Collage of intern photos.

Whether you're looking for a career in STEM or space exploration, this three-part series will cover everything you need to know about the world of internships at NASA's Jet Propulsion Laboratory, the skills and experience hiring managers are looking for, and how you can set yourself on the right trajectory even before you get to college.

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In a typical year, NASA's Jet Propulsion Laboratory brings in about 1,000 interns from schools across the country to take part in projects that range from building spacecraft to studying climate change to developing software for space exploration. One of 10 NASA centers in the United States, the Southern California laboratory receives thousands of applications. So what can students do to stand out and set themselves on the right trajectory?

We asked interns and the people who bring them to JPL about their tips for students and anyone interested in a STEM career. Over the next few weeks, we'll be sharing their advice in this three-part series.

First up: Learn about the kinds of opportunities available as well as where and how to apply.

The World of JPL Internships

If you found this article, you're probably already somewhat familiar with the work that goes on at JPL. But at a place that employs more than 6,000 people across hundreds of teams, it can be hard to keep track of it all.

In a broad sense, JPL explores Earth, other planets, and the universe beyond with robotic spacecraft – meaning no humans on board. But along with the engineers and scientists who design and build spacecraft and study the data they return, there are thousands of others working on all the in-between pieces that make Earth and space exploration possible and accessible to all. This includes software developers, machinists, microbiologists, writers, video producers, designers, finance and information technology professionals, and more.

Some of the best ways to learn about the Laboratory's work – and get a sense for the kinds of internships on offer – are to follow JPL news and social media channels, take part in virtual and in-person events such as monthly talks, and keep up on the latest research. There are also a host of articles and videos online about interns and employees and the kinds of work they do.

While STEM internships make up the majority of the Laboratory's offerings, there are a handful of opportunities for students studying other subjects as well. Depending on which camp you fit into, there are different places to apply.

Education Office Internships

The largest number of internships can be found on the JPL Education website. These opportunities, for students studying STEM, are offered through about a dozen programs catered to college students of various academic and demographic backgrounds. This includes programs for students attending community college, those at minority-serving institutions, and others at Los Angeles-area schools.

Students apply to a program, or programs, rather than a specific opening. (See the program details for more information about where to apply and what you will need.) It's then up to the folks with open opportunities, the mentors, to select applicants who are the best match for their project.

It may seem odd to send an application into the void with no idea of what offer might return. But there is a good reason behind the process, says Jenny Tieu, a project manager in JPL's Education Office, which manages the Laboratory's STEM internship programs.

"Applying to a specific program allows for the applicant to be seen by a much broader group of hiring managers and mentors and be considered for more opportunities as a result," says Tieu. "We look at the resumes that come in to see what skills are compatible with open projects and then match students to opportunities they may not have even realized were available to them."

Shirin Nataneli says she wouldn't have known there was an internship for her at the Laboratory were it not for a suggestion to apply from her professor. In 2020, Nataneli graduated from UCLA with a Bachelor's degree in biology. She was on the pre-med track, studying for the MCAT, when she decided to take a couple of courses in computer science.

"I got sucked in," says the Santa Monica College student and JPL intern, who is using computer science to help her team classify extreme bacteria that can survive on spacecraft. "I didn't even know there was an intersection between computer science and biology, but somehow I found a group at JPL that does just that."

University Recruiting Opportunities

For college students who are interested in space exploration but studying other fields, such as business, communications, and finance, as well as those studying STEM, there are additional opportunities on the JPL Jobs website. Listed by opportunity, more like a traditional job opening, these internships are managed by the Laboratory's University Recruiting team, which is active on LinkedIn and Instagram and can often be found at conferences and career fairs.

The When, What, and Where

Both Education Office and University Recruiting opportunities are paid and require a minimum 3.0 GPA, U.S. citizenship or legal permanent resident status, as well as an initial commitment of 10 weeks. Applicants must be enrolled in a college undergraduate or graduate program to be eligible. (Part three of this story, available on August 12, will be about what high-school and younger students can do to prepare for a future JPL internship or STEM career.)

After pivoting to fully remote internships during the COVID-19 pandemic, JPL is looking at whether to continue offering some remote or hybrid internships once the Los Angeles-area campus opens back up.

"We know that remote internships are effective," says Tieu. "Interns have said that they're able to foster connections with JPL employees and gain valuable experience even from home." She notes that while in-person internships give students maximum exposure to JPL – including visits to Laboratory attractions like mission control, the "clean room" where spacecraft are built, and a rover testing ground called the Mars Yard – remote internships have had a positive impact on students who previously weren't able to participate in person due to life constraints.

Most programs offer housing and travel allowances to students attending universities outside the 50-mile radius of JPL, so be sure to check the program details if traveling to or living in the Los Angeles area could be tricky financially.

Full-time and part-time opportunities can be found throughout the year with most openings in the summertime for full-time interns, meaning 40 hours per week. For summer opportunities, Tieu recommends applying no later than November or December. Applicants can usually expect to hear back by April if they are going to receive an offer for summer, but it's always a good idea to keep yourself in the running, as applicants may be considered for school-year opportunities.

Tieu adds, "If you haven't heard back, and you're closing in on the six-month mark of when you submitted your application, I recommend students go back in and renew their application [for the programs listed on the JPL Education website] so that it remains active in the candidate pool for consideration."

And unlike job applications, where it's sometimes frowned upon to apply to multiple positions at once, it's perfectly alright – and even encouraged – to apply to multiple internships.

You may also want to consider these opportunities, especially if you're looking for internships at other NASA centers, you're a foreign citizen, or you're interested in a postdoc position:

The most important thing is to not count yourself out, says Tieu. "If you're interested, work on that resume, get people to review your resume and provide input and feedback and apply. We don't expect students to come in knowing how to do everything. We're looking for students with demonstrated problem-solving, teamwork, and leadership skills. Software and other technical skills are an added bonus and icing on the cake."

More on that next week in part two of this three-part series where we'll share advice from JPL mentors on the skills and experience they look for from potential interns.

Up Next:

Skills for Space Explorers – Coming August 5
The Pre-College Trajectory – Coming August 12


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, Students, Careers, Science, Computer Science, Engineering, Math, Programs, University Recruiting, Undergraduate, Graduate, College, High School, Mentors

  • Kim Orr
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A screengrab from a web meeting shows a small window with Jayme Wisdom speaking to students and a picture of students attaching a balloon to a string.

Jayme Wisdom has been teaching for 15 years at the Vaughn Charter System in Pacoima, California. She has taught eighth-grade science for most of her career but switched to high school biology for the first time this year.

Ms. Wisdom has long utilized NASA and JPL educational resources, finding creative ways to adapt lessons to meet her students’ needs and exposing them to STEM careers.

A self-described professional nerd, she doesn't shy away from her love of all things Star Trek and Star Wars (and stands firm in her refusal to pick which is superior). While presenting during a recent JPL Education workshop, she shared how she continues to get her students excited about science – both in the classroom and remotely – during the COVID era.

What unique challenges do you face engaging or addressing the needs of your students?

Many of the students I teach face challenges including poverty, homelessness, and learning English as a second language. This year, in particular, has been extremely difficult for all of us dealing with the pandemic and distance learning. As a teacher, I have had to find ways to make sure that my students are engaged in scientific inquiry and have access to resources and materials while learning remotely. This begins and ends with a conscious effort to acknowledge that kids are struggling with this online format and carving out time in every single class to provide the socio-emotional support they have come to expect from a classroom environment. Before we dive into content, this means making time for check-ins and updates. In any in-person classroom, we carve out time to get to know each other, and being online should not diminish that. Of course, as we all learned this year, easier said than done.

Social isolation is another factor that contributes to the challenges of distance learning. Even though students see their peers virtually, it is often difficult for them to open up and talk as freely as they would if they were in a physical classroom. So I have had to find ways to make sure that my students are comfortable with engaging in a virtual setting by allowing them opportunities to talk and collaborate with each other online.

Using breakout sessions was difficult at first, because the students were very self-conscious about speaking to each other on screen and were reluctant to share ideas. So every day, we spent the first few minutes in each class just talking to each other through text-based chat to get them socializing and feeling more comfortable with this new way of interacting. Now they are more comfortable engaging in scientific inquiry with each other and have meaningful discussions to expand their learning. It is not the same as having them physically perform labs together in class but things are definitely improving.

Another challenge has been providing all of my students with access to resources and materials that allow them to simulate a laboratory experience at home. I have been pleasantly surprised at the wealth of resources I have available to me as a teacher to provide virtual labs and activities to my students. Whether it is virtual demonstrations and simulations or scientific investigations that require simple materials that students can find around the house, we have been very resourceful so we can give students the best experience possible through distance learning. Promoting lab science with home supplies has been instrumental in student engagement, as they really get to explore in their own context, expressing themselves creatively with what they have at their disposal instead of being provided the materials.

How have you used lessons from NASA and JPL to keep students engaged while teaching in person and remotely?

I have always been fascinated by outer space and have loved sci-fi TV shows and movies since I was very young. So as a teacher, I was so excited to discover ways to use my love of astronomy to engage my students.

When I discovered NASA and JPL's resources and lessons, I went through them like a kid in a candy store. I found so many different activities that I could adapt to use in my own classroom. Over the past few years, I have used several JPL Education lessons and modified and extended them for my students.

Three students in gray sweatshirts huddle around a cardboard rover, placing tape across its center.

While remote instruction has had its challenges, Ms. Windsom found that getting students to strike up conversations via chat at the start of class made students more willing to collaborate and share their designs for projects usually done in the classroom, like these cardboard rovers. Image courtesy: Shirley Yong and Malak Kawtharani | + Expand image

For example, I took JPL's Touchdown lesson and allowed students to create their own planetary lander using materials they could find around their home. I challenged them to create a way to quantify how much impact the touchdown would have on the "astronauts" in their lander. Some students used balls of play dough as their astronauts, and quantified the impact by measuring the dents made in the play dough by paper clips that they had placed on the "seats" of their lander.

Another example was when I combined the Soda-Straw Rocket and Stomp Rockets lessons. I had my students create a straw-stomp rocket to investigate how changing the angle of the rocket launch could have an effect on the distance the rocket traveled.

My students also had the opportunity to participate in engineering activities with JPL and college students from Pasadena City College. The impact that this had on my students was profound and long-lasting. It was inspiring for my students to hear from NASA scientists and student role-models who encouraged them to pursue careers in science, engineering, and technology.

Students look on, some holding their ears, as Ms. Wisdom holds a large red balloon while NASA/JPL Education Specialist Brandon Rodriguez lights a match underneath it as part of the Global Warming Demonstration.

Ms. Wisdom says that pesentations from STEM professionals go a long way toward engaging students, so she has made them a fixture in her classes – whether in person or remote. Image courtesy: Shirley Yong and Malak Kawtharani | + Expand image

How have students reacted to these lessons?

The biggest payoff for me was seeing students envision themselves as NASA scientists. They learned to collaborate with each other, learn from each other, and challenge each other. They were able to experience every step of the engineering process firsthand. They were actively involved in designing, building, and testing their rockets and landers. They could also gather information from watching other students revise and improve their designs. Learning from each other was so much fun for them. As a teacher, watching my students strengthen their critical thinking, practical engineering, and problem-solving skills is one of the best parts of my job.

You switched from teaching middle school to teaching high school this year. How are you thinking about incorporating NASA resources into lessons for older students?

Growing up, I loved how the technology that I saw in the sci-fi shows I watched as a kid eventually made its way into our reality. I am always amazed at how NASA scientists push the boundaries of technology development and are only limited by the scope of their imagination.

As a high school biology teacher, I'm looking forward to having my students examine the ways that space technology is being used to help humans improve the health of the planet. Investigating climate change and the ecological impact humans have on the environment is so important. Looking at how NASA gathers data to better understand climate change is especially critical at this time because my students' generation is going to play a pivotal role in developing technologies for improving life on Earth. I'm looking forward to continuing to use JPL Education resources to help my students prepare for that challenge.


Looking for ways to bring NASA STEM into your classroom or already have a great idea? The Education Office at NASA's Jet Propulsion Laboratory serves educators in the greater Los Angeles area. Contact us at education@jpl.nasa.gov.

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TAGS: Teaching, Teachers, K-12, Middle School, High School, Remote Instruction, Classroom, Lessons, Educators, Workshops, Professional Development

  • Brandon Rodriguez
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2019 Los Angeles Regional Science Bowl winners

After a full day of intense competition, a team of students from University High School in Irvine, California, earned first place in a regional round of the U.S. Department of Energy National Science Bowl on Jan. 26, 2019. This is the second consecutive year that the school has placed first in the regional round, and it's the 27th year that NASA's Jet Propulsion Laboratory in Pasadena, California, has hosted the competition.

› Read the full story on JPL News


TAGS: High School, Science Bowl, Student Competitions, Science, Events

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Illustration of InSight landing on Mars

Tom Hoffman, InSight Project Manager, NASA JPL, left, and Sue Smrekar, InSight deputy principal investigator, NASA JPL, react after receiving confirmation InSight is safe on the surface of Mars

This is the first image taken by NASA's InSight lander on the surface of Mars.

The Instrument Deployment Camera (IDC), located on the robotic arm of NASA's InSight lander, took this picture of the Martian surface on Nov. 26

UPDATE: Nov. 27, 2018 – The InSight spacecraft successfully touched down on Mars just before noon on Nov. 26, 2018, marking the eighth time NASA has succeeded in landing a spacecraft on the Red Planet. This story has been updated to reflect the current mission status. For more mission updates, follow along on the InSight Mission Blog, JPL News, as well as Facebook and Twitter (@NASAInSight, @NASAJPL and @NASA).


NASA's newest Mars mission, the InSight lander, touched down on the Red Planet just before noon PST on Nov. 26. But there's more work ahead before the mission can get a look into the inner workings of Mars. Get your classroom ready to partake in all the excitement of NASA’s InSight mission with this educator game plan. We’ve got everything you need to engage students in NASA's ongoing exploration of Mars!

Day Before Landing

Landing Day (Nov. 26)

Next Day

  • Review the Teachable Moment to find out what needs to happen before InSight’s science operations can begin. Then create an instructional plan with these lessons, activities and resources that get students engaged in the science and engineering behind the mission.
  • Check out InSight’s first images from Mars, here. (This is also where you can find raw images from InSight throughout the life of the mission.)

Over the Next Month


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Follow Along

Resources and Activities

Feature Stories and Podcasts

Websites and Interactives

TAGS: InSight, Mars Landing, Educators, K-12, Elementary School, Middle School, High School, Lessons and Activities, Educator Resources, Mars

  • NASA/JPL Edu
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A computer works with an engineer at JPL.

In The News

This week, we celebrate the 80th anniversary of the Jet Propulsion Laboratory. JPL was founded long before it became NASA’s premier center for robotic exploration of the solar system – and even before the agency existed. In fact, JPL started as the test-bed for some of the earliest rocketry experiments (thus the name “Jet Propulsion Laboratory”). There were a number of factors that conspired to change JPL’s focus from rocketry to space exploration. The Space Race and the resulting formation of NASA were two major factors. But also, with its growing expertise in launching rockets to new heights, JPL was anxious to take its experiments even farther. So in 1957, when the Soviet Union won the first leg of the Space Race by placing Sputnik, the first artificial satellite, into Earth orbit, JPL was called into action. A few months later, NASA launched the JPL-built Explorer 1, which became the first U.S. satellite.

Pickering, Van Allen and Von Braun hold a model of Explorer 1 at a post-flight press conference.
Explorer 1 became the first U.S. space satellite in 1958. It was built at NASA's Jet Propulsion Laboratory in Pasadena, California. Image credit: NASA/JPL-Caltech

Soon, the challenge was to land on the moon – and JPL was once again called to the task. Landing on another planetary body had never been accomplished so, understandably, it took a few tries to get things right. JPL’s first attempts at a moon landing with Rangers 1 through 6 all failed for various reasons. Some of the spacecraft flew very near the moon only to miss it by a few hundred kilometers; others met their mark only to have onboard cameras fail. Ranger 7 was the first mission to successfully land on the moon and transmit data, capturing images 1,000-times better than those obtained by ground-based telescopes. It wasn’t a particularly soft landing; rather it was a purposeful crash landing, capturing images along the way. But everyone at JPL was thrilled to have hit their target and returned usable data. These data, and those collected by subsequent missions, made possible NASA’s later human missions to the moon.

Ranger 7 photo of the moon
Ranger 7 was the first U.S. mission to successfully impact the moon. This was one of more than 4,300 images sent back during the flyby. Image credit: NASA/JPL-Caltech

At the same time it was launching the Ranger lunar missions, JPL had also set its sights on venturing even farther into space and began launching a series of missions called Mariner to Venus, Mercury and Mars. It wasn’t long before JPL’s specialty became creating robotic spacecraft to go not just to the moon, but also where no one had gone before.

Learn more about the history of JPL and the U.S. space program in the video series below. And explore the interactive timeline.

How They Did It

What’s often not known is that all the early rocket experiments and later missions to the moon and beyond wouldn’t have been possible without a team at JPL known as the human “computers.” Most of these human computers were women who either had degrees in mathematics or were simply very good at mathematics. Over the course of time, these women not only performed hundreds of thousands of mathematical calculations crucial to the U.S. space program, but also eventually became some of the first computer programmers at NASA.

human computers at JPL
A talented team of women, who were around since JPL's beginnings in 1936 and who were known as computers, were responsible for the number-crunching of launch windows, trajectories, fuel consumption and other details that helped make the U.S. space program a success. Image credit: NASA/JPL-Caltech

In the early days of space exploration, the best mechanical computers were large (the size of a room) and not particularly powerful. Human capabilities were much more powerful for many tasks, including the rapid calculations needed for trajectory analysis and verification, as well as the graphing of data points on trajectories, which made a spacecraft’s path easy to see.

One of the human computers’ main tasks was computing the planned trajectories, or paths, for a spacecraft based on the vehicle weight, lift capacity of the rocket, and the orbital dynamics of the planets.

When a spacecraft is launched, it begins sending telemetry signals back to Earth. These signals tell engineers information about the spacecraft’s location and health. But this information isn’t perfectly straightforward. It arrives as a bunch of numbers that need to be combined in formulas along with other constantly changing parameters (such as velocity, vehicle mass and the effect of gravity from nearby bodies) in order to reveal the spacecraft’s actual location. Before there were computers (as we know them today) to do these calculations, human computers would feverishly calculate the exact location of the spacecraft as the telemetry came in and compare that to the planned trajectories. Their calculations would reveal whether the spacecraft was on target.

a computer tracks a spacecraft's position as it makes its way toward Venus
A computer in the control room at JPL tracks the position of Mariner 2. The spacecraft became the first to fly by another planet when it reached Venus in 1962. Image credit: NASA/JPL-Caltech

Doing the calculations required to get Explorer 1 into orbit was no small task. Calculating the trajectory for a Ranger crash landing or a Surveyor soft landing on the moon was even more challenging. Once humans were destined to be on board for the Apollo missions, the stakes were even higher. Fortunately, JPL had set the stage developing the techniques – and calculations – necessary to land a robotic spacecraft safely on the moon.

Why It’s Important

JPL's human computers
JPL's human computers didn't just help launch the U.S. space program; they also represented an important step forward for women and other underrepresented people at a time when much of the professional world and especially technical fields were dominated by white men. Janez Lawson (seen in this photo from 1953, front row, fifth from the left), was the first African American hired into a technical position at JPL. Having graduated from UCLA with a bachelor's degree in chemical engineering, she later went on to have a successful career as a chemical engineer. Image credit: NASA/JPL-Caltech

Today, JPL continues setting the pace for exploration of the solar system using robots to go where humans hope to venture one day, such as Mars. Though trajectory computations are now done using modern day computers, humans are still required to do trajectory analysis and mission planning. Every mission is different, and with new techniques comes new simulation equations that must be developed and computations that must be performed during actual mission events to ensure success. But even now, nothing is fail-proof. Lots of variables can and do influence spaceflight. Arriving safely on another planet millions of miles away isn’t easy or taken for granted, but when things go right and we achieve a safe landing, it is definitely cause for celebration.

Teach It

When launching to another planet, we want to take the most efficient route, using the least amount of rocket fuel possible. The early human computers quickly discovered that launching when two planets are closest and using a lot of rocket fuel for the job isn’t the best plan.

Use this fascinating bit of history as a real world, advanced algebra and physics lesson with students in this standards-aligned activity that has grades 9-12 calculate the next launch window to Mars!

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TAGS: Women in STEM, JPL Anniversary, History, Human Computers, Launch Windows, Algebra, High School

  • Ota Lutz
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JPLers and Students at an outreach event in Santa Clarita, California

On a recent school night, seven enthusiastic female engineers and scientists from NASA's Jet Propulsion Laboratory in Pasadena, California, rolled into Santa Clarita, armed with three eight-wheeled Mars rover models. Their mission: to encourage hundreds of junior high and high school girls to reach for the stars in their education and future careers. Their strategy: to pique the girls' interest with an event called "Women in STEM: Going to Mars and Beyond!"

The evening featured rover races, demos and encouragement from the JPLers, who told the girls, "You, too, can do what we do someday."

There was definitely an audience for a message like that.  Within five days of being advertised online, the March 18 event at Golden Valley High School "sold out," with 550 free tickets distributed and a waiting list cut off after 90 people.

"This just shows that people are hungry for events where girls can learn about STEM careers and consider them as an option," said Dennis Young, who works on the Mars Curiosity rover mission at JPL. Young, a longtime Santa Clarita resident, initiated and organized the event. His motivation was to expose his young daughter and other girls like her to career opportunities in STEM - science, technology, engineering and math - in the same way as his son and other boys. He had the blessing of Curiosity Project Manager Jim Erickson, who said, "I'm happy to support our team in fostering interest in STEM by young people."

The event was a collaboration between JPL and the William S. Hart Union School District. Janis Fiock, the district's college and career advisor, said she was thrilled when Young first proposed the event to her. "I recognize that women are under-represented in STEM careers. Girls need exceptional role models such as the women scientists and engineers from JPL to encourage them to move forward with their goals. They need to know that it's 'cool' to be smart."

Among the role models participating that night was Mars Curiosity Deputy Project Manager Jennifer Trosper, who also lives in Santa Clarita. Trosper had already teamed up with Young for previous community outreach and education events. She eagerly agreed to speak at the Women in STEM event, as did the six other speakers. Trosper's presentation included hands-on demonstrations, such as asking a young girl to jump as high as she could, then showing her with a tape measure how much higher she could jump under the lesser gravity of Mars.

One common theme ran through all the personal stories shared by the JPL speakers: STEM is not just for boys. Mechanical engineer Jackie Lyra explained that as a child in Brazil, she was literally told the opposite - that engineering school was only for boys. But she ended up studying in the U.S. and ultimately working at JPL, where she has been involved in landing four rovers on Mars, including Curiosity.

Lyra believes that because girls are generally not exposed to STEM topics as often as boys, the subject matter might seem intimidating to some, and they might be afraid to fail. She tried to drive home the point that it's okay to fail, as long as you learn from your mistakes and try again.

Looking back on the evening, Trosper recalls one particular conversation with a girl that reminded her why it's important to promote STEM opportunities. The girl had previously been told at a career fair that she should pursue a job in sales because she was pretty and could make a lot more money.

"This turned her off to engineering, even though she had dreamed of building a spacecraft to capture space junk and designing rocket engines to travel to distant stars," Trosper said. "Her mother dragged her to our STEM event to see if her interest in space could be sparked again." Trosper hopes she encouraged the girl to pursue her dreams, whatever they are, and not to let anyone else tell her what her talents or interests should be. "Besides, I told her I probably make more money than many people in sales."

Lyra brought up that same point in her presentation, throwing out a few numbers to demonstrate that the girls can potentially make more money in STEM. She asked the audience "Who wants to make $280 today?" After hands shot up throughout the auditorium, Lyra explained that STEM careers are not only fun and exciting, but lucrative as well -- a female fresh out of college could make about $75,000 a year with a bachelor's degree.

Other JPL speakers included Molly Bitner, just a few years out of college and working as a systems engineer, who told the girls she loves STEM, skydiving and chocolate; Victoria Davis, a chemist in the JPL battery group who lives in Santa Clarita and, in fact, introduced two local teachers who had pushed her toward excellence at Saugus High School; and Kim Lichtenberg, who, despite being the daughter of an astronaut and thinking she herself would not pursue a STEM career, eventually carved her own path in the sciences, with specialties such as analyzing Martian terrain.

Another JPLer, Shannon Statham, an aerospace engineer, described how she works with CubeSats -- "big satellites in small packages" and, in her free time, perfects salsa dancing. Diana Trujillo told the audience she spoke minimal English when she came to the United States from Colombia. She worked hard to become an engineer and now, at JPL, she "telecommutes" to Mars, as part of the team that sends computer commands to Curiosity.

During the course of the evening, the non-human guests also got their share of attention. The three Mars rover models arranged on the stage sprang into action at times, first when the girls joined in races with them. Then, the audience was invited to come up and get "rolled over" by a mini rover. The first volunteer was Hart School District Superintendent Vicki Engbrecht, who gamely went up on stage to have a rover "run over" her back. Once the ice was broken, the girls and their parents lined up to sprawl on a blanket so the rover could roll over them, too.

Young points out that, because numerous studies show that girls often hesitate to raise their hands and ask a question in a group setting, there was no formal Q and A. Instead, at the end of the event, there was a casual meet-and-greet, featuring the women of JPL standing near tables festooned with spacecraft parts, brochures and stickers.

As the audience filed out afterwards, smiles were clearly visible on the faces of the students, parents and JPL participants.

Young has heard from grateful parents who were thrilled that their daughters were able to meet real-life female role models from JPL. But he thinks perhaps the ultimate measure of success came during the program, while the JPL women were speaking. He watched the audience closely and did not see even one girl looking down at a cell phone or texting.

For more information about hiring JPL speakers for your classroom or group, visit the JPL Speakers Bureau page.

To hear more inspirational stories from female engineers and scientists at JPL, visit the Women at JPL website.

TAGS: STEM, Women in STEM, High School, Middle School, Elementary School

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Science Fair Showcase at JPL

More than 50 students from schools across Los Angeles County took their science experiments and engineering designs on the road on Tuesday for the opportunity to display their work during a science fair showcase at NASA's Jet Propulsion Laboratory in Pasadena, California.

Students as young as 11 filed into JPL's von Karman auditorium, eager to speak with professional scientists and engineers about their projects, which examined questions like: Could a solar oven be an effective cooking tool? How well does the human eye adjust to light? Is hagfish slime an efficient material for cleaning up oil spills? And how do different building bracing systems stand up in an earthquake?

JPL's chief scientist, Dan McCleese, who oversees the laboratory's research programs, met with students about their projects to offer feedback and encouragement.

"What you're working on today may end up being what you do for the rest of your life, and it's the greatest thing in the world," McCleese said during an opening address to the students. "When I was a freshman in high school, I started studying Mars, and I will admit I do that today."

David Seidel, manager of K-12 programs for JPL's Education Office, which organized the showcase, said it's statements like McCleese's that illustrate the value of science fairs for students.

"When students do a science project and they're properly mentored and they're doing real science, they're experiencing it. They're actually doing the science and engineering themselves and not just talking about it or following some sort of recipe," Seidel said. "So if you're looking for the next generation of scientists, let's get them in the habit of actually trying to do some science while they're still young."

While eighth-grader Sarah Garelick, 13, hasn't yet decided on her future career, her science fair project did give her the chance to investigate a personal interest.

"I was inspired by my dad," said Garelick, whose project looked at how the rate of glucose released into a pancreas would affect insulin levels. "He had his pancreas removed when I was little."

It was a similar motivation that drove sixth-grader Jeanie Benedict, 11, to create an elaborate evaporative cooling system for chinchillas -- a system she named "Chinchiller."

"Last summer during a Los Angeles heatwave, my pet chinchilla died of a heatstroke, so I wanted to create something that could have prevented it," said Benedict, whose project proved such a curiosity for passers-by that she barely had time to grab a slice of the free cake on offer to attendees.

"What stood out to me was the diversity of student projects that represented the diversity of student interests," said education specialist Ota Lutz, who created and starred in an online video series that walks students through the ins and outs of creating their own science fair projects. "Students do a lot of work to develop these science fair projects, so this event was a great opportunity for them to showcase their hard work and interact with professional scientists and engineers."

Enthusiasm for the event was so high that when participants, who had already presented their projects at the Los Angeles County Science Fair, were invited to register for the showcase, the available slots filled up within 24 hours.

"It was a big success," said Seidel. "I think it was eye-opening for a lot of the students and the chaperones to learn about the range of activities we have here at JPL and interact with people who are doing these things professionally."

For more events, activities and resources for students, provided by the JPL Education Office, visit http://www.jpl.nasa.gov/education/students/

The JPL Education Office provides formal and informal educators, parents and students with NASA science, technology, engineering and mathematics (STEM) content, including resources, classroom activities and internship opportunities.

TAGS: Science Fair, Science, Engineering, High School, Middle School

  • Kim Orr
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Winning Teams at the 2015 FIRST Robotics Los Angeles Regional competition

Sixty-six teams from Southern California, Hawaii, Colombia and Chile competed in the Los Angeles regional FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition on March 13 and 14. NASA's Jet Propulsion Laboratory, Pasadena, California, sponsored seven teams in this annual engineering and technology contest, which was held at the Long Beach Convention Center.

Winning teams for the overall regional competition were from Hope Chapel Academy, Hermosa Beach, California; Atascadero High School and Beverly Hills High School. Hawthorne High School received the competition's highest honor, the Regional Chairman's Award.

This year's challenge, "Recycle Rush" was a recycling-themed game played by two alliances of three robots each. Robots score points by stacking totes on scoring platforms, capping those stacks with recycling containers, and properly disposing of pool noodles, representing litter. In keeping with the recycling theme of the game, all game pieces used are reusable or recyclable by teams in their home locations or by FIRST at the end of the season.

Working with adult mentors, students have six weeks to design, build, program and test their robots to meet the season's engineering challenge. The teams then participate in one or more of 105 regional and district events that measure the effectiveness of each robot, the power of collaboration and the determination of students.

The participants are vying to compete in the FIRST Championship to be held April 22-25 in St. Louis, Missouri. FIRST is part of NASA's Robotics Alliance Project, which aims to expand the number of robotics systems experts available to NASA.

More information and a short video about FIRST are at: http://www.usfirst.org

More information on NASA's Robotics Alliance Project is at: http://robotics.nasa.gov

Discover more competitions sponsored by JPL: http://www.jpl.nasa.gov/education/index.cfm?page=384


TAGS: FIRST Robotics, Team Competitions, High School

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Arcadia High School Team at the Ocean Sciences Bowl

Arcadia High School took first place at the Ocean Sciences Bowl regional competition at NASA's Jet Propulsion Laboratory in Pasadena, California, on Feb. 28.

The team consisted of four main players, an alternate and a coach. They beat out 11 other teams from California high schools, and won a trip to the National Ocean Sciences Bowl finals in Ocean Springs, Mississippi from April 23 to 26 at the University of Southern Mississippi Gulf Coast Research Laboratory.

A team from Santa Monica High School won second place, and Francisco Bravo Medical Magnet School, Los Angeles, came in third.

Questions touched upon biology, chemistry, geology and physics of the oceans, as well as navigation, geography and related history and literature. A variety of aquatic facts -- such as, which of the Great Lakes is the deepest and coldest (Lake Superior) and how many seaports are in the United States (361) -- arose in the final rounds.

This is Arcadia's third year in a row winning the regional "Surf Bowl." It's clear that students take it seriously: Arcadia captain Kathy Lee, a senior said her team meets for two hours twice a week to practice throughout the year. "We have our own buzzer set," she said.

For more information about the National Ocean Sciences Bowl, visit: http://nosb.org

To learn more about JPL-sponsored team competitions, visit: http://www.jpl.nasa.gov/education/index.cfm?page=384

TAGS: Surf Bowl, Ocean Sciences Bowl, Team Competitions, High School, Arcadia High School

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