Collage of NASA-JPL education resources

Whether your school will be welcoming students back to campus in the upcoming school year or you're preparing for remote instruction, the Education Office at NASA’s Jet Propulsion Laboratory has several resources you and your students can use to launch back into STEM.

Resources for Teachers

On July 30, NASA launched the Perseverance Mars rover and its companion Ingenuity – the first helicopter designed to fly on the Red Planet. With the two officially on their journey to Mars for a scheduled landing in February 2021, now is a great time to catch up with our new education webinar series, Teaching Space With NASA. In our first three webinars, NASA experts and education specialists introduced Perseverance, offered a look at the engineering behind the rover, and shared some of the exciting science goals for the mission. Visit the Teaching Space With NASA page to watch recordings of the webinars, download a certificate of participation, and explore a cache of resources you can use in your instruction.

During the 2020-21 school year, we’ll be continuing the series, offering monthly live-stream presentations from NASA scientists and engineers, hosted by JPL education specialists. Teaching Space With NASA live streams are open to all audiences, including informal educators and students. Join us for our next live stream on August 19 all about what's next for NASA Mars exploration. Register to join the Q&A at the link below. (Note: You do not need to register to watch – only to ask questions.)

Educators will also have a chance to take a deeper dive into the topic and associated educational resources with our interactive, virtual workshops. Attendance at virtual workshops is limited, so be sure to keep an eye out for new events announced to our email subscribers. Subscribe for "JPL Education Updates" here and check the Events page for the latest workshops.

Also, be sure to keep an eye out for new additions to our searchable catalog of nearly 200 standards-aligned STEM activities in the Teach section of this website. In addition to new lessons, some of your favorite existing lessons will now include tips for virtual instruction, as well as links to projects that students can do independently or with the help of family members.

Resources for Students

Learning Space with NASA at Home features standards-based activities students can do at home with inexpensive materials they may already have on hand. The page also features video tutorials (available with subtitles en Español) and an FAQ for families working with students at home. Check back as new activities featuring the latest NASA missions and science are added throughout the school year.

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TAGS: Educators, Teachers, K-12 Education, STEM, Educator Resources, Lessons, Student Activities, Parents, Webinars, Workshops

  • Lyle Tavernier
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Farah Alibay, wearing a white lab coat, poses for a photo in front of an engineering model of the Curiosity rover

It only takes minutes into a conversation with Farah Alibay about her job at NASA's Jet Propulsion Laboratory to realize there's nowhere else she'd rather be. An engineer working on the systems that NASA's next Mars rover will use to maneuver around a world millions of miles away, Alibay got her start at JPL as an intern. In the six years since being hired at the Laboratory, she's worked on several projects destined for Mars and even had a couple of her own interns. Returning intern Evan Kramer caught up with Alibay to learn more about her current role with the Mars 2020 Perseverance rover, how her internships helped pave her path to JPL and how she hopes interns see the same "beauty" in the work that she does.

What do you do at JPL?

I’m a systems engineer. I have two jobs on the Mars 2020 Perseverance rover mission right now. One is the systems engineer for the rover's attitude positioning and pointing. It's my job to make sure that once it's on the surface of Mars, the rover knows where it's pointed, and as it's moving, it can update its position and inform other systems of where it is. So we use things like a gyroscope and imagery to figure out where the rover is pointed and where it's gone as it's traveling.

My other job is helping out with testing the mast [sometimes called the "head"] on the rover. I help make sure that all of the commands and movements are well understood and well tested so that once the rover gets to Mars, we know that the procedures to deploy the mast and operate all of the instruments are going to work properly.

This is probably a tough question to answer, but what is an average day like for you?

Right now, I spend a lot of time testing – either developing procedures, executing procedures in the test bed or reviewing data from the procedures to make sure we're testing all of our capabilities. We start off from requirements of what we think we should be able to do, and then we write our procedures to test out those requirements. We test them out with software, and then we come to the test bed to execute them on hardware. Things usually go wrong, so we'll repeat the procedures a few times. Eventually, once we think we've had a successful run, we have a review.

Most of my testing is on the mobility side. However, it hasn't really started in earnest yet since we're waiting for the rover's "Earth twin" [the engineering model] to be built. Once that happens, later this summer, I will be spending a good chunk of my time in the Mars Yard [a simulated Mars environment at JPL], driving the rover around and actually using real data to figure out whether the software is behaving properly.

Watch the latest video updates and interviews with NASA scientists and engineers about the Mars 2020 Perseverance rover, launching to the Red Planet in summer 2020. | Watch on YouTube

What's the ultimate goal of your work at JPL?

All the work that I do right now is in support of the Perseverance rover mission. On the mobility team, we work on essential functions that are going to be used as the rover drives around on Mars.

One of the really neat things about Perseverance is that it can do autonomous driving. So the rover is able to drive up to 200 meters on its own, without us providing any directional information about the terrain. Working on this new ability has been the bulk of testing we're doing on the mobility team. But this new capability should speed up a lot of the driving that we do on Mars. Once we get smart in planning rover movements, we'll be able to plan a day's worth of activity and then tell the rover, "Just keep going until you're done."

You came to JPL as an intern. What was that experience like and how did it shape what you're doing now?

I spent two summers as an intern at JPL during my Ph.D. The first one was in 2012, which was the summer that the Curiosity Mars rover landed. That was a pretty incredible experience. As someone who had only spent one summer at NASA before, seeing the excitement around landing a spacecraft on Mars, well, I think it's hard not to fall in love with JPL when you see that happen. During that summer, I worked on the early days of the A-Team [JPL's mission-concept study team], where I was helping out with some of the mission studies that were going on.

My second summer, I worked in the Mars Program Office, looking at a mission concept to return samples from Mars. I was helping define requirements and look at some of the trade studies. We were specifically looking at designs for orbiters that could bring back samples from Mars. A lot of that fed into my graduate research. It's pretty cool to be able to say that I applied my research and research tools to real problems to help JPL's Mars sample return studies.

What brought you to JPL for your internship? Was working at JPL always a dream for you?

Yeah, working at NASA was always a dream, but going into my Ph.D., I became more and more interested in robotics and planetary exploration. I have a Ph.D. in aerospace engineering, but I also have a minor in planetary science. There are very few places on Earth that really put those two together besides JPL, and it's the only place that has successfully landed a spacecraft on Mars. So, given my passions and my interests, JPL emerged at the top of my list very, very quickly. Once I spent time here, I realized that I fit in. My work goals and my aspirations fit into what people were already doing here.

What moments or memories from your internships stand out the most?

The Curiosity landing was definitely one of the highlights of my first internship.

Another one of the highlights is that JPL takes the work that interns do really seriously. I was initially surprised by that, and I think that's true of every intern I've met. Interns do real work that contributes to missions or research. I remember, for example, presenting some of my work to my mentor, who was super-excited about some of the results I was getting. For me, that was quite humbling, because I saw my research actually helping a real mission. I think I'll always remember that.

How do you think your internship shaped your career path and led to what you're doing now?

My internships definitely opened a lot of doors for me. In particular, during my second internship, I also participated in the Planetary Science Summer School at JPL. Throughout the summer, we met with experts in planetary science to develop a mission concept, and then we came together as a team to design the spacecraft in one week! It was an intense week but also an extremely satisfying one. The highlight was being able to present our work to some of the leading engineers and scientists at JPL. We got grilled, and they found a whole lot of holes in our design, but I learned so much from it. How often do you get to have your work reviewed by experts in the field?

Through these experiences, I made a lot of connections and found mentors who I could reach out to. Since I knew JPL is where I wanted to be, I took it upon myself to knock on every single door and make my case as to why JPL should hire me. I actually never interviewed, because by then, they decided that I had done my own interviews!

My internships and the summer school also gave me an idea of what I wanted to do and what I didn't want to do. So I was a step ahead of other applicants. I always tell interns who come to JPL that if they're not particularly liking their work in the first few weeks, they should take the opportunity to go out and explore what else JPL has to offer. I believe that there's a place for everyone here.

Have you had your own interns before?

I had interns my first two summers working at JPL. Two of my interns are now also full-time employees, and I always remind them that they were my interns when I see them! I also have an intern this summer who I'm extremely excited to work with, as she'll be helping us prepare some of the tools we'll need for operating the Perseverance rover on Mars.

What is your mentorship style with interns?

My goal for interns is mostly for them to learn something new and discover JPL, so I usually let my interns drive in terms of what they want to achieve. Normally, I sit down with them at the start of summer and define a task, because we want them to be doing relevant work. But I encouraged them to take time off from what they're doing and explore JPL, attend events that we have organized for interns and decide whether this is a place for them or not.

It's kind of a dual mentorship. I mentor them in terms of doing their work, but also mentor them in terms of helping them evolve as students and as early career engineers.

What do you hope they take away from their experience?

I hope they take advantage of this unique place and that they fall in love with it the way I did. Mostly, though, I'm hoping they discover whether this is a place for them or not. Whatever it is, I want them to be able to find their passion.

What would be your advice for those looking to intern or work at JPL one day?

I think the way into JPL, or whatever career that you're going to end up in, is to be 100% into what you're doing. If you're in school, studying aerospace engineering or mechanical engineering, do hands-on projects. The way I found opportunities was through the Planetary Science Summer School and the Caltech Space Challenge, which were workshops. I also did something called RASC-AL, which is a different workshop from the National Institute of Aerospace. Do all of those extracurricular things that apply your skills and develop them.

If you have the opportunity to attend talks, or if your advisor gives you extra work that requires you to reach out to potential mentors, take the time to do it.

My other piece of advice is to knock on doors and talk to people who do something in your field that you're interested in. Don't be shy, and don't wait for opportunities to come to you. Especially if you're already at JPL, or if you have mentors that are. Leverage that network.

Last question: If you could play any role in NASA's mission to send humans back to the Moon and eventually on to Mars, what would it be?

I chose to come to JPL because I like working on robotic missions. However, a lot of these robotic missions are precursors to crewed lunar and Mars missions. So I see our role here as building up our understanding of Mars and the Moon [to pave the way for future human missions].

I've worked on different Mars missions, and every one has found unexpected results. We're learning new things about the environment, the soil and the atmosphere with every mission. So I already feel like my work is contributing to that. And especially with the Perseverance rover mission, one of its main intentions is to pave the way for eventually sending humans to Mars.

This story is part of an ongoing series about the career paths and experiences of JPL scientists, engineers, and technologists who got their start as interns at the Southern California laboratory. › 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: Mars, Mars Rover, Perseverance, Mars 2020, Mars 2020 Interns, PSSS, Planetary Science Summer School, Internships, Workshops, Career Advice, Mentors, Where Are They Now

  • Evan Kramer
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Mars Exploration Educator Workshop at JPL in Pasadena, California

You may already know about the online lessons and activities available from the Education Office at NASA’s Jet Propulsion Laboratory. (If not, check them out here.) But did you know that JPL and all NASA centers nationwide have an education specialist focused specifically on professional development for teachers – including how to use those online lessons in the classroom? It’s part of a program called the Educator Professional Development Collaborative, or EPDC, a free service for any K-12 classroom educator in the country.

During the 2016-2017 school year, the EPDC at JPL participated in more than 120 school events focusing on teacher professional development, including implementing Next Generation Science Standards, helping schools initiate science fairs and community events, and assisting with student presentations. That number includes more than 5,000 teachers and students who worked with the EPDC on initiatives designed to get NASA science and engineering into the hands of future space explorers.

As the EPDC coordinator for JPL, I schedule and help shape these events for schools and teacher preparation programs in Southern California, coordinating and consulting with educators to help them bring standards-aligned NASA STEM content into the classroom. My work and the ways in which I support educators can take many shapes. Teachers often ask me to visit during regularly scheduled professional development or early dismissal days. These represent the most common events, wherein schools choose topics or themes to focus on and the time is spent practicing hands-on activities for students. This year, teachers and schools have come up with new and especially creative formats, scheduling onsite tours and workshops at JPL for their teaching staff, or even having NASA scientists dial in to their classrooms to talk with students.

JPL's EPDC Coordinator, Brandon Rodriguez, leads an educator workshop

The EPDC helps educators bring NASA STEM content into the classroom through workshops, webinars and more. Image credit: NASA/JPL-Caltech

One school in particular took its program to another level with the help of the EPDC at JPL by building a grade-wide, multi-week mission to Mars. For their annual cross-curricular project, teachers at the San Fernando Institute for Applied Media in Los Angeles were hoping to create a more expansive offering that incorporated the Next Generation Science Standards, or NGSS. I met with teachers over several days to suggest activities and strategies that would meet their goal of getting students engaged in space science across numerous subject areas.

Students were tasked to explore the history of space exploration and the pioneers who led the charge. Using NASA lessons like those found on the JPL Education website, the students built conceptual models of Mars missions, including calculating the budget associated with such a trek. They then constructed robotic rovers capable of traversing a simulated Martian surface and the tools needed to interact with the local environment.

But what really set the program apart was its focus on collaboration. The school thought beyond the content of the lesson itself, making NASA badges for each student and having them refer to each other as “doctor.” Students designed their own team name and logo. They also used Web-based apps to capture pictures and videos of their work during each class and posted them online, allowing groups to digitally follow the revisions and lessons learned by their classmates. As a year-end culminating event, students presented their work in front of their classmates, and I was fortunate to be in attendance to celebrate the hard work of the teachers and students.

Mars mission project at the San Fernando Institute for Applied Media in Los Angeles
Working with the EPDC at JPL, educators at the San Fernando Institute for Applied Media in Los Angeles designed a multi-week project that had students create a mission to Mars. The project included testing samples of "Martian soil" for signs of microbial life (top left) and creating a hydraulic arm to interact with a simulated Mars surface (top center). Image credit: NASA/JPL-Caltech

In Chicago, Burley Elementary staff reached out to me via our distance learning program to revise an existing lesson for an elementary-level special education audience. Working together, the staff and I created a project using JPL’s NGSS-aligned Touchdown lesson to demonstrate the value of the engineering design process, revision and collaboration.

Students at Burley Elementary School in Chicago work on JPL's Touchdown lesson

Students at Burley Elementry in Chicago design lunar landers as part of JPL's NGSS-aligned Touchdown lesson. Burley Elementary teachers worked with the EPDC at JPL to modify the lesson for their students. Image credit: NASA/JPL-Caltech

At the onset of the project, students were tasked to develop a spacecraft capable of landing astronauts safely on a distant planet. Each day concluded with students testing their designs and documenting the changes they made. Again, student groups captured their revisions digitally, praising others and crediting them for ideas that influenced their work. As a result, student groups learned the value of collaboration over competition.

From the educator’s point of view, the evolution of students’ designs also provided a narrative for assessment: Each student group had three designs constructed along with written and recorded diaries discussing the changes they made. The rubric included analysis of their own trials as well as the peer designs that shaped their future trials, creating in-depth student storyboards.

In both of these cases, the educators’ creativity, expertise and interest in creating novel opportunities for professional development and student engagement helped elevate the quality of the EPDC’s offerings and expand the scope of JPL’s STEM lessons. I’ve since been able to incorporate the ideas and strategies created during these projects into other workshops and lessons, sharing them with an even wider group of educators and classrooms. While not every collaboration between the EPDC and educators need be multi-day endeavors, even when done on a small scale, they can have a big impact.

Looking to bring NASA science into your classroom or need help customizing lessons for your students and staff? The EPDC at JPL serves educators in the greater Los Angeles area. Contact JPL education specialist Brandon Rodriguez at brandon.rodriguez@jpl.nasa.gov. Note: Due to the popularity of EPDC programs, JPL may not be able to fulfill all requests.

Outside the Southern California area? The EPDC operates in all 50 states. To find an EPDC specialist near you, see https://www.txstate-epdc.net/nasa-centers/.

The Educator Professional Development Collaborative (EPDC) is managed by Texas State University as part of the NASA Office of Education. A free service for K-12 educators nationwide, the EPDC connects educators with the classroom tools and resources they need to foster students’ passion for careers in STEM and produce the next generation of scientists and engineers.

TAGS: Professional Development, Workshops, Teachers, Educators, STEM, Science, Engineering, EPDC

  • Brandon Rodriguez
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Forty community college students from across California spent a week designing Mars rover missions at NASA’s Jet Propulsion Laboratory as part of the Spring 2017 session of NASA’s Community College Aerospace Scholars, or NCAS, program.

Selected from nearly 1,000 applicants, the students toured JPL in Pasadena, California, met with scientists and engineers, and attended career and resume workshops. But the main event was a series of competitions that pitted four teams’ rovers against one another on a simulated Mars terrain.

Led by JPL mentors, the teams had just a few days to build and refine autonomous rovers from Lego Mindstorms EV3 kits. After competing in two challenges, the teams presented their rover mission concepts to a panel of judges and a winning team was announced.

› Watch the full story

To learn more about the program and apply, visit: https://nas.okstate.edu/ncas/

Explore more NASA/JPL internship opportunities 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: NCAS, Internships, Workshops, STEM, Community College

  • Kim Orr
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The NCAS Spring 2016 project managers pose with their rovers

Thursday, April 14


3 p.m. - Firsts and Thanks ... Until Next Time

Once the group photos were taken and the rovers dismantled, students gathered in the conference room where they had spent most of the last four days. Where rover parts, notebooks and laptops once stood, now it was just 40 suitcases laying in wait for the return home. But the experience wouldn’t end until awards and several rounds of thanks were given to the organizers, mentors and students who made the experience possible – and as program coordinators Roslyn Soto and Eddie Gonzales were sure to point out, contributed to a number of firsts for the National Community College Aerospace Scholars program.

The networking challenge and planetarium show were among some of the firsts. As was the first female majority among the team’s project managers (three of four were women) as well as the number of women participating in the on-site experience overall.

The women of NCAS Spring 2016
The women of NCAS Spring 2016 pose for a photo with their teams' rovers. Image credit: NASA/JPL-Caltech/Kim Orr

By the time the winning team was announced, the students were so full with congratulations that they seemed to have almost forgotten there was a winning team at all. But it didn’t dull the Blue Team’s celebration when, without further ado, they were announced as the winners by (another first) the smallest margin ever.

The Blue Team and their mentor, Amelia Quon, celebrate their win
The Blue Team celebrates their win (left) along with their mentor Amelia Quon (right). Image credit: NASA/JPL-Caltech/Kim Orr

Soto and Gonzales said the level of teamwork – even between teams – was one of the biggest standouts of this session of NCAS and urged future teams to take note.

“The collaboration between teams was a thing of beauty,” said Gonzales. "It felt more like one huge team versus four individual teams. They helped each other in every facet of the competition and were graceful and showed incredible sportsmanship like I've never witnessed before."

With round after round of applause and standing ovations for Soto and Gonzales, the students, mentors and program coordinators said their final goodbyes, and by 2 p.m., the once hectic conference room was dark and quite … that is until the next crop of hopeful students arrives this fall.

> Learn more about NCAS and apply for the Fall 2016 session

> See a collection of photos from the Spring 2016 session

> Explore all the internship and fellowship programs at JPL and apply


10 a.m. - The Final Challenge

A student raises his hand to ask a question of the NCAS Green Team
Image credit: NASA/JPL-Caltech/Kim Orr

Today, on the fourth and final day of the NCAS on-site experience, students had one more challenge before the scores were tallied. They had five minutes to make a presentation to a mock "NASA Headquarters panel” about why their rover mission should be green-lighted. Channeling their inner Steve Jobs, the teams used music, videos, lighting and of course their rovers to make their case.

The Gold Team impressed with their marketing video that used two LEGO figurines (borrowed from their mentor) to tell a story about two people on a quest to add a rover to their family.

The Gold Team presents their mission
Image credit: NASA/JPL-Caltech/Kim Orr

The Red Team started their presentation with a dance and later presented “scholarship certificates” from their reserved education budget to the JPL Education Office staff and other NCAS helpers.

The Red Team presents their mission
Image credit: NASA/JPL-Caltech/Kim Orr

The Blue Team got laughs for a slide on their mission objectives, which was introduced by audio of Lakers basketball star Kobe Bryant saying, “Success on success on success.”

The Blue Team presents their mission
Image credit: NASA/JPL-Caltech/Kim Orr

And the Green Team, which took the either coveted or dreaded task of being first to present, showcased their teamwork by sharing the stage to present the various facets of their mission.

The Green Team presents their mission
Image credit: NASA/JPL-Caltech/Kim Orr

When presentations were over, it was time for the customary group photos and then perhaps the hardest part of the on-site experience: dismantling the rovers and packing up.

The Spring 2016 NCAS group poses for a photo on the mall at JPL
Image credit: NASA/JPL-Caltech/Kim Orr

A member of the Red Team deconstructs the team's rover
Image credit: NASA/JPL-Caltech/Kim Orr


Wednesday, April 13


6:30 p.m. - Mission Two

It’s less than an hour away from the second and final mission for the teams' rovers. Tonight, the rovers must autonomously retrieve and rescue a stranded “Mars Buggy” from the simulated Mars surface. While the challenge involves a different set of commands and even changes in the design of the rovers, the lessons students learned from last night’s mission are ever present. We asked the teams to share the single biggest lesson they’re taking into tonight’s challenge:

“If we try our best, we can succeed.” – #GreenTeam

The Green Team poses for a group photo in front of the Mars Curiosity rover model at JPL
Image credit: NASA/JPL-Caltech/Lyle Tavernier


“Simplicity and planning are key.” – #BlueTeam

The Blue Team poses for a group photo in front of the Mars Curiosity rover model at JPL
Image credit: NASA/JPL-Caltech/Lyle Tavernier


"No matter how much we plan for every scenario, at the end of the day, it's inevitable that mistakes will come up. As a team, we learned to push forward through the doubts and frustrations. For tonight, we will use this lesson to enhance our troubleshooting.” – #GoldTeam

The Gold Team poses for a group photo in front of the Mars Curiosity rover model at JPL
Image credit: NASA/JPL-Caltech/Lyle Tavernier


“We must embrace the unexpected difficulties” – #RedTeam

The Red Team poses for a group photo in front of the Mars Curiosity rover model at JPL
Image credit: NASA/JPL-Caltech/Lyle Tavernier

5:30 p.m. – Meet the Mentors

Each NCAS team works with a mentor who helps guide students with not just the mission at hand, but also their career missions. With four fully packed days of activities and challenges, it can be a big time commitment – especially since mentors are scientists and engineers themselves, and have their own missions and projects competing for their attention. But as we found out when we caught up with the mentors for this session, it’s well worth the hectic four days.

Amelia Quon - #BlueTeam

Amelia Quon helps a student on her team
Image credit: NASA/JPL-Caltech/Lyle Tavernier

What do you do at JPL?

I am a mechanical integration engineer. My group builds the tools used to assemble and test spacecraft, as well as helping with the assembly and testing process. I’m currently working on a thermal-vacuum test where we’re using the 25-ft space simulator to mimic Martian atmospheric pressure, which is less than 1 percent of sea level atmospheric pressure on Earth.

How long have you been an NCAS mentor and what made you want to become one?

I’ve been an NCAS mentor since 2012. I enjoy helping the students gain confidence in their problem-solving skills as they work through the (rock and rover retrieval) missions. I participated in NASA’s High School Aerospace Scholars program as a high school student and had a great experience, so it’s nice to be able to support the program and help create similarly positive memories for the students.

How would you describe your mentoring style?

As a mentor, I try to clarify the parameters of the (rock and rover retrieval) missions for the students. I help them develop strategies for programming and building their rovers, and ask questions to encourage them to reason through problems they encounter.

What are some of the challenges or obstacles your team has faced so far and how are you overcoming them?

While testing their rover, my team discovered that many of the rocks they picked up were falling out of their basket. They went through several iterations of building and testing new designs before they came up with a design that performed as intended.

What do you most want students to take away from their experience?

I want them to realize that everyone on an engineering team is integral to the team’s success, and that setbacks and challenges can be overcome.


Luz Martinez Sierra - #GoldTeam

Luz Martinez Sierra speaks with students on her team
Image credit: NASA/JPL-Caltech/Lyle Tavernier

What do you do at JPL?

I am in the Natural Space Environments group. We are in charge of defining the radiation and debris environment that the spacecraft will encounter in space. This is very important to evaluate the risks so the designer and engineers can take the necessary measurements to avoid any failure. I am also involved with the nuclear physics instruments that are used to determine the composition of other planetary bodies or to better understand the radiation environments in space. I am also a part-time Nuclear Engineering Ph.D student at Texas A&M. I am trying to finish my Ph.D while still being a full-time employee at JPL.

How long have you been an NCAS mentor and what made you want to become one?

This is the first time I’ve been involved with NCAS, and I am loving it.

How would you describe your mentoring style?

I think I can relate with the young student quite easily. I have a younger sister, and I have done mentorships in the past. I like to get to know students and make a safe environment for them to ask me questions and to not be afraid of participation. I like to show them a strong attitude without making them scared of me. I want them to feel like they are in a collaborative atmosphere. I don’t have all the answers, but I am there to guide them in finding the answers.

What are some of the challenges or obstacles your team has faced so far and how are you overcoming them?

We had a rough start with issues regarding the division of the work. There was not a clear line between who was in charge of what, and they were focusing in one task instead of approaching it at different angles. We talked, and I encouraged the project manager to assign responsibilities and to try to make sure they still communicate with the team promptly.

What do you most want students to take away from their experience?

I want them to feel comfortable with their career, and show them that it is possible to achieve their dreams. Also I want them to realize how much can be accomplished in a few days, and make them confident of their capabilities. I want to see them succeed in life and in a professional way. They are wonderful young adults ready to take the challenge. They just need to hear it and believe it.


Otto Polanco - #GreenTeam

Otto Palonco speaks with students on his team
Image credit: NASA/JPL-Caltech/Lyle Tavernier

What do you do at JPL?

I am a mechanical engineer in the payload development group. I work with engineers across different disciplines to develop instruments and complete system payloads for various customers that come to JPL for this type of development.

How long have you been an NCAS mentor and what made you want to become one?

Since the beginning. Five years now. Wow. Already. Simple. When I was in High school, Dr. Jeff Martin, a principal for LAUSD, provided guidance on what college life was all about, how to be successful, and how to prepare for a career. Unfortunately, Dr. Martin passed away from cancer a year and a half later, but my time with him was invaluable, as he opened my eyes to the possibilities of what my future could be.

How would you describe your mentoring style?

Aggressive and hopeful, like Dr. Martin, but with a twist. No excuses. Failure is an option, but NO Quitting is permitted. I’m encouraging and pass on words of wisdom and lessons learned since my start as an intern here at JPL.

What are some of the challenges or obstacles your team has faced so far and how are you overcoming them?

Organization, laptop and programming the rover. They got organized by coming together as a team with a single leader and co-leader. Programming was done with paper and pen, then executed flawlessly when a laptop became available through great communication and team work. They have asked for help when they got stuck and/or looked bewildered. They are nervous, but they work hard and smile.

What do you most want students to take away from their experience?

Blow by the sky limit and reach for the stars. Do not place limits on what you and your future will accomplish.


Steve Edberg - #RedTeam

Steve Edberg speaks to his team
Image credit: NASA/JPL-Caltech/Lyle Tavernier

What do you do at JPL?

My career has been “bipolar."  About half of the 36+ years I’ve been at JPL, I have worked on flight missions, from development to flight operations. The other half has been in education and public outreach. Both have been good for each other and for the projects I’ve worked on and the people I have interacted with.

How long have you been an NCAS mentor and what made you want to become one?

I have been a mentor for four or five sessions, starting in 2010 or 2011.

How would you describe your mentoring style?

For the competition, I help, encourage and suggest options. For the individuals on the team (and anyone else in earshot), I share experiences, suggest ways to successfully get into STEM as a career, and describe what we do as a human endeavor, including the anecdotes that prove it.

What are some of the challenges or obstacles your team has faced so far and how are you overcoming them?

There were not enough computers ready at the start of the design/build day. The Red Team agreed to wait for delivery of theirs, but that took much longer than expected, and it wasn’t ready to use and needed technicians to get the software working as designed. This delay strongly affected the software team and limited their ability to make a more complete set of command routines. The software team built sufficient routines for the rock retrieval challenge by making maximum use of the software and technology available for the challenge. To their credit, they did this on their own.

What do you most want students to take away from their experience?

I want them to remember this as a taste of the real thing. I want them to realize that finding what THEY want to do (individually) is what they should aim for, and that they should aim high.  They should come away knowing that space exploration, and each part of STEM, whether exploring space or not, is a wonderful, challenging, and joyous way to spend a lifetime.


2 p.m. - Networking Challenge

Students spent the morning touring the Space Flight Operations Facility, also known as mission control, and the Mars Yard, a simulated Mars terrain where engineers test maneuvers for the Curiosity rover.

NCAS students watch a show in the inflatable planetarium
Students also saw a show in our educational inflatable planetarium. Image credit: NASA/JPL-Caltech/Lyle Tavernier

Then it was time to get up close and personal with the people of JPL during NCAS' first-ever Networking Challenge. Shannon Barger of JPL's Education Office came up with the idea for the challenge: "The best way to move forward [at JPL and in your career] is to get your name out there and have connections."

So, armed with questionnaires (that served as networking icebreakers of a sort) students caught up with JPLers as they were out in full: during lunch.

NCAS students networking during lunch at JPL.
Students participated in NCAS' first-ever Networking Challenge. Image credit: NASA/JPL-Caltech/Lyle Tavernier

It turned out that JPLers were just as excited to talk to NCAS students as the students were to talk to JPLers. More than a few students were asked for their resumes and others left with promises to attend the presentations tomorrow. The students said they were impressed by the diversity of people and careers at JPL, which they learned can include such things as ripple effect engineering and planetary science.

NCAS students networking during lunch at JPL
Students went from table to table at the JPL cafeteria during lunchtime to ask employees about their careers and what inspired them. Image credit: NASA/JPL-Caltech/Lyle Tavernier

"I love that you can go talk to anyone at JPL and they'll talk to you for an hour about what they do," said Scott Hall, a member of the Green Team who's studying mechanical engineering and physics at Ohlone College in Fremont, California.

Roslyn Soto and Eddie Gonzales, who manage the NCAS program for JPL, said they hope to make the challenge a regular part of the on-site experience.


Tuesday, April 12


9:35 p.m. – Mission One

After a full day of listening to inspirational speakers, building rovers, programming them and testing them, the teams were ready for their first mission. One by one, each team brought their rover to the mission site where they were given a two-minute trial run followed by one minute to make modifications to their rover. Once the modification window elapsed, teams had 10 minutes to command their rover to autonomously collect as many rock samples as possible.

Having completed the mission, teams retired for the evening, their scores to be calculated and added to the cumulative total at the end of the program.

A team's rover collects rocks on the simulated Mars surface
The gold team's rover collects rock samples during its 10-minute scored mission. Image credit: NASA/JPL-Caltech/Lyle Tavernier

The green team cheers for their rover
The green team cheers as their rover returns a rock sample to home base. Image credit: NASA/JPL-Caltech/Lyle Tavernier


5:45 p.m. – What's Your Strategy?

While each team has the same mission in mind, their approach and strategy can vary wildly. The team members’ personalities and experience, their mentor and any challenges they face along the way all make an impact on the outcome of their final mission. Tonight, the teams will compete in their first mission, which involves programming their rovers to autonomously collect and transport rock samples on the simulated Mars terrain. As the teams learned earlier in the day from Mars rover engineer Rob Manning, it all comes down to the team with the most thorough design and testing – plus a bit of luck. We wondered what each team's strategy or motto is going into the challenge, so we asked them to describe it in five words or fewer. Here’s what they said:

NCAS 2016 Red Team at JPL  “Every action requires team heart” – #RedTeam


NCAS 2016 Blue Team at JPL  “Simple, efficient, applicable, logical science” – #BlueTeam


NCAS 2016 Green Team at JPL  “Forward, drop, drag” – #GreenTeam


NCAS 2016 Gold Team at JPL  “Off-world specimen cache and retrieval” – #GoldTeam

Tell us which one is your favorite and wish them luck on Facebook and Twitter, using #NCAS2016 and the team hashtag.


3 p.m. – Their Mission, Should They Choose to Accept It

The blue teams discusses their project

The red team gathers to discuss their mission. Image credit: NASA/JPL-Caltech/Lyle Tavernier

As soon as students arrived at JPL yesterday, they began working on what will be their mission for the next three days: building a working Mars rover prototype that can perform two separate missions on a simulated Mars terrain. The rover doesn't look like much. It's an amalgamation of LEGOs and a programming console. And the Mars terrain consists of red floor tiles with sand, colored rocks and a faux Olympus Mons. But despite the looks of it all, the challenge is just about as close as it gets to the real thing.

NCAS rover parts

Teams must use parts from a LEGO Mindstorm kit to design and build their rovers. Image credit: NASA/JPL-Caltech/Lyle Tavernier

NCAS rover
The rovers must be able to successfully complete two mission challenges: collecting and transporting samples, and retrieving and rescuing a stranded "Mars Buggy." Image credit: NASA/JPL-Caltech/Lyle Tavernier

The students are divided into four teams, each lead by a JPL mentor, and are assigned project roles such as project manager, software engineer, even marketing and communications manager. On Day One, teams are given a $600 million budget to build a rover that can successfully complete two missions: gather and transport sample rocks, and later rescue and retrieve a stranded "Mars Buggy." They then have to design and build their rovers using a LEGO Mindstorm kit with various parts that are each assigned a dollar value. They are allowed to purchase and sell parts from other teams, but they can't exceed their budget. Monetary fines and bonuses are given for things like losing equipment (fine) or asking good questions (bonus). Teams are also awarded money for performing successful maneuvers during their missions.

NCAS budget
Students are given fines and bonuses that may help or detract from their overall mission budget of $600 million. Image credit: NASA/JPL-Caltech/Lyle Tavernier

On the final day of their experience, teams will make final presentations to a mock NASA mission selection panel, during which they will have to explain their rover's scientific objective and sell their design.

"We push them to take on roles outside of their comfort zones, to speak up and have their voice heard and to learn from each other," said Roslyn Soto, who along with Eddie Gonzales helps manage the program for JPL. "We want students to have a good understanding of the kind of teamwork that is required in engineering and other STEM fields and walk away with a better understanding of the research and career opportunities available to them."


12 p.m. – Lessons from a Career Mars Rover Engineer

Rob Manning giving a talk during the NCAS Spring 2016 session

Mars rover chief engineer Rob Manning gives a talk to students. Image credit: NASA/JPL-Caltech/Lyle Tavernier

The students took a break from building their rovers to hear a talk by Rob Manning, the chief engineer for the Mars Curiosity rover. Manning has been a Mars rover engineer since the Pathfinder mission of the 1990s, which landed Sojourner, the first rover ever on the Red Planet.

He shared his experiences designing and building rovers for NASA and how the process has evolved during his 35 years at the laboratory.

"Can you believe that JPL started building its first spacecraft the year I was born, 1958. These people were building spacecraft without the use of computers. Everything was done by hand. So if you wanted to design [a spacecraft], you had to draw out all the details on a piece of paper."

On building spacecraft for Mars, he said:

"What I like about building spacecraft for Mars is you can build it, design it, test it and launch it, and in seven months, it's on Mars. So the very same people who thought of it, can operate it."

Students used the opportunity to ask Manning about some of the more creative engineering solutions his teams have come up with over the years, such as the bounce landing used for the Spirit and Opportunity rovers.

"Back then people thought we were really goofy by doing that. 'So you're going to land how many times?' Imagine dropping your spaceship from 23 meters on another planet."

He stressed the importance of designing spacecraft with potential issues in mind, but said a lot of it comes down to luck.

"Sometimes you get lucky. And the trick is to design your systems so you think of these things. In many respects, what happens on the day of landing is out of our control. In some sense, the future has already happened because if it doesn’t work, it’s because of something we missed or we didn’t test ahead of time."


11 a.m. – Welcome NCAS 2016 Students!

NCAS Spring 2016 student teams discuss their project

Forty community college students are participating in the Spring 2016 on-site experience at JPL as part of NASA's National Community College Aerospace Scholars program. Image credit: NASA/JPL-Caltech/Lyle Tavernier

Forty community college students descended on NASA's Jet Propulsion Laboratory yesterday for a four-day experience and engineering competition hosted by NASA's National Community College Aerospace Scholars, or NCAS, program. The program, which consists of a five-week online course, webinars with NASA scientists and engineers, a project planning a mission to Mars, and the opportunity to qualify for a four-day on-site experience at a NASA center, is designed to give community college students a window into science, technology, engineering and mathematics careers at NASA. Of the nearly 300 accepted for the online workshop, 120 are invited for an on-site experience at a NASA center.

This week JPL, Johnson Space Center, Armstrong Flight Research Center and Stennis Space Center are hosting 40 students each for the Spring 2016 on-site experience, during which student teams will compete to win a fictional mission contract for a future Mars rover. Teams must design and build their rovers using a LEGO Mindstorm kit, test them on a simulated Mars surface and finally sell their mission concept to a panel of NASA experts. Each of the four teams at JPL is guided by a laboratory engineer, who will mentor them throughout the competition. 

Follow all the action this week here and on Twitter using the hashtag #NCAS2016.

TAGS: NCAS, Community College, Programs, Workshops, STEM, Robotics, Engineering

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