science at the leading center for robotic exploration of the solar system.

But between the challenging workloads, exciting education opportunities and inspiring culture at JPL, interns who come to the laboratory often see only one piece of the NASA puzzle. Intern and University of Colorado Boulder astrophysics student Maya Yanez has spent the past two summers at JPL – one working on describing potential radical chemistry on Kuiper Belt objects, and one helping to identify potential landing sites on Jupiter’s moon Europa.

“You get the chance to be a little sprocket in this massive machine of making things happen at JPL, but then you can kind of lose sight of the fact that JPL is one component of NASA, and there are hundreds of interns at other centers doing comparable things,” Yanez said.

This year, NASA Headquarters’ internship and communications coordinator Christine Linsinbigler saw opportunities to bring the centers together. She organized an agency-wide live feed of NASA Administrator Jim Bridenstine’s intern town hall at Goddard Space Flight Center on July 26, and an ISS downlink Q&A – where interns got to pre-record questions for astronauts to answer live from the space station – on July 30.

“With National Intern Day on July 26, we were able to roll the events into one big intern week,” Linsinbigler said.

Answers from the Administrator

This was the first year a NASA administrator conducted a NASA-wide town hall, where interns from all of the centers could submit questions in short videos. Yanez was selected to live-tweet Bridenstine’s responses from the JPL Education Office’s @NASAJPL_Edu handle so students, JPLers and members of the public could see some of the responses.

“The administrators’ town hall was really important because, for the first time, I had an opportunity as an undergrad to ask about our future and the future of space funding,” said Yanez, who also hopes to one day run for office. “This is a person who has power over our future. I think it’s important to keep that communication between science and politics.”

JPL intern Maya Yanez live tweets from the JPL Watch Party for NASA's Internships Town Hall with Administrator Jim Bridenstine

Yanez hosted a takeover of the @NASAJPL_Edu Twitter account during the NASA Internships Town Hall with Administrator Jim Bridenstine. Credit: NASA/JPL-Caltech/Kim Orr | + Expand image

Yanez was also appreciative of the administrator’s openness to discuss inclusion and diversity in the field, and how NASA plans to maintain its current programs.

“I’m half Mexican, a female in STEM, a first-generation college student, and low income, so I check off a lot of those representative boxes,” Yanez said. “It was nice that he spent as much time on that question as he did. He talked about how it mattered to him and how it should matter to all of us.”

At NASA Headquarters, inclusion and diversity within NASA starts with the intern program, which saw its largest and most diverse applicant pool of interns this summer. Brown said it followed a concerted effort of making the public aware that an internship at JPL, Langley or Johnson is more than just for STEM students – there are opportunities in communications, human resources, education and other fields that are all relevant to how the agency runs.

“We’ve showcased interns on our social media, we held a Reddit ‘Ask Me Anything’ Q&A with Johnson Space Center Flight Director Allison Bollinger, and we’re hoping that including more events like the administrator town hall and ISS downlink will continue to attract a diverse group to NASA,” Brown said.

Questions to Space

When JPL intern Zachary Luppen heard about the ISS downlink – and that he would have a chance to ask an astronaut a question – he already had pages of questions lined up.

An intern takes a photo at the ISS Downlink watch party at JPL

A watch party was held at JPL for an ISS downlink with NASA astronaut Ricky Arnold. Image credit: NASA/JPL-Caltech/Lyle Tavernier | + Expand image

Zachary Luppen stands in an anechoic chamber at JPL

Zachary Luppen stands in an anechoic chamber at JPL. Image credit: NASA/JPL-Caltech/Kim Orr | + Expand image

Christopher Jia-Kuan Yen poses with his mentor, Abigail Fraeman, during a mentor appreciation event held at JPL

Christopher Jia-Kuan Yen poses with his mentor, Abigail Fraeman, during a mentor appreciation event held at JPL. Image credit: NASA/JPL-Caltech/Lyle Tavernier | + Expand image

“I had always wanted to ask an astronaut something, but I didn’t know how to go about doing it,” said Luppen, who is entering his senior year as an astronomy physics major at the University of Iowa. “I really want to go into space, and here I suddenly have this opportunity to throw a question at an astronaut and get it answered.”

The pre-recorded video questions from interns across NASA centers were played during the ISS downlink on July 30, and JPL interns gathered to hear astronaut Ricky Arnold’s responses. Luppen asked Arnold if there were any specific pointers he could give NASA interns who want to be astronauts themselves, and go to the ISS, the Moon or even Mars.

“The temptation is to specialize early, and it’s great to find your passion and pursue it, but don’t lose sight of the bigger picture,” Arnold said. “NASA is looking for people with very diverse backgrounds, who have done a lot of different things in different environments with different people.”

Luppen said the ISS downlink was special, as it was one of many “bucket list” items he was able to check off during his summer at JPL, but the work he conducted at the laboratory was more important to his future. Over his 10 weeks at JPL, Luppen worked on test procedures for the dual-frequency radar instrument (REASON) slated to ride aboard NASA’s Europa Clipper spacecraft. That allowed him to connect with a group of employees who are really doing what he wants to do.

“At Iowa, we’re building parts of the Europa [Clipper mission] there too, but we’re not working on spacecraft to the degree that JPL is,” Luppen said. “I’m here with like-minded people, fantastic scientists and engineers who are working on these projects, and it’s just great to finally be at a center where it’s so productive. It’s almost like chaos, but it’s so cool. I mean, how many missions did we have launch this summer? So, it’s just like, we’re so busy, and I’m getting to be a part of it this summer.”

Intern Christopher Jia-Kuan Yen, a senior geology-chemistry student at Brown University, spent his summer working with Deputy Project Scientist Abigail Fraeman on remote sensing and imaging instruments aboard the Mars Reconnaissance Orbiter. As for the question he asked of astronaut Ricky Arnold, it was – of course – imagery based.

“I wanted to know, based on what he’s seen from the windows of the ISS, where he would most like to visit on Earth,” Yen said.

Arnold responded that the list seems to get longer every day he’s on the station, but the mountains of Peru, Chile and Argentina have caught his eye. “I guess I’ll have to head down there and check it out someday,” Yen said with a smile. In retrospect, Yen viewed the ISS Downlink as one more example of how special interning at JPL can be.

“There are just so many things going on here,” he said. “Between the work you’re doing, the lectures – I mean, we had the Mars helicopter team present to us – and the events like the ISS Downlink, I don’t think you’re getting opportunities like those at your university internship.”

This summer, 400 JPL employees participated as mentors, providing guidance to the 700 interns working in various fields across the laboratory.

To learn more about this year’s interns, visit:


Explore JPL’s summer and year-round internship programs and apply at: https://www.jpl.nasa.gov/edu/intern

The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of Education’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

TAGS: Interns, Internships, Student Programs, STEM, STEM Education, College Students

  • Taylor Hill
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