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+-------------------------------------+--------------------------------+
| # Educational Product               |                                |
+-------------------------------------+--------------------------------+
| # Educators                         | # Grades                       |
|                                     |                                |
| **& Students**                      | **4-9**                        |
+-------------------------------------+--------------------------------+

> EG-2006-LaRC/MSFC

**Career Exploration**

A Digital Learning Network Guide

to Careers in Science, Technology, Engineering, and Mathematics (STEM)

![](media/image2.jpeg){width="6.364583333333333in"
height="2.4618055555555554in"}

# 

**Career Exploration**

![](media/image2.jpeg){width="6.364583333333333in"
height="2.4618055555555554in"}

# 

# 

> ![](media/image3.wmf)
>
> **Career Exploration** is available in electronic format through the
> NASA Digital Learning Network. This publication and other educational
> products may be accessed at the following address:
>
> http://nasadln.nmsu.edu/dln/

# 

# Career Exploration

A Digital Learning Network Guide to\
Careers in Science, Technology, Engineering, and Mathematics (STEM)

![](media/image4.jpeg){width="1.5520833333333333in" height="1.21875in"}

This publication is in the public domain and is not protected

by copyright. Permission is not required for duplication.

# 

# 

# Table of Contents

Module Overview 2

Grade Levels 2

Focus Question 2

Instructional Objectives 2

National Standards 2

Sequence of Events 2

NASA Education Evaluation Information System (NEEIS) Feedback Forms 2

National Standards 3

Pre-Conference Requirements 4

Online Assessment 4

Lesson Plan: Meet Me at NASA 7

Videoconference Outline 9

Post-Conference Requirements 10

Lesson Plan: The Community Meets NASA 10

Online Assessment 11

NASA Education Evaluation Information System (NEEIS) Feedback Forms 13

Vocabulary 14

Resources 15

**Appendices**

Career Exploration Timeline 17

Family Night Planning Guide 19

Career Exploration Display Rubric 20

Career Exploration Oral Presentation Rubric 21

NES Family Night Survey 22

Career Exploration Evaluation 23

Student Focus Group Questions 23

Educator Focus Group Questions 25

Sample Subject Matter Expert Request Letter 27

Sample Subject Matter Expert Follow Up Letter 28

Sample Interview Schedule 29

Videoconference Rundown 30

NASA Event Guidelines 32

Audience Guidelines 32

Educator Event Checklist 33

Background Information 34

Contributors and Developers 39

# ![](media/image6.wmf) Module Overview

![](media/image7.wmf)

# 

**Grade Levels:** Grades 4-9 **Focus Question:** What are the career
opportunities available in the areas of science, technology,
engineering, and mathematics (STEM)?

# 

# Instructional Objectives:

As measured by the pre- and post-assessments, students will develop an
increased awareness of careers in science, technology, engineering, and
mathematics:

-   Students will demonstrate critical thinking skills by conducting
    research and developing interview questions for NASA partners.

-   Students will summarize the information gained from the interviews
    by creating displays about career opportunities in STEM.

-   Students will demonstrate effective speaking skills by presenting
    displays at the NASA Explorer School Family Career Exploration
    Night.

# National Standards: 

### [National Science Standards]{.underline}: Science and Technology in Society: Content Standard F; History and Nature of Science: Content Standard G

### [National Standards for Technological Literacy]{.underline}: Standard 17

# 

# Sequence of Events: 

> **Pre-Conference Requirements:** (During the First Month of the
> Project -- 1 to 2 class periods)

1.  Online Assessment

2.  Lesson Plan: [Meet Me At NASA]{.underline}

> Students discuss the difference between an occupation and a career,
> research a NASA partner's career, and develop interview questions for
> a videoconference interview with a NASA partner.

**Videoconference:** (During the Second Month of the Project -- 45-60
minutes)

> Students meet, interview, and learn about their NASA partner's career.
>
> **Post-Conference Requirements:** (During the Third Month of the
> Project -- 1 to 2 class periods)

1.  Lesson Plan: [The Community Meets NASA]{.underline}

> After the interview, students will create a display that describes
> their NASA partner's career in STEM. Students will present these
> career opportunities to the community at a NASA Explorer School Family
> Career Exploration Night.

2.  Online Assessment

**NASA Education Evaluation Information System (NEEIS) Feedback Forms:**
(4-5 minutes)

Educator and student feedback forms are available online for all DLN
events.

![](media/image8.wmf) **National Standards**

![](media/image9.wmf)

#### National Science Education Standards 

> **Science and Technology In Society - Content Standard F:**\
> As a result of activities in grades 5-8, all students should develop
> an understanding that:

-   Scientists and engineers work in many different settings, including
    colleges and universities, businesses and industries, specific
    research institutes, and government agencies

### 

### History and Nature of Science - Content Standard G: As a result of activities in grades 5-8, all students should develop an understanding of Science as a Human Endeavor. 

-   Women and men of various social and ethnic backgrounds---and with
    diverse interests, talents, qualities, and motivations---engage in
    the activities of science, engineering, and related fields such as
    the health professions. Some scientists work in teams, and some work
    alone, but all communicate extensively with others.

-   Science requires different abilities, depending on such factors as
    the field of study and type of inquiry. Science is very much a human
    endeavor, and the work of science relies on basic human qualities,
    such as reasoning, insight, energy, skill, and creativity\--as well
    as on scientific habits of mind, such as intellectual honesty,
    tolerance of ambiguity, skepticism, and openness to new ideas.

#### National Standards for Technological Literacy 

> Standard 17 - Students will develop an understanding of, and be able
> to select and use, information and communication technologies. Grade
> Level 6-8:
>
> H. Information and communication systems allow information to be
> transferred from human to human, human to machine, and machine to
> human.
>
> ![](media/image10.jpeg){width="2.0in" height="1.6in"}J. The design of
> the message is influenced by such factors as intended audience,
> medium, purpose, and the nature of the message.

**Aerospace Technician**

Virtual Reality

![](media/image15.jpeg){width="2.767361111111111in" height="3.375in"}

![](media/image16.jpeg){width="3.548611111111111in"
height="2.317361111111111in"}

> **Engineers**
>
> Flow Visualization Facility

####  

#### 

####  Space Shuttle Orbiter Technician

Discovery on Launch Pad

+-----------------------------------------------------------------------+
| **Questions:**                                                        |
+-----------------------------------------------------------------------+
| **1. If I could choose a job right now, that job would involve**      |
| (mark all that apply):                                                |
+-----------------------------------------------------------------------+
| >  science  technology engineering  mathematics  geography      |
| > other                                                               |
+-----------------------------------------------------------------------+

+-----------------------------------------------------+------+--------+
| **2. I usually like to:**                           |      |        |
+-----------------------------------------------------+------+--------+
| a.  watch science television programs for fun.      |  No |  Yes  |
+-----------------------------------------------------+------+--------+
| b.  visit places that feature science, like science |  No |  Yes  |
|     museums.                                        |      |        |
+-----------------------------------------------------+------+--------+
| c.  visit science, technology, mathematics,         |  No |  Yes  |
|     engineering, and/or geography websites on the   |      |        |
|     Internet.                                       |      |        |
+-----------------------------------------------------+------+--------+
| d.  read books about science, technology,           |  No |  Yes  |
|     mathematics, engineering, or geography.         |      |        |
+-----------------------------------------------------+------+--------+
| e.  learn more about science, technology,           |  No |  Yes  |
|     mathematics, engineering, or geography careers. |      |        |
+-----------------------------------------------------+------+--------+
| f.  attend science, technology, mathematics,        |  No |  Yes  |
|     engineering, and/or geography activities when   |      |        |
|     I'm not in school.                              |      |        |
+-----------------------------------------------------+------+--------+
| g.  talk to my classmates about science,            |  No |  Yes  |
|     technology, mathematics, engineering, and/or    |      |        |
|     geography.                                      |      |        |
+-----------------------------------------------------+------+--------+
| h.  talk to my family about science, technology,    |  No |  Yes  |
|     mathematics, engineering, or geography.         |      |        |
+-----------------------------------------------------+------+--------+
| i.  talk to my friends about science, technology,   |  No |  Yes  |
|     mathematics, engineering, or geography.         |      |        |
+-----------------------------------------------------+------+--------+
| j.  find out more about the science we learn in     |  No |  Yes  |
|     school.                                         |      |        |
+-----------------------------------------------------+------+--------+
|                                                     |      |        |
+-----------------------------------------------------+------+--------+
| **3. I want to take more courses in science,        |  No | Yes   |
| technology, mathematics, engineering, and/or        |      |        |
| geography.**                                        |      |        |
+-----------------------------------------------------+------+--------+
|                                                     |      |        |
+-----------------------------------------------------+------+--------+
| **4. If so, in which areas?** science  technology |      |        |
|  engineering  mathematics  geography             |      |        |
+-----------------------------------------------------+------+--------+

**5. Rate each school subject or activity based on your interest and
knowledge.**

####  LIKE Rate the subject on each side KNOW

  --------- ------- ----------------------------- -------------- ----------
  Dislike   Like                                  Know a little  Know a lot

                  English                                     

                  Mathematics                                 

                  Science                                     

                  Geography                                   

                  Computers and other                         
                    technologies                                 
  --------- ------- ----------------------------- -------------- ----------

**6. How SUCCESSFUL do you think you will be in a career that
requires:**

**7. Rate your interest and ability in each activity listed below :**

**LIKE Rate the subject on each side ABILITY**

  --------- ------- -------------------------- -------------- -------------
  Dislike   Like                               Low            High

                  Figuring things out                      

                  Making observations                      

                  Testing ideas and                        
                    hypotheses                                

                  Using computers with data                

                  Finding patterns                         
  --------- ------- -------------------------- -------------- -------------

8\. List the NASA jobs that you know about and rate your level of
interest in each:

  --------------------------------- ---------- --------- --------- ------ ----------
  NASA Jobs                         Strongly   Dislike   Neutral   Like   Strongly
                                    Dislike                               Like

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      
  --------------------------------- ---------- --------- --------- ------ ----------

**(Questions 9 and 10 should be completed separately by the teachers for
their own use. They are not part of the online pre-assessment.)**

**9. If you could have any job, what would it be?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**What does a person in this job do?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**2. Lesson Plan: Meet Me at NASA**

(Note to Teacher) Prior to beginning this lesson, you should have
received a list of NASA partners and areas of research provided by your
NASA Center. It would be helpful if you have access to a library.

Materials:

-   chart paper

-   markers, paper, and writing utensils

-   computers with Internet access

Introduction:

1.  Write the words *occupation* and *career* on the whiteboard. Ask the
    students what each word means. Discuss the differences in the
    definitions:

> ***Occupation** -* The activities that a person completes in their
> regular work. A job.
>
> ***Career --*** A series of roles and work experiences that occur
> throughout a person's life.
>
> 2\. Ask the students how they know if an occupation is right for them.
> (For the purposes of this activity, focus the discussion on the
> importance of being interested in the work and the common activities
> of a job.)
>
> 3\. Ask the students to raise their hands if they are interested in a
> career in science, technology, engineering, or mathematics.
>
> 4\. Ask the students what kinds of occupations they think might be
> available at NASA. Record their answers on chart paper. (Save the
> chart paper; you will need to return to it in the Post-Conference
> Lesson.)
>
> 5\. Explain to the students that through videoconferencing, they will
> learn about a variety of careers in science, technology, mathematics,
> and engineering. Each class or group of students will research a
> career and interview a NASA partner to learn about STEM career
> opportunities.

Body:

(**Note to Teacher**) Either assign students to NASA partners or have
the students select the occupation in which they are most interested.

> 6\. Have the students work on their research and develop interview
> questions. The topics and websites provided in the appendices may be
> used as a starting point.
>
> 7\. The interviews should be brief (about 40 minutes). All interview
> questions should be reviewed and approved by the teacher. When writing
> interview questions:

-   the question should be able to be answered with a brief explanation,
    not a simple *yes* or *no*.

-   the answer to the question should not have been found in your
    research.

-   the question should relate to the partner's career.

> Examples of questions:

-   What schooling is required to become an engineer?

```{=html}
<!-- -->
```
-   What inspired you to become a scientist?

-   What classes did you enjoy most in school?

> REMEMBER: All interview questions should be reviewed and approved by
> the teacher.

Closure:

8.  Move the student desks into a circle and have the students share
    information about their NASA partner's career.

> 9\. Now that students have completed their interview questions, review
> the following techniques for conducting an interview:

-   Arrive on time for the interview.

-   Introduce yourself.

-   Practice asking the questions into the microphone slowly and
    clearly.

-   Be familiar with your questions; it is OK to read from your list.

-   Take notes during the interview, even if you are using an audio or
    video recorder.

-   Be patient and polite.

-   Refer to your question list, but be prepared to ask follow-up
    questions in response to your NASA partner's answers.

-   Review your notes immediately following the interview.

-   Your teacher may contact the Digital Learning Network if you have
    additional questions for your partner.

-   Thank your NASA partner for taking the time to talk with you.

![](media/image17.wmf)Videoconference Outline

![](media/image18.wmf)

The day the students and NASA have been waiting for has finally
arrived!!

![](media/image19.jpeg){width="2.9166666666666665in"
height="2.1979166666666665in"}During the videoconference, the students
will meet and interview their NASA partners. The following notes will
help make this videoconference a memorable and interactive learning
experience for the students.

Pre Conference Notes to the Teacher:

-   You will receive a schedule that indicates the dates and times of
    the videoconferences.

-   The entire group assigned to a NASA partner should participate in
    the interview.

-   Arrange the classroom so that the students asking the questions sit
    at a table near the microphone.

Videoconference Outline:

(40 minute interview)

1.  Introductions and welcome by DLN staff. (approximately 3 minutes)

2.  NASA partner introduces himself/herself to the students. He/she may
    ask the students questions or talk about a particular career or a
    project that he/she is working on. (5 minutes)

3.  Students ask questions. (30 minutes)

4.  DLN staff close interview session. (2 minutes)

Post Conference Notes to the Teacher:\
Immediately following the videoconference, lead a discussion on the
interviews using the sample questions given below:

-   What was the biggest surprise?

-   What did it feel like to meet and talk to your NASA partner?

-   What was most interesting about your NASA partner's career?

-   What did you learn today that you might not have learned from a book
    or a news article?

![](media/image20.wmf) Post-Conference Requirements

![](media/image21.wmf)

**1. Lesson Plan: The Community Meets NASA**

Materials:

-   Display boards, etc

-   Markers, colored paper, glue, rulers, etc.

-   Computers with Internet access

Introduction:

> 1\. To encourage reflective thinking, have the students work in teams
> to review and discuss their notes from the interviews. The following
> open-ended questions may be useful in beginning a discussion:
>
> NASA partner's name
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> a\. From the interview, I learned the following things:
>
> 1\) 2) 3) 4)
>
> b\. Would you like to have a career in this field? Explain why or why
> not.
>
> c\. Based on the interview, do you have additional questions about the
> kind of work this expert does?
>
> 1\) 2)
>
> d\. In what ways are you like this expert?
>
> 2\. Explain to the students that they have become experts in a career
> path that involves science, technology, engineering, and mathematics.
> Explain that their assignment is to share their chosen career path
> with other members of the community.
>
> 3\. The students will be expected to create a display that will be
> presented to the community during a NASA Explorer School Family Career
> Exploration Night. This project could be a three-panel display, a
> model, a PowerPoint presentation, etc.

**Body:**

> 4\. Over the next several weeks the students will be working with
> their team members on the project. Their display should:

-   Interactively engage the Family Night audience.

-   Contain at least 7 accurate facts from multiple sources on the topic
    career.

-   Be checked for proper spelling and mechanics.

-   Contain an attractive layout and design.

-   Include labels, titles, or captions.

-   Contain graphics that aid in understanding the career path.

> A scoring Rubric can be found in the appendices.
>
> 5\. Students will create a three-minute oral presentation about the
> career. These presentations will be made during the NASA Explorer
> School Family Career Night. The presenter should:

-   be enthusiastic.

-   show strong interest in the topic.

-   be prepared.

-   have rehearsed the presentation.

-   speak clearly.

-   use the display to make the presentation better.

-   demonstrate an understanding of their NASA partner's career.

-   stay on topic.

> A scoring Rubric can be found in the appendices.

Closure:

> 6\. Following the NASA Explorer School Family Career Exploration
> Night, make an assignment for the students to write a journal entry to
> reflect upon their experience. The students should answer the
> following questions:

-   What was your NASA partner's career?

-   What did you like about this career?

-   What did you [not]{.underline} like about this career?

-   List your skills, interests, or values that match this job.

-   If I could have any of the careers on display during the NASA
    Explorer School Family Career Night, I would be a
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ because:

**2. Online Assessment**

After completion of the Post-Conference Activity, have students complete
the Post-Conference Assessment. The short assessment will help NASA
measure each student's awareness of careers in STEM and identify any
changes that should be made in the module.

The link to the post-assessment will be furnished by your NASA Center at
the appropriate time. The questions are shown on the next page.

+-----------------------------------------------------------------------+
| **Questions:**                                                        |
+-----------------------------------------------------------------------+
| **1. If I could choose a job right now, that job would involve**      |
| (mark all that apply):                                                |
+-----------------------------------------------------------------------+
| >  science  technology engineering  mathematics  geography      |
| > other                                                               |
+-----------------------------------------------------------------------+

+-----------------------------------------------------+------+--------+
| **2. I usually like to:**                           |      |        |
+-----------------------------------------------------+------+--------+
| > a\. watch science television programs for fun.    |  No |  Yes  |
+-----------------------------------------------------+------+--------+
| b.  visit places that feature science, like science |  No |  Yes  |
|     museums.                                        |      |        |
+-----------------------------------------------------+------+--------+
| c.  visit science, technology, mathematics,         |  No |  Yes  |
|     engineering, and/or geography websites on the   |      |        |
|     Internet.                                       |      |        |
+-----------------------------------------------------+------+--------+
| d.  read books about science, technology,           |  No |  Yes  |
|     mathematics, engineering, or geography.         |      |        |
+-----------------------------------------------------+------+--------+
| e.  learn more about science, technology,           |  No |  Yes  |
|     mathematics, engineering, or geography careers. |      |        |
+-----------------------------------------------------+------+--------+
| f.  attend science, technology, mathematics,        |  No |  Yes  |
|     engineering, and/or geography activities when   |      |        |
|     I'm not in school.                              |      |        |
+-----------------------------------------------------+------+--------+
| g.  talk to my classmates about science,            |  No |  Yes  |
|     technology, mathematics, engineering, and/or    |      |        |
|     geography.                                      |      |        |
+-----------------------------------------------------+------+--------+
| h.  talk to my family about science, technology,    |  No |  Yes  |
|     mathematics, engineering, or geography.         |      |        |
+-----------------------------------------------------+------+--------+
| i.  talk to my friends about science, technology,   |  No |  Yes  |
|     mathematics, engineering, or geography.         |      |        |
+-----------------------------------------------------+------+--------+
| j.  find out more about the science we learn in     |  No |  Yes  |
|     school.                                         |      |        |
+-----------------------------------------------------+------+--------+
|                                                     |      |        |
+-----------------------------------------------------+------+--------+
| **3. I want to take more courses in science,        |  No | Yes   |
| technology, mathematics, engineering, and/or        |      |        |
| geography.**                                        |      |        |
+-----------------------------------------------------+------+--------+
|                                                     |      |        |
+-----------------------------------------------------+------+--------+
| **4. If so, which areas?**  science  technology  |      |        |
| engineering  mathematics  geography               |      |        |
+-----------------------------------------------------+------+--------+

**5. Rate each school subject or activity based on your interest and
knowledge.**

LIKE Rate the subject on each side KNOW

  --------- ------- ----------------------------- -------------- ----------
  Dislike   Like                                  Know a little  Know a lot

                  English                                     

                  Mathematics                                 

                  Science                                     

                  Geography                                   

                  Computers and other                         
                    technologies                                 
  --------- ------- ----------------------------- -------------- ----------

**6. How SUCCESSFUL do you think you would be in a career that
requires:**

**7. Rate your interest and ability in each activity listed below:**

**LIKE Rate the subject on each side Ability**

  --------- ------- -------------------------- -------------- -------------
  Dislike   Like                               Can't do very  Can do very
                                               well           well

                  Figuring things out                      

                  Making observations                      

                  Testing ideas and                        
                    hypotheses                                

                  Using computers with data                

                  Finding patterns                         
  --------- ------- -------------------------- -------------- -------------

*8. List the NASA jobs that you know about and rate your level of
interest in each:*

  --------------------------------- ---------- --------- --------- ------ ----------
  NASA Jobs                         Strongly   Dislike   Neutral   Like   Strongly
                                    Dislike                               Like

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      

                                                                      
  --------------------------------- ---------- --------- --------- ------ ----------

**(Questions 9 and 10 should be completed separately by the teachers for
their own use. They are not part of the online assessment.)**

**9. If you could have any job, what would it be?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**What does a person in this job do?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

######## ![](media/image22.wmf)NASA Education Evaluation Information System

![](media/image23.wmf)

######## 

Please complete an online evaluation form to provide feedback on the
Career Exploration educational module.

[Educators]{.underline}
https://ehb2.gsfc.nasa.gov/edcats/nasa_wide/dln_educator.html

Feedback from several of your students (randomly selected) would also be
appreciated. [Students]{.underline}
https://ehb2.gsfc.nasa.gov/edcats/nasa_wide/dln_student_feedback.html

######## ![](media/image24.wmf) Vocabulary

![](media/image25.wmf)

**Apprentice** - a worker who learns to perform a certain job through a
legal agreement with a skilled worker who provides guidance and
experience.

**Aptitude** - person\'s natural ability or potential to learn in
certain areas.

**Career** - series of roles and work experiences that occur throughout
a person's work life.

**Career Cluster** - a group of jobs that require similar abilities and
skills.

**Interests** - the likes and dislikes of a person that affect the
choices he/she makes.

**Job** - the tasks or duties a person performs at the workplace.

**Job Shadowing** -- a student follows a staff member for one or more
days to learn about a particular occupation or industry.

**Leisure** - time free from work.

**Life Skills** - skills that enable a person to cope with the stresses
and challenges of life: for example, communication skills,
decision-making skills, and planning skills.

**Mentoring** -- pairing a student with an individual over an extended
period of time when the individual helps the students master certain
skills and knowledge, models work place behavior, and assesses the
student's performance.

**Occupation** - the activity that a person performs as their regular
work; a job.

**Profession** - a career that requires specialized training and
academic preparation.

**Skill** - the ability to do something as a result of training,
practice, or knowledge.

**Trade** - an occupation that requires manual or mechanical skill.

**Transferable Skills** - skills that can be used in a variety of jobs
or occupations.

**Vocation** - the work that someone does to earn a living.

######## ![](media/image26.wmf) Resources

![](media/image27.wmf)

**NASA Jobs**

Today there are more opportunities than ever before that await each and
every one of you who wants to reach for the stars. In the 21st century,
your generation is going to lead the world and possibly even leave this
world to live on another. These opportunities might lead to adventures
such as living on the International Space Station; or working on a
research station on a near-Earth asteroid; developing a colony on Mars;
or peering thousands of trillions of miles into the vastness of space,
looking for Earth-sized planets, and searching for an answer to the big
question: Are we alone?\
\
Exploring heavens brings advances here on Earth that we have yet to
imagine. But we should also pursue these missions because there's more
to life than survival and consumption. Are these goals bold? Yes. Are
the missions risky? Yes. Is there a chance we could fail? You bet.\
\
New frontiers -- in space and on Earth -- are always risky and often
dangerous. But don\'t be afraid to dream. Now it's your turn. Take your
place in history. Join the NASA team.

[http://nasajobs.nasa.gov](http://nasajobs.nasa.gov/)

The second site could assist you in making career decisions. It provides
a variety of information on human resource policies and programs,
benefits and pay, and workforce profiles.

<http://nasapeople.nasa.gov/>

**NASA Profiles---Careers in Spaceflight**

Behind every spaceflight is a team of people working together. At NASA
Profiles learn about careers at NASA that make spaceflight possible.
This site includes job descriptions, educational requirements, video
interviews, and college information.

<http://profiles.jsc.nasa.gov/>

**Astro-Venture**

Astro-Venture is an educational, interactive, multimedia Web environment
highlighting NASA careers and astrobiology research in the areas of
Astronomy, Geology, Biology, and Atmospheric Science. Students in grades
five through eight are transported to the future, where they role play
NASA occupations and use scientific inquiry as they search for and build
a planet with the characteristics necessary for human habitation.
Supporting activities include chats with real NASA scientists, online
collaborations, classroom lessons, a student publishing area, and
occupations' fact sheets and trading cards.

<http://astroventure.arc.nasa.gov/index.html>

### NASA Aerospace Careers On-Line 

### NASA Aerospace Careers Information Summaries describe many NASA jobs, from research pilots to machine shop technicians. The Information Summaries explain why each profession is important to NASA\'s mission and highlight the career possibilities in technical fields. ,[**http://www.dfrc.nasa.gov/Education/Educator/OnlineEducation/Careers/**](http://www.dfrc.nasa.gov/Education/Educator/OnlineEducation/Careers/)

**NASA Astronaut Biographies\
**The astronaut biographies home page provides biographical information
on the members of the space flight crews and candidates for future
missions in NASA\'s space flight program.  The link below will direct
you to biographical information on NASA's astronauts.
<http://www.jsc.nasa.gov/Bios/>

**Astronaut Selection Homepage**\
Find out what it takes to become an astronaut. This is your online
resource for NASA astronaut selection information.\
<http://nasajobs.nasa.gov/astronauts/content/broch00.htm>

**Careers in Earth Science**\
One of NASA\'s biggest assets has always been its people. Through
distinguished service, ability, courage, and education you can
personally make a contribution to the advancement of NASA Earth Science.
Choose a profession to learn how it relates to your skills and abilities
and consider a possible career in Earth Science.

<http://kids.earth.nasa.gov/archive/career/index.html>

**Consider a Career in Aerospace**

This NASA educational poster was developed to encourage young women to
pursue careers in mathematics, science, engineering and technology. It
also provides information and activities relating to past, present, and
future careers in aerospace.

<http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Consider.a.Career.in.Aerospace.html>

**Federal Government Employment Opportunities**

This site provides a one-stop source for federal jobs and employment
information.

<http://www.usajobs.opm.gov/>

######## Appendices

![](media/image28.wmf) **Career Exploration Timeline**
![](media/image29.wmf)

Prior to the project, NASA Explorer School and NASA Digital Learning
Network staff should:

-   Hold a planning meeting via videoconferencing to discuss the project
    with all parties involved.

-   Select dates: When will student research occur? When will interviews
    occur? When will projects be developed? What is the date of the NASA
    Explorer School Family Night?

-   Begin planning the NASA Explorer School Family Career Exploration
    Night.

The suggested Career Exploration Timeline is shown below:

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####### 

![](media/image30.wmf) **Family Night Planning Guide\
**![](media/image31.wmf)

+---+------------+---+---------+------------+------------+----------+---+
|   | **Months** |   | *       |            |            |          |   |
|   |            |   | *Action |            |            |          |   |
|   |            |   | Items** |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
|   | **Prior To |   | -   Es  |            |            |          |   |
|   | Start of   |   | tablish |            |            |          |   |
|   | Project**  |   |     p   |            |            |          |   |
|   |            |   | lanning |            |            |          |   |
|   |            |   |     co  |            |            |          |   |
|   |            |   | mmittee |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -   I   |            |            |          |   |
|   |            |   | dentify |            |            |          |   |
|   |            |   |     p   |            |            |          |   |
|   |            |   | ossible |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   dates |            |            |          |   |
|   |            |   |     for |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     E   |            |            |          |   |
|   |            |   | xplorer |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  School |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  Family |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  Career |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   Night |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
|   | **First    |   | -       |            |            |          |   |
|   | Month**    |   | Conduct |            |            |          |   |
|   |            |   |     a   |            |            |          |   |
|   |            |   |     p   |            |            |          |   |
|   |            |   | lanning |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | meeting |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |     all |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | parties |            |            |          |   |
|   |            |   |     i   |            |            |          |   |
|   |            |   | nvolved |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Work |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |     DLN |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | confirm |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    date |            |            |          |   |
|   |            |   |     for |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     E   |            |            |          |   |
|   |            |   | xplorer |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  School |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  Family |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   Night |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Work |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |     DLN |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | confirm |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   dates |            |            |          |   |
|   |            |   |     for |            |            |          |   |
|   |            |   |     int |            |            |          |   |
|   |            |   | erviews |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   | Develop |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   floor |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    plan |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  (Where |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    will |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  public |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    come |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  enter? |            |            |          |   |
|   |            |   |     How |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    will |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  tables |            |            |          |   |
|   |            |   |     be  |            |            |          |   |
|   |            |   |     ar  |            |            |          |   |
|   |            |   | ranged? |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   Where |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    will |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    live |            |            |          |   |
|   |            |   |     con |            |            |          |   |
|   |            |   | nection |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |     DLN |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    be?) |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -   S   |            |            |          |   |
|   |            |   | chedule |            |            |          |   |
|   |            |   |     DLN |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    Test |            |            |          |   |
|   |            |   |     Con |            |            |          |   |
|   |            |   | nection |            |            |          |   |
|   |            |   |     at  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   least |            |            |          |   |
|   |            |   |     one |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    week |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  before |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     E   |            |            |          |   |
|   |            |   | xplorer |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  School |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  Family |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   Night |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   | Reserve |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | room(s) |            |            |          |   |
|   |            |   |     at  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  school |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |  Create |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   event |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | outline |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  (i.e.: |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    Will |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   there |            |            |          |   |
|   |            |   |     be  |            |            |          |   |
|   |            |   |     a   |            |            |          |   |
|   |            |   |     w   |            |            |          |   |
|   |            |   | elcome? |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    Will |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   there |            |            |          |   |
|   |            |   |     be  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  events |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  public |            |            |          |   |
|   |            |   |     can |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  rotate |            |            |          |   |
|   |            |   |     th  |            |            |          |   |
|   |            |   | rough?) |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Will |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   there |            |            |          |   |
|   |            |   |     be  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    food |            |            |          |   |
|   |            |   |     at  |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  event? |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -   Do  |            |            |          |   |
|   |            |   |     you |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    want |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  invite |            |            |          |   |
|   |            |   |     any |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   local |            |            |          |   |
|   |            |   |     co  |            |            |          |   |
|   |            |   | mpanies |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    have |            |            |          |   |
|   |            |   |     e   |            |            |          |   |
|   |            |   | xhibits |            |            |          |   |
|   |            |   |     at  |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  event? |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Work |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    your |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     E   |            |            |          |   |
|   |            |   | xplorer |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  School |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    Coor |            |            |          |   |
|   |            |   | dinator |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  borrow |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     e   |            |            |          |   |
|   |            |   | xhibits |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Work |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    your |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     E   |            |            |          |   |
|   |            |   | xplorer |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  School |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    Coor |            |            |          |   |
|   |            |   | dinator |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | arrange |            |            |          |   |
|   |            |   |     for |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    ASEP |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  attend |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   event |            |            |          |   |
|   |            |   |     and |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   bring |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   Lunar |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | Samples |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   | Contact |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   local |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   media |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   about |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   event |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |  Invite |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  school |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   board |            |            |          |   |
|   |            |   |     m   |            |            |          |   |
|   |            |   | embers, |            |            |          |   |
|   |            |   |     gov |            |            |          |   |
|   |            |   | ernment |            |            |          |   |
|   |            |   |     off |            |            |          |   |
|   |            |   | icials, |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    etc. |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |  Create |            |            |          |   |
|   |            |   |     a   |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   flyer |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |     ad  |            |            |          |   |
|   |            |   | vertise |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   event |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
|   | **Second   |   | -       |            |            |          |   |
|   | Month**    |   | Conduct |            |            |          |   |
|   |            |   |     a   |            |            |          |   |
|   |            |   |     p   |            |            |          |   |
|   |            |   | lanning |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | meeting |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |     all |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | parties |            |            |          |   |
|   |            |   |     i   |            |            |          |   |
|   |            |   | nvolved |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Send |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   flyer |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    home |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |     s   |            |            |          |   |
|   |            |   | tudents |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Post |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  flyers |            |            |          |   |
|   |            |   |     at  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   local |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  superm |            |            |          |   |
|   |            |   | arkets, |            |            |          |   |
|   |            |   |     etc |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | **Fin   |            |            |          |   |
|   |            |   | alize** |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Make |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    sure |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   there |            |            |          |   |
|   |            |   |     are |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  enough |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | tables, |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | chairs, |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    etc. |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |  Assign |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    each |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | exhibit |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |     an  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    area |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |   Where |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    will |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    food |            |            |          |   |
|   |            |   |     be  |            |            |          |   |
|   |            |   |     l   |            |            |          |   |
|   |            |   | ocated? |            |            |          |   |
|   |            |   |     (If |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    any) |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -   F   |            |            |          |   |
|   |            |   | inalize |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   event |            |            |          |   |
|   |            |   |     t   |            |            |          |   |
|   |            |   | imeline |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | ```     |            |            |          |   |
|   |            |   | {=html} |            |            |          |   |
|   |            |   | <       |            |            |          |   |
|   |            |   | !-- --> |            |            |          |   |
|   |            |   | ```     |            |            |          |   |
|   |            |   | -   F   |            |            |          |   |
|   |            |   | inalize |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   roles |            |            |          |   |
|   |            |   |     for |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | student |            |            |          |   |
|   |            |   |     and |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   adult |            |            |          |   |
|   |            |   |     vol |            |            |          |   |
|   |            |   | unteers |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | working |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     E   |            |            |          |   |
|   |            |   | xplorer |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  School |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  Family |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   Night |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  (NOTE: |            |            |          |   |
|   |            |   |     One |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    faci |            |            |          |   |
|   |            |   | litator |            |            |          |   |
|   |            |   |     is  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  needed |            |            |          |   |
|   |            |   |     for |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    DLN; |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | another |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    faci |            |            |          |   |
|   |            |   | litator |            |            |          |   |
|   |            |   |     is  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  needed |            |            |          |   |
|   |            |   |     to  |            |            |          |   |
|   |            |   |     dis |            |            |          |   |
|   |            |   | tribute |            |            |          |   |
|   |            |   |     and |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | collect |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  Family |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   Night |            |            |          |   |
|   |            |   |     Su  |            |            |          |   |
|   |            |   | rveys.) |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | *       |            |            |          |   |
|   |            |   | *Follow |            |            |          |   |
|   |            |   | Up      |            |            |          |   |
|   |            |   | With**  |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -   Any |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   local |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | company |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    that |            |            |          |   |
|   |            |   |     may |            |            |          |   |
|   |            |   |     be  |            |            |          |   |
|   |            |   |     at  |            |            |          |   |
|   |            |   | tending |            |            |          |   |
|   |            |   |     or  |            |            |          |   |
|   |            |   |     sup |            |            |          |   |
|   |            |   | porting |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   event |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |   Media |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     E   |            |            |          |   |
|   |            |   | xhibits |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
|   | **Third    |   | -       |            |            |          |   |
|   | Month**    |   | Conduct |            |            |          |   |
|   |            |   |     a   |            |            |          |   |
|   |            |   |     p   |            |            |          |   |
|   |            |   | lanning |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | meeting |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |     all |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | parties |            |            |          |   |
|   |            |   |     i   |            |            |          |   |
|   |            |   | nvolved |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   | Conduct |            |            |          |   |
|   |            |   |     a   |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    test |            |            |          |   |
|   |            |   |     con |            |            |          |   |
|   |            |   | nection |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |     DLN |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |    Send |            |            |          |   |
|   |            |   |     r   |            |            |          |   |
|   |            |   | eminder |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    home |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    with |            |            |          |   |
|   |            |   |     s   |            |            |          |   |
|   |            |   | tudents |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |  Review |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   final |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   floor |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    plan |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |  Review |            |            |          |   |
|   |            |   |     vo  |            |            |          |   |
|   |            |   | lunteer |            |            |          |   |
|   |            |   |     and |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   staff |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   roles |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |  Review |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   event |            |            |          |   |
|   |            |   |     t   |            |            |          |   |
|   |            |   | imeline |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   | Confirm |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | special |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  guests |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | (media, |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   local |            |            |          |   |
|   |            |   |     com |            |            |          |   |
|   |            |   | panies, |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    etc) |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   | -       |            |            |          |   |
|   |            |   |   Enjoy |            |            |          |   |
|   |            |   |     the |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    NASA |            |            |          |   |
|   |            |   |     E   |            |            |          |   |
|   |            |   | xplorer |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  School |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  Family |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |  Career |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |    Expl |            |            |          |   |
|   |            |   | oration |            |            |          |   |
|   |            |   |         |            |            |          |   |
|   |            |   |   Night |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
| ! |            |   |         |            |            |          |   |
| [ |            |   |         |            |            |          |   |
| ] |            |   |         |            |            |          |   |
| ( |            |   |         |            |            |          |   |
| m |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| d |            |   |         |            |            |          |   |
| i |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| / |            |   |         |            |            |          |   |
| i |            |   |         |            |            |          |   |
| m |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| g |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| 3 |            |   |         |            |            |          |   |
| 2 |            |   |         |            |            |          |   |
| . |            |   |         |            |            |          |   |
| w |            |   |         |            |            |          |   |
| m |            |   |         |            |            |          |   |
| f |            |   |         |            |            |          |   |
| ) |            |   |         |            |            |          |   |
| * |            |   |         |            |            |          |   |
| * |            |   |         |            |            |          |   |
| C |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| r |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| r |            |   |         |            |            |          |   |
| E |            |   |         |            |            |          |   |
| x |            |   |         |            |            |          |   |
| p |            |   |         |            |            |          |   |
| l |            |   |         |            |            |          |   |
| o |            |   |         |            |            |          |   |
| r |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| t |            |   |         |            |            |          |   |
| i |            |   |         |            |            |          |   |
| o |            |   |         |            |            |          |   |
| n |            |   |         |            |            |          |   |
| D |            |   |         |            |            |          |   |
| i |            |   |         |            |            |          |   |
| s |            |   |         |            |            |          |   |
| p |            |   |         |            |            |          |   |
| l |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| y |            |   |         |            |            |          |   |
| R |            |   |         |            |            |          |   |
| u |            |   |         |            |            |          |   |
| b |            |   |         |            |            |          |   |
| r |            |   |         |            |            |          |   |
| i |            |   |         |            |            |          |   |
| c |            |   |         |            |            |          |   |
| \ |            |   |         |            |            |          |   |
| * |            |   |         |            |            |          |   |
| * |            |   |         |            |            |          |   |
| ! |            |   |         |            |            |          |   |
| [ |            |   |         |            |            |          |   |
| ] |            |   |         |            |            |          |   |
| ( |            |   |         |            |            |          |   |
| m |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| d |            |   |         |            |            |          |   |
| i |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| / |            |   |         |            |            |          |   |
| i |            |   |         |            |            |          |   |
| m |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| g |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| 3 |            |   |         |            |            |          |   |
| 3 |            |   |         |            |            |          |   |
| . |            |   |         |            |            |          |   |
| w |            |   |         |            |            |          |   |
| m |            |   |         |            |            |          |   |
| f |            |   |         |            |            |          |   |
| ) |            |   |         |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
| S |            |   |         |            |            |          |   |
| t |            |   |         |            |            |          |   |
| u |            |   |         |            |            |          |   |
| d |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| n |            |   |         |            |            |          |   |
| t |            |   |         |            |            |          |   |
| s |            |   |         |            |            |          |   |
| ' |            |   |         |            |            |          |   |
| N |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| m |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| s |            |   |         |            |            |          |   |
| : |            |   |         |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
| N |            |   |         |            |  Career:   |          |   |
| A |            |   |         |            |            |          |   |
| S |            |   |         |            |            |          |   |
| A |            |   |         |            |            |          |   |
| P |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| r |            |   |         |            |            |          |   |
| t |            |   |         |            |            |          |   |
| n |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| r |            |   |         |            |            |          |   |
| ' |            |   |         |            |            |          |   |
| s |            |   |         |            |            |          |   |
| N |            |   |         |            |            |          |   |
| a |            |   |         |            |            |          |   |
| m |            |   |         |            |            |          |   |
| e |            |   |         |            |            |          |   |
| : |            |   |         |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
| * |            | * |         | **3**      | **2**      | **1**    |   |
| * |            | * |         |            |            |          |   |
| C |            | 4 |         |            |            |          |   |
| A |            | * |         |            |            |          |   |
| T |            | * |         |            |            |          |   |
| E |            |   |         |            |            |          |   |
| G |            |   |         |            |            |          |   |
| O |            |   |         |            |            |          |   |
| R |            |   |         |            |            |          |   |
| Y |            |   |         |            |            |          |   |
| * |            |   |         |            |            |          |   |
| * |            |   |         |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
| # |            | T |         | The        | The        | The      |   |
| # |            | h |         | display    | display    | display  |   |
| # |            | e |         | makes you  | clearly    | provides |   |
| # |            | d |         | feel as if | describes  | accurate |   |
|   |            | i |         | you know   | the career | inf      |   |
| R |            | s |         | the person | studied by | ormation |   |
| e |            | p |         | whose      | the class. | from     |   |
| q |            | l |         | career was |            | multiple |   |
| u |            | a |         | studied by |            | sources. |   |
| i |            | y |         | the class. |            |          |   |
| r |            | i |         |            |            |          |   |
| e |            | n |         |            |            |          |   |
| d |            | c |         |            |            |          |   |
|   |            | l |         |            |            |          |   |
| E |            | u |         |            |            |          |   |
| l |            | d |         |            |            |          |   |
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| # |            | A |         | At least 7 | At least 7 | Some     |   |
| # |            | t |         | accurate   | accurate   | inf      |   |
| # |            | l |         | facts are  | facts are  | ormation |   |
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| # |            | T |         | The        | The        | The      |   |
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| # |            | e |         | attractive | neat and   | contains |   |
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| # |            | S |         | Student    | Student    | Student  |   |
| # |            | t |         | can        | can        | can      |   |
| # |            | u |         | accurately | accurately | describe |   |
| # |            | d |         | answer     | answer     | d        |   |
|   |            | e |         | questions  | questions  | ifferent |   |
| K |            | n |         | related to | about the  | parts of |   |
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| * |            | A |         | All items  | All items  | Items on |   |
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| a |            | i |         | nteresting | on the     | have     |   |
| b |            | t |         | labels,    | display    | labels,  |   |
| e |            | e |         | captions,  | are        | titles   |   |
| l |            | m |         | or titles  | clearly    | or       |   |
| s |            | s |         | that add   | labeled    | c        |   |
| , |            | a |         | meaning to | with       | aptions. |   |
| T |            | r |         | the        | labels     |          |   |
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| t |            | c |         | pieces.    | be read    |          |   |
| l |            | o |         |            | from at    |          |   |
| e |            | n |         |            | least 3    |          |   |
| , |            | n |         |            | ft. away.  |          |   |
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+---+------------+---+---------+------------+------------+----------+---+
| * |            | S |         | All        | Graphics   | The      |   |
| * |            | e |         | graphics   | are all in | graphics |   |
| G |            | v |         | are        | focus and  | are made |   |
| r |            | e |         | related to | the        | by the   |   |
| a |            | r |         | the topic  | content    | s        |   |
| p |            | a |         | and make   | easily     | tudents, |   |
| h |            | l |         | it easier  | viewed and | based on |   |
| i |            | o |         | to         | identified | the      |   |
| c |            | f |         | u          | from 6 ft. | designs  |   |
| s |            | t |         | nderstand. | away.      | or ideas |   |
|   |            | h |         | All        |            | of       |   |
| - |            | e |         | borrowed   |            | others.  |   |
| R |            | g |         | graphics   |            |          |   |
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| l |            | a |         | source     |            |          |   |
| e |            | p |         | citation.  |            |          |   |
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|   |            | o |         |            |            |          |   |
|   |            | f |         |            |            |          |   |
|   |            | s |         |            |            |          |   |
|   |            | t |         |            |            |          |   |
|   |            | u |         |            |            |          |   |
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|   |            | t |         |            |            |          |   |
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|   |            | t |         |            |            |          |   |
|   |            | y |         |            |            |          |   |
|   |            | . |         |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+
| * |            | T |         | There is a | The        | Capita   |   |
| * |            | h |         | clear      | writing is | lization |   |
| G |            | e |         | style in   | gra        | and      |   |
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| a |            | e |         | writing on | accurate.  | ctuation |   |
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| a |            | a |         | that adds  |            | th       |   |
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|   |            | d |         |            |            |          |   |
|   |            | k |         |            |            |          |   |
|   |            | e |         |            |            |          |   |
|   |            | e |         |            |            |          |   |
|   |            | p |         |            |            |          |   |
|   |            | s |         |            |            |          |   |
|   |            | y |         |            |            |          |   |
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|   |            | r |         |            |            |          |   |
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|   |            | t |         |            |            |          |   |
|   |            | t |         |            |            |          |   |
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|   |            | n |         |            |            |          |   |
|   |            | t |         |            |            |          |   |
|   |            | i |         |            |            |          |   |
|   |            | o |         |            |            |          |   |
|   |            | n |         |            |            |          |   |
|   |            | . |         |            |            |          |   |
+---+------------+---+---------+------------+------------+----------+---+

  ----------------- ----------------------------- --- --------------------- ---
  Students' Names:                                                          

  NASA Partner's                                       Career:               
  Name:                                                                     
  ----------------- ----------------------------- --- --------------------- ---

  ---------------- --------------- --------------- ---------------- ---------------
  **CATEGORY**     **4**           **3**           **2**            **1**

  **Interest**                     Shows interest  Shows some       Shows no
                                   and enthusiasm. interest and     interest and
                                                   enthusiasm.      enthusiasm.

  **Prepared for   Is completely   Student needs   Student is       Student does
  Presentation**   prepared and    more            somewhat         not seem
                   has obviously   rehearsals.     prepared,        prepared to
                   rehearsed.                                       present.

  **Speaks         Speaks clearly. Speaks clearly. Speaks clearly   Often mumbles,
  Clearly**        Fluctuation in  Satisfactory    and distinctly   speaks too
                   volume and      variation of    most of the      softly, or
                   inflection      volume and      time.            mispronounces
                   helps to        inflection.     Mispronounces a  many words.
                   maintain                        few words.       
                   audience                        Uneven volume    
                   interest and                    with little or   
                   emphasize key                   no inflection.   
                   points.                                          

  **Display**      Refers to       Refers to       Refers to        Does not refer
                   display at      display at      display at least to display.
                   least 3 times.  least 2 times.  1 time.          

  **Main Idea**    Presentation    Presentation    Presentation     Presentation
                   includes        includes an     includes an      does not
                   details that    introduction    introduction but include an
                   support the     that clearly    does not clearly introduction
                   main idea and   states the main state the main   and a main
                   purpose.        idea.           idea.            idea.

  **Content**      Shows a full    Shows a good    Shows a good     Does not seem
                   understanding   understanding   understanding of to understand
                   of the topic.   of the topic.   parts of the     the topic very
                   Contains        Includes some   topic. Examples  well. Major
                   accurate        examples and    and facts do not ideas left
                   information     facts to        adequately       unclear.
                   that describes  support the     support the main 
                   the main idea.  main idea.      idea.            

  **Conclusion**   Includes        Includes a      Includes a clear No clear
                   concise         clear           conclusion.      ending. Does
                   conclusion that conclusion that Thanks audience  not thank
                   highlights      relates back to for attending.   audience.
                   where to find   the main idea.                   
                   more                                             
                   information.                                     

  **Stays on       Stays on topic  Stays on topic  Stays on topic   There is no
  Topic**          all of the      most of the     some of the      clear topic.
                   time.           time.           time.            
  ---------------- --------------- --------------- ---------------- ---------------

![](media/image34.wmf) **Career Exploration Oral Presentation Rubric**
![](media/image35.wmf)

![](media/image36.wmf) **NES Family Night Survey\
**![](media/image37.wmf)

+--------------------------------------------------+----+----+----+----+
| 1\. Overall, how would you rate the experience   |    |    |    |    |
| you had?                                         |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 2\. Do you [know more]{.underline} about         |    |    |    |    |
| science, technology, math, engineering and       |    |    |    |    |
| geography as a result of the Career Exploration  |    |    |    |    |
| module?                                          |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 3\. Do you know more about [careers]{.underline} |    |    |    |    |
| in STEM areas now?                               |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 4\. Do you know more about how to                |    |    |    |    |
| [interest]{.underline} your child in STEM        |    |    |    |    |
|                                                  |    |    |    |    |
| > areas now?                                     |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 5\. Will you come to family nights in the        |    |    |    |    |
| future?                                          |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 6\. Did you like doing this kind of activity     |    |    |    |    |
| with your child?                                 |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 7\. Is your child more [interested]{.underline}  |    |    |    |    |
| in science, math, engineering, technology or     |    |    |    |    |
| geography since the school became a NASA         |    |    |    |    |
| Explorer School?                                 |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 8\. Does your child talk more about having a     |    |    |    |    |
| career in science, math, engineering, technology |    |    |    |    |
| or geography since the school became a NASA      |    |    |    |    |
| Explorer School?                                 |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 9\. Does your child want to [know                |    |    |    |    |
| more]{.underline} about science, math,           |    |    |    |    |
| engineering, technology or geography since the   |    |    |    |    |
| school became a NASA Explorer School?            |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 10\. Does your child ask you more often to help  |    |    |    |    |
| find out things since the school became a NASA   |    |    |    |    |
| Explorer School?                                 |    |    |    |    |
+--------------------------------------------------+----+----+----+----+
| 11\. Do you want your child to have a career in  |    |    |    |    |
| science, math, engineering, technology or        |    |    |    |    |
| geography?                                       |    |    |    |    |
+--------------------------------------------------+----+----+----+----+

> Lowest Highest
>
> **1 2 3 4**

12\. How often does your child bring home NASA related activities to
complete at night?

  ----------- ----------- ----------- ----------- ----------- -----------
  1/week      3/week      1/month     4/year      2/year      1/year

  ----------- ----------- ----------- ----------- ----------- -----------

![](media/image38.wmf) **Career Exploration Evaluation (optional)\
**![](media/image39.wmf)

This evaluation is optional.

Note: Questions will be asked by personnel from the Digital Learning
Network through a videoconference interview. The evaluation session
should be taped and the tapes should be sent to Robert Starr at NASA
Langley Research Center.

**Directions:** One student will be randomly chosen from each of the
classes that participated in the event to attend the videocon focus
group. The facilitator (DLN) will:

-   Post each question (in large, readable print).

-   Ask students to think about their answers.

-   Ask students to vote by raising their hands (if possible a second
    person should count hands and record, otherwise the facilitator will
    need to do it).

-   Ask students for comments, key in their responses, and send them to
    Bob Starr.

> **STUDENT FOCUS GROUP QUESTIONS**

**1. Was this more or less engaging than other learning activities?**
More \_\_\_\_ Less \_\_\_\_

What got your attention?

What kept it?

What was most interesting to you?

2\. How much did you participate?

All the time \_\_\_ About half the time\_\_\_ Some of the time \_\_\_
Not at all \_\_\_

3\. How many of you wanted to have a career in science, technology,
engineering, mathematics or geography before this event?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

How many of you want to now? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

If you changed your mind, what caused the change?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> What was blocking you or what didn't you know?
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

If you said no, did you find this project interesting? Yes\_\_\_\_
No\_\_\_\_

If no, did you learn something? Yes\_\_\_\_ No\_\_\_\_ If yes, what did
you learn?

**4. Raise your hand if you learned something about [jobs]{.underline}
in science, technology, engineering, mathematics or geography*.***
Yes\_\_\_\_ No\_\_\_\_

What was the most interesting thing you learned?

What was the most important thing you learned?

Think about the NASA personnel you worked with.

Do you think you could do their job? Yes\_\_\_\_ No\_\_\_\_

Would you want to? Yes\_\_\_\_ No\_\_\_\_

**5. Raise your hand if you learned something about what it takes to
prepare for jobs in science, technology, engineering, mathematics or
geography.** Yes\_\_\_\_ No\_\_\_\_

What did you learn about:

Schooling?

Interests at your age?

Skills needed?\
Abilities?

**6. Based on what you learned about these careers:**

Do you think anyone can work at NASA? Yes\_\_\_\_ No\_\_\_\_

Why or why not?

Do you think you would like to work at NASA? Yes\_\_\_\_ No\_\_\_\_

Why or why not?

> What could you do now to start preparing for a career in science,
> engineering, technology, and/or mathematics?

**7. How many of you would recommend this project to other students
as:**

Interesting Yes\_\_\_\_ No\_\_\_\_

Fun Yes\_\_\_\_ No\_\_\_\_

Learned a great deal Yes\_\_\_\_ No\_\_\_\_

Gave you ideas for a career Yes\_\_\_\_ No\_\_\_\_

Got your family to participate Yes\_\_\_\_ No\_\_\_\_

**8. Would you participate in this project again?** Yes\_\_\_\_
No\_\_\_\_

What would you change?

What would you keep the same?

**EDUCATOR FOCUS GROUP QUESTIONS**

1\. Overall, I think this project was very good: Yes\_\_\_ No\_\_\_

2\. To what extent did this project affect you?

> \_\_\_Supported my curriculum
>
> \_\_\_Got in the way of my curriculum
>
> \_\_\_Made me more interested in technology
>
> \_\_\_Made me want to be more involved in NASA activities
>
> \_\_\_Built on what I already do
>
> \_\_\_Was a model for inquiry that I could follow

3\. To what extent did this project affect your students?

> \_\_\_Engaged them
>
> \_\_\_Inspired them to do more with STEM-G
>
> \_\_\_Promoted interest in different careers
>
> \_\_\_Motivated them to work together

4\. To what extend did this project affect the families and caregivers
of your students?

> \_\_\_Got them to attend a family night
>
> \_\_\_Created conversations at home about school
>
> \_\_\_Helped them to see different possibilities for their children
>
> \_\_\_Got them interested in STEM-G
>
> \_\_\_Helped them to feel positively about the activities of the
> school

**5. Have you participated in a Digital Learning Network activity
before?** Yes\_\_\_ No\_\_\_

6\. How likely are you to:

> \_\_\_Participate in this activity again next year?
>
> \_\_\_Participate in another Digital Learning Network activity this
> year?
>
> \_\_\_Recommend this to another teacher?
>
> \_\_\_Participate in another NASA Explorer School activity this year
> with your students?
>
> \_\_\_Attend a NASA Explorer School professional development session?
>
> \_\_\_Use NASA material in your own class?
>
> \_\_\_Use the NASA Explorer School team members as resources?

7\. What did you like best about this project?

8\. Did this project have a positive effect on your students?
Yes\_\_\_\_ No\_\_\_\_

What do you see as the short-term effect on your students?

What do you think the long-term effects will be?

**9**. **How many of you feel like this met a need of your students?**
Yes\_\_\_\_ No\_\_\_\_

What need did it meet?

What evidence did you see that it met that need?

What do the students need next to keep them interested in a NASA career?

**10. Did this project support your curriculum?** Yes\_\_\_\_ No\_\_\_\_

If yes, how?

If no, why not?

How could it be modified?

11\. How many of you feel this had a positive effect on the families of
your students?

Yes\_\_\_\_ No\_\_\_\_

If yes, how did it affect them?

If no, why not?

Could it be changed to have a positive effect on them?

12\. How many of you:

Feel this had a positive effect on you? Yes\_\_\_\_ No\_\_\_\_

If yes, what was it?

If no, why?

Would do it again? Yes\_\_\_\_ No\_\_\_\_

What would you change?

What should stay the same?

Would you recommend it to a colleague Yes\_\_\_\_ No\_\_\_\_

Why?

Why not?

Are you interested in learning more about NASA careers? Yes\_\_\_\_
No\_\_\_\_

What would you like to know more about?

Want to do another Digital Learning Network project? Yes\_\_\_\_
No\_\_\_\_

If so, on what?

If no, why not?

![](media/image40.wmf) **Sample Subject Matter Expert Request Letter**\
![](media/image41.wmf)

Dear \_\_\_\_\_\_\_\_

Would you like to encourage students to pursue careers in science,
technology, engineering, and mathematics? NASA's Digital Learning
Network is looking for volunteers to help students learn about different
NASA career possibilities. Through videoconferencing you will be able to
talk to students at NASA Explorer Schools across the United States right
from your NASA Center. All that is required is about an hour of your
time.

A NASA Explorer School\* in \_\_\_\_\_\_\_\_\_\_\_\_ is planning a NASA
Explorer School Family Career Exploration Night. This community event
will highlight various careers found at [(Insert the NASA centers that
are participating in the event.).]{.underline} We are looking for
personnel who are willing to be interviewed by grade [(insert grade
level of students)]{.underline} students via videoconferencing. Below
you will find a description of the project and an estimate of your time
commitment.

**[Your Time Commitment:]{.underline}**

-   60 minutes of studio time [(insert your NASA Center, building and
    room number) which includes]{.underline} 15 minute pre-event prep
    time, 30-40 minute student interview, photograph taken in studio to
    be used in student presentations.

-   Possible follow-up email(s) to answer additional student questions.

**[Students Will:]{.underline}**

(Insert First Month):

> conduct research, prepare interview questions, and interview you about
> your career

(Insert Second Month):

-   continue research and ask follow-up questions via email

(Insert Third Month):

-   create a display about your profession and present your career to
    the community at a NASA Explorer School Family Career Explorations
    Night at (insert name of school)

If you are interested, please contact [(insert your name)]{.underline}
in the Digital Learning Network at NASA [(insert your
Center).]{.underline}

*\*NASA Explorer Schools partner with NASA in a program designed to
bring engineering, mathematics, science, and technology learning to
educators, students, and families. In an effort to spark innovative
science and mathematics instruction for students in grades 4 through 9,
NASA Explorer School teams acquire new teaching resources and technology
tools using NASA\'s unique content, experts and other resources.*

(Your Name)

(Address)

(Telephone Number)

(Email address)

Dear \_\_\_\_\_\_\_\_\_\_\_\_\_,

Thank you for your willingness to share your career with the students
from (insert NASA Explorer School). By participating in this event, you
will be helping students develop an increased awareness of career
possibilities in science, technology, engineering, and mathematics.

We will need to schedule an hour of your time for the interview. Are you
available at any of the following dates and times?

  ----------------------------------- -----------------------------------
  **Date**                            **Time**

                                      

                                      

                                      

                                      
  ----------------------------------- -----------------------------------

On the date and time you have selected, please report to (insert
Building and room number).

**[Below is an outline of what to expect during the
videoconference:]{.underline}**

-   When you arrive at the studio, the first **15 minutes** will be
    spent in studio orientation.

```{=html}
<!-- -->
```
-   During the videoconference, you will be with a host, who will take
    care of technical issues, classroom management, and will guide you
    through the event.

**•** At the beginning of the videoconference, the host will make
introductions.

-   The next **5 minutes** is your time with the students. You can
    describe your career or a project you are working at NASA. You may
    even want to ask the students questions. Visuals are strongly
    encouraged. (i.e., models, posters, PowerPoint presentations.) If
    you use a slide presentation, we ask that you send it before the
    videoconference so that we can load it prior to your visit.

-   During the subsequent **30 minutes,** the students will interview
    you. Some typical questions they ask are: How much money do you
    make?; Where did you go to school?; What is a typical day at work
    like?; Which subjects did you like best in school?

```{=html}
<!-- -->
```
-   **During the last 5 minutes,** the host will close the show. This
    will also be your time to share a final important message with the
    students.

Thank you for helping NASA Education with our mission of inspiring the
next generation of explorers. By sharing information about yourself and
your career, you are opening doors of opportunity for the students from
(insert school and state). If you have any further questions, you may
call me at (insert phone number) or email me at (insert email).

Cordially,

Name

![](media/image46.wmf) **Sample Interview Schedule**\
![](media/image47.wmf)

+----+--------------+---+---+---+---+---+---+-----------------------------------+
|    |              |   |   |   |   |   |   |                                   |
+----+--------------+---+---+---+---+---+---+-----------------------------------+
| #  | ## Title/Ar  | # | > | > | > | > | > | **Comments**                      |
| #  | ea for Stude | # |   |   |   |   |   |                                   |
| NA | nts Research |   | 1 | 1 | 1 | 1 | 2 |                                   |
| SA |              | 9 | 0 | 1 | 2 | : | : |                                   |
|    |              | : | : | : | : | 0 | 0 |                                   |
|    |              | 0 | 0 | 0 | 0 | 0 | 0 |                                   |
|    |              | 0 | 0 | 0 | 0 | - | - |                                   |
|    |              | - | - | - | - | 2 | 3 |                                   |
|    |              | 1 | 1 | 1 | 1 | : | : |                                   |
|    |              | 0 | 1 | 2 | : | 0 | 0 |                                   |
|    |              | : | : | : | 0 | 0 | 0 |                                   |
|    |              | 0 | 0 | 0 | 0 |   |   |                                   |
|    |              | 0 | 0 | 0 |   |   |   |                                   |
+----+--------------+---+---+---+---+---+---+-----------------------------------+
|    | ####         |   |   |   |   |   |   |                                   |
|    |  September 7 |   |   |   |   |   |   |                                   |
+----+--------------+---+---+---+---+---+---+-----------------------------------+
| >  | Quality      | X |   |   |   |   |   | Note: This gentleman works with   |
|  L | Assurance    |   |   |   |   |   |   | quality assurance with metals     |
| ar | Specialist   |   |   |   |   |   |   | that are used with spacecraft and |
| ry |              |   |   |   |   |   |   | aircraft.                         |
| >  | **Students   |   |   |   |   |   |   |                                   |
| Co | Research:**  |   |   |   |   |   |   | Helpful Websites:                 |
| op | Materials    |   |   |   |   |   |   |                                   |
| er | like         |   |   |   |   |   |   | <htt                              |
|    | Aluminum and |   |   |   |   |   |   | p://fabrication-r.larc.nasa.gov/> |
|    | Stainless    |   |   |   |   |   |   |                                   |
|    | Steels, Ask  |   |   |   |   |   |   | <http                             |
|    | the students |   |   |   |   |   |   | ://www.hq.nasa.gov/office/codeq/> |
|    | what they    |   |   |   |   |   |   |                                   |
|    | think a      |   |   |   |   |   |   | \*\*\*Will send out some          |
|    | Spacecraft   |   |   |   |   |   |   | materials ahead of time for the   |
|    | is made of.  |   |   |   |   |   |   | students to analyze               |
|    | What is      |   |   |   |   |   |   |                                   |
|    | quality      |   |   |   |   |   |   |                                   |
|    | assurance?   |   |   |   |   |   |   |                                   |
|    | Why is it    |   |   |   |   |   |   |                                   |
|    | important?   |   |   |   |   |   |   |                                   |
+----+--------------+---+---+---+---+---+---+-----------------------------------+
| >  | Senior       |   | X |   |   |   |   | Note from the presenter: "The     |
|  B | Research     |   |   |   |   |   |   | kids can find all sorts of info   |
| ru | Scientist    |   |   |   |   |   |   | on this at:                       |
| ce |              |   |   |   |   |   |   |                                   |
| >  | **Students   |   |   |   |   |   |   | <http://www-air.larc.nasa.gov     |
| An | Research:**  |   |   |   |   |   |   | /missions/intexna/intexna.htm>.   |
| de | effects of   |   |   |   |   |   |   |                                   |
| rs | air          |   |   |   |   |   |   | This project is being conducted   |
| on | pollution,   |   |   |   |   |   |   | in collaboration with NOAA and    |
|    | atmospheric  |   |   |   |   |   |   | other agencies.   More info is    |
|    | aerosols and |   |   |   |   |   |   | found at:                         |
|    | particles,   |   |   |   |   |   |   | <http://www.                      |
|    | clouds.      |   |   |   |   |   |   | al.noaa.gov/ICARTT/index.shtml>." |
|    |              |   |   |   |   |   |   |                                   |
|    | Working on a |   |   |   |   |   |   |                                   |
|    | project      |   |   |   |   |   |   |                                   |
|    | called the   |   |   |   |   |   |   |                                   |
|    | \"Inte       |   |   |   |   |   |   |                                   |
|    | rcontinental |   |   |   |   |   |   |                                   |
|    | Transport    |   |   |   |   |   |   |                                   |
|    | and          |   |   |   |   |   |   |                                   |
|    | Chemistry    |   |   |   |   |   |   |                                   |
|    | Experiment\" |   |   |   |   |   |   |                                   |
|    | or INTEX     |   |   |   |   |   |   |                                   |
+----+--------------+---+---+---+---+---+---+-----------------------------------+
| >  | Laser        |   |   | X |   |   |   | <h                                |
|  B | Systems      |   |   |   |   |   |   | ttp://www-calipso.larc.nasa.gov/> |
| ry | Engineer     |   |   |   |   |   |   |                                   |
| on |              |   |   |   |   |   |   | (has an example of how LIDAR is   |
| >  | **Students   |   |   |   |   |   |   | used)                             |
|  M | Research:**  |   |   |   |   |   |   |                                   |
| ea |              |   |   |   |   |   |   | <http://asd-ww                    |
| do | light,       |   |   |   |   |   |   | w.larc.nasa.gov/lidar/lidar.html> |
| ws | lasers, and  |   |   |   |   |   |   |                                   |
|    | LIDAR        |   |   |   |   |   |   | <ht                               |
|    |              |   |   |   |   |   |   | tp://www.personal.psu.edu/users/r |
|    |              |   |   |   |   |   |   | /u/rue109/Project3/Project3.html> |
|    |              |   |   |   |   |   |   |                                   |
|    |              |   |   |   |   |   |   | (great website -- gives           |
|    |              |   |   |   |   |   |   | definition)                       |
|    |              |   |   |   |   |   |   |                                   |
|    |              |   |   |   |   |   |   | <http://oea.larc                  |
|    |              |   |   |   |   |   |   | .nasa.gov/PAIS/LaserSensing.html> |
|    |              |   |   |   |   |   |   |                                   |
|    |              |   |   |   |   |   |   | (another excellent site -- it is  |
|    |              |   |   |   |   |   |   | a fact sheet)                     |
|    |              |   |   |   |   |   |   |                                   |
|    |              |   |   |   |   |   |   | \*\*\*more appropriate for a      |
|    |              |   |   |   |   |   |   | sixth grade class                 |
+----+--------------+---+---+---+---+---+---+-----------------------------------+

![](media/image48.wmf) **Videoconference Rundown**

![](media/image49.wmf)

**IMPORTANT PRE-SHOW INFORMATION**

**Host Notes:**

-   Ask SME for any PowerPoint Presentations ahead of time. Load them
    prior to SME arriving in studio.

-   Have easel in studio in case SME brings a poster.

-   Have a spot labeled on table where SME can place models. Have
    camera(s) preset to spot on table. If SME want to hold model, show
    him/her how to hold models in front of the camera so students can
    clearly see it.

-   Show SME where he/she will see the audience and where to look at
    camera.

-   Have SME practice answering one of questions below.

-   Try to get SME to establish a rapport with students. The following
    questions to the researcher may help to build a connection between
    the students and the researcher:

```{=html}
<!-- -->
```
-   Do you have a favorite sport or pet?

-   Do you have children and what are their ages?

-   What are your hobbies?

-   What do you like to do in your leisure time?

**Important Talking Points During the Show:**

-   NASA's Vision for Exploration

-   Importance of pursuing careers in STEM

-   Spin-offs

-   Work and study habits

**Questions Students Typically Ask:**

-   How much money do you make?

-   Do you like your job?

-   Where did you go to school?

-   How many years did you go to school?

-   When you were young, did you know you wanted to work for NASA?

-   What is a typical day like?

-   What is the most rewarding part of your job?

-   What is the most memorable event of your career?

**CAREER EXPLORATION INTERVIEW RUNDOWN**

+-------------------------------+--------------------------------------+
| **VIDEO (VISUAL)**            | **AUDIO (CONTENT**                   |
+-------------------------------+--------------------------------------+
|                               | **Introduction**                     |
+-------------------------------+--------------------------------------+
| **Time: 5:00**                | -   Host: Welcome students to the    |
|                               |     Digital Learning Network.        |
| Video open DLN Video          |                                      |
|                               | -   Host: Introduce self and center. |
| TRT : 30 VOT                  |                                      |
|                               | -   Host: Introduce SME              |
|                               |                                      |
|                               | -   Host: Welcome schools. You have  |
|                               |     been studying Careers. Can you   |
|                               |     tell me what a career is?        |
|                               |                                      |
|                               | -   Host to SME: Can you tell the    |
|                               |     students more about yourself and |
|                               |     what you do here at NASA?        |
+-------------------------------+--------------------------------------+
|                               | **SME**                              |
+-------------------------------+--------------------------------------+
| **Time: 5:00**                | -   SME takes five minutes to talk   |
|                               |     about his/her career. (SME might |
| (Sometimes SME has PowerPoint |     talk about schooling, career     |
| slides or other graphics or   |     path, project working on, etc.   |
| props to show students.)      |     SME may want to ask students     |
|                               |     questions to get to know them    |
|                               |     better.)                         |
+-------------------------------+--------------------------------------+
|                               | **Interview**                        |
+-------------------------------+--------------------------------------+
| **Time: 30:00**               | -   Students interview SME.          |
|                               |                                      |
| (Sometimes SME has PowerPoint | -   Host facilitates discussion.     |
| slides or other graphics to   |                                      |
| show students.)               | -   Host may ask clarifying          |
|                               |     questions to ensure content is   |
|                               |     grade level appropriate.         |
+-------------------------------+--------------------------------------+
|                               | **Closure**                          |
+-------------------------------+--------------------------------------+
| **Time: 5:00**                | -   Host: Thank students for asking  |
|                               |     some wonderful questions.        |
| Video Close DLN Video         |                                      |
|                               | -   Host: Ask SME for any final      |
| TRT : 30 VOT                  |     thoughts they would like share   |
|                               |     with the students before we      |
|                               |     disconnect.                      |
|                               |                                      |
|                               | -   Host: Goodbye from               |
|                               |     [center]{.underline}             |
+-------------------------------+--------------------------------------+

![](media/image50.wmf)**NASA Event Guidelines**

![](media/image51.wmf)

**1. Audience Guidelines**

Good classroom management is important for successful distance learning
events. Educators, please review the following points with your students
prior to the event:

-   Videoconferencing is a two-way event. Students and NASA presenters
    can see and hear one another.

-   Students are sometimes initially shy about responding to questions
    during a videoconference. Explain to the students that this is an
    interactive medium and that we encourage questions.

-   Questions can be handled in one of two ways:

```{=html}
<!-- -->
```
-   Educators may choose to moderate students' questions and answers.

-   Educators may choose to furnish each student a sheet of paper with a
    number or letter of the alphabet printed on it---in a large font and
    in bold. When students have a question or want to respond to a
    question, they simply hold up the sheet of paper and wait to be
    recognized by the presenter.

```{=html}
<!-- -->
```
-   Students should speak in a loud, clear voice. If a microphone is
    placed in a central location, instruct the students to walk up and
    speak into the microphone.

-   Educator(s) should moderate students' questions and answers.

-   Students should remain quiet while others are talking. The
    microphones pick up background noise, and this can be very
    distracting.

-   Students are representing their schools; they should be on their
    best behavior.

-   Students should be prepared to give brief presentations (depending
    upon module selected), ask questions, and respond to NASA
    presenters.

**2. Educator Event Checklist**

+----------+-----------------------------------------------------------+
| **Date   | **Pre--Conference Requirements**                          |
| Com      |                                                           |
| pleted** |                                                           |
+----------+-----------------------------------------------------------+
|          | 1.  Print a copy of the module.                           |
+----------+-----------------------------------------------------------+
|          | 2.  Have the students complete the online pre-assessment. |
+----------+-----------------------------------------------------------+
|          | 3.  Complete the pre-conference lesson.                   |
+----------+-----------------------------------------------------------+
|          | 4.  Email questions for the presenter. This will help     |
|          |     focus the presentation to the group's specific needs. |
+----------+-----------------------------------------------------------+
|          | 5.  Review the Audience Guidelines.                       |
+----------+-----------------------------------------------------------+
|          | **Day of the Conference Requirements**                    |
+----------+-----------------------------------------------------------+
|          | 1.  The students will be asked to share the results from  |
|          |     their pre-conference lesson with the NASA             |
|          |     presenter(s).                                         |
+----------+-----------------------------------------------------------+
|          | 2.  Bring any materials to help support the student       |
|          |     presentation(s).                                      |
+----------+-----------------------------------------------------------+
|          | **Post--Conference Requirements**                         |
+----------+-----------------------------------------------------------+
|          | 1.  Complete the post--conference lesson.                 |
+----------+-----------------------------------------------------------+
|          | 2.  Have the students complete the online post-assessment |
|          |     to measure their knowledge of the subject.            |
+----------+-----------------------------------------------------------+
|          | 3.  Complete the event feedback forms.                    |
+----------+-----------------------------------------------------------+

![](media/image52.jpeg){width="3.0520833333333335in"
height="3.4791666666666665in"}![](media/image53.wmf) **Background
Information**

![](media/image54.wmf)

**DO YOU WANT TO WORK FOR NASA?**

NASA is more than astronauts. NASA is scientists, engineers, computer
programmers, personnel specialists, accountants, writers, maintenance
workers, and many, many other kinds of people. At the NASAJobs Website,
you can review job listings, post a resume, and even apply for a NASA
job online. At NASAJobs students can find opportunities for internships,
cooperative programs, and summer employment.

With all the variety of jobs in NASA\'s workforce, the question, \"How
can I become an astronaut?\" is very common. The answer depends on where
you are now and where you want to go. If you have not yet finished high
school, former astronaut Dr. Sally Ride has these suggestions:

\"The most important steps that I followed were studying mathematics and
science in school. I was always interested in physics and astronomy and
chemistry, and I continued to study those subjects through high school
and college on into graduate school. That\'s what prepared me for being
an astronaut; it actually gave me the qualifications to be selected to
be an astronaut. I think the advice that I would give to any kids who
want to be astronauts is to make sure that they realize that NASA is
looking for people with a variety of backgrounds: they are looking for
medical doctors, microbiologists, geologists, physicists, electrical
engineers. So find something that you really like, then pursue it as far
as you can, and NASA is apt to be interested in that profession.\"

Investigate career opportunities in our nation's space program by
visiting

<http://www.nasajobs.nasa.gov/default.htm>

**WHERE IS NASA LOCATED?**

NASA work occurs in almost every part of the nation, in schools and
universities, in contractor facilities, in the facilities of our
International Space Partners, and in space! The primary NASA Centers are
shown on the map below. Each Center is responsible for various parts of
NASA's numerous and varied research and development programs.

![](media/image55.png){width="7.379166666666666in"
height="4.978472222222222in"}

**NASA OCCUPATIONS**

+-----------------------------------------------------------------------+
| +-------------------------------------------+---------------------+   |
| | NASA civil service employees are          |                     |   |
| | responsible for conducting aerospace      |                     |   |
| | research and development, managing        |                     |   |
| | resources, and operating our NASA         |                     |   |
| | facilities. Working for NASA is truly a   |                     |   |
| | unique experience. Whether you are        |                     |   |
| | supporting the programs that enable NASA  |                     |   |
| | to visit the outer planets, or are the    |                     |   |
| | very scientists that make amazing         |                     |   |
| | discoveries, there is a place for you at  |                     |   |
| | NASA.                                     |                     |   |
| |                                           |                     |   |
| | The GS rating indicates the pay grade of  |                     |   |
| | the position. Virtually all federal civil |                     |   |
| | service jobs are ranked by GS ratings.    |                     |   |
| | Ratings begin at GS-1; four years of      |                     |   |
| | college qualifies you for a GS-5 rating,  |                     |   |
| | nine months of work plus college will get |                     |   |
| | you a GS-7 rating. Depending on your      |                     |   |
| | experience, you could be hired at any     |                     |   |
| | level through GS-18. In addition, each GS |                     |   |
| | level includes a range of ten \"steps\"   |                     |   |
| | which also helps determine salaries.      |                     |   |
| +-------------------------------------------+---------------------+   |
| | **Professional, Engineering and           | ![]                 |   |
| | Scientific (60% of NASA\'s positions)**   | (media/image56.wmf) |   |
| |                                           |                     |   |
| | Occupations in this category require      |                     |   |
| | knowledge in a specialized field such as  |                     |   |
| | science, mathematics, engineering, law or |                     |   |
| | accounting (depending on the specific     |                     |   |
| | position). These positions generally      |                     |   |
| | require a bachelor\'s or higher degree,   |                     |   |
| | with major study in a specialized field.  |                     |   |
| | This group includes positions such as:    |                     |   |
| |                                           |                     |   |
| | -   Accounting, GS-510                    |                     |   |
| |                                           |                     |   |
| | -   Aerospace Engineering, GS-861         |                     |   |
| |                                           |                     |   |
| | -   Biology, GS-401                       |                     |   |
| |                                           |                     |   |
| | -   Computer Engineering, GS-854          |                     |   |
| |                                           |                     |   |
| | -   Computer Science, GS-1550             |                     |   |
| |                                           |                     |   |
| | -   General Engineering, GS-801           |                     |   |
| |                                           |                     |   |
| | -   Meteorology, GS-1340                  |                     |   |
| +-------------------------------------------+---------------------+   |
| | **Administrative and Management (24% of   | ![](media/imag      |   |
| | NASA\'s positions)**                      | e57.jpeg){width="2. |   |
| |                                           | 2083333333333335in" |   |
| | Occupations in this category require      | height="2.2083      |   |
| | knowledge of principles, concepts, and    | 333333333335in"}**\ |   |
| | practices associated with organizations,  | **                  |   |
| | administration, or management. While      |                     |   |
| | these positions do not require            |                     |   |
| | specialized education (except for         |                     |   |
| | contracting positions), they do involve   |                     |   |
| | the type of skills (analytical, research, |                     |   |
| | writing, judgment) typically gained       |                     |   |
| | through a college level education, or     |                     |   |
| | through progressively responsible         |                     |   |
| | experience. This group covers positions   |                     |   |
| | such as:                                  |                     |   |
| |                                           |                     |   |
| | -   Administrative Specialist, GS-301     |                     |   |
| |                                           |                     |   |
| | -   Budget Analyst, GS-560                |                     |   |
| |                                           |                     |   |
| | -   Contract Specialist, GS-1102          |                     |   |
| |                                           |                     |   |
| | -   Information Technology Specialist,    |                     |   |
| |     GS-2210                               |                     |   |
| |                                           |                     |   |
| | -   Public Affairs Specialist, GS-1035    |                     |   |
| +-------------------------------------------+---------------------+   |
| | **Clerical and Administrative Support (7% | ![](media/imag      |   |
| | of NASA\'s positions)**                   | e58.jpeg){width="2. |   |
| |                                           | 2472222222222222in" |   |
| | Occupations in this category provide      | height="2.2472      |   |
| | general office or program support duties  | 222222222222in"}**\ |   |
| | such as preparing, receiving, reviewing,  | **                  |   |
| | and verifying documents; processing       |                     |   |
| | transactions; maintaining office records; |                     |   |
| | or locating and compiling data or         |                     |   |
| | information from files. This group covers |                     |   |
| | positions such as:                        |                     |   |
| |                                           |                     |   |
| | -   Accounting Technician, GS-525         |                     |   |
| |                                           |                     |   |
| | -   Clerk-Typist, GS-322                  |                     |   |
| |                                           |                     |   |
| | -   Management Assistant, GS-344          |                     |   |
| |                                           |                     |   |
| | -   Office Automation Clerk, GS-326       |                     |   |
| |                                           |                     |   |
| | -   Procurement Clerk, GS-1106            |                     |   |
| |                                           |                     |   |
| | -   Secretary, GS-318                     |                     |   |
| +-------------------------------------------+---------------------+   |
| | **Technical and Medical Support (9% of    | ![](media/ima       |   |
| | NASA\'s positions)**                      | ge59.jpeg){width="2 |   |
| |                                           | .236111111111111in" |   |
| | Occupations in this category support      | height="2.236       |   |
| | professional or administrative work.      | 111111111111in"}**\ |   |
| | Duties require practical knowledge of     | **                  |   |
| | techniques and equipment, gained through  |                     |   |
| | experience and/or specific training less  |                     |   |
| | than that represented by college          |                     |   |
| | graduation. This group covers positions   |                     |   |
| | such as:                                  |                     |   |
| |                                           |                     |   |
| | -   Electronics Technician, GS-856        |                     |   |
| |                                           |                     |   |
| | -   Engineering Technician, GS-802        |                     |   |
| |                                           |                     |   |
| | -   Meteorological Technician, GS-1341    |                     |   |
| +-------------------------------------------+---------------------+   |
| | **Trades and Labor (\<1% of NASA\'s       | ![](media/ima       |   |
| | positions) **                             | ge60.jpeg){width="2 |   |
| |                                           | .236111111111111in" |   |
| | Occupations in this category include      | height="2.2361      |   |
| | trades or crafts positions, including     | 11111111111in"}[**\ |   |
| | skilled mechanical and electrical crafts, | **](h               |   |
| | and unskilled, semi-skilled, or skilled   | ttp://www.nasajobs. |   |
| | manual-labor occupations. This group      | nasa.gov/jobs/civil |   |
| | covers positions such as:                 | _service_job_qualif |   |
| |                                           | ications.htm#Techs) |   |
| | -   High Voltage Electrician, WG-2810     |                     |   |
| |                                           |                     |   |
| | -   Instrument Maker, WG-3314             |                     |   |
| |                                           |                     |   |
| | -   Model Making, WG-4714                 |                     |   |
| |                                           |                     |   |
| | -   Utility Systems Repair, WG-4742       |                     |   |
| |                                           |                     |   |
| |                                           |                     |   |
| +-------------------------------------------+---------------------+   |
| | **Student Jobs and Internships**          | ![](media/ima       |   |
| |                                           | ge61.jpeg){width="2 |   |
| | > This category includes a variety of     | .236111111111111in" |   |
| | > entry level or trainee positions,       | height="2.236       |   |
| | > representing all of the occupational    | 111111111111in"}**\ |   |
| | > groups listed above. Positions are      | **                  |   |
| | > listed under this group if they are     |                     |   |
| | > targeted towards students currently     |                     |   |
| | > enrolled in high school or college.     |                     |   |
| | > Positions in this category include:     |                     |   |
| |                                           |                     |   |
| | -   Cooperative Education Opportunities   |                     |   |
| |                                           |                     |   |
| | -   Temporary Student Positions           |                     |   |
| |                                           |                     |   |
| | -   Summer Employment Opportunities       |                     |   |
| |                                           |                     |   |
| | -   Internships                           |                     |   |
| +-------------------------------------------+---------------------+   |
|                                                                       |
| For additional information go to:                                     |
| [[http://www.nasajobs.nasa.go                                         |
| v/default.htm]{.underline}](http://www.nasajobs.nasa.gov/default.htm) |
+-----------------------------------------------------------------------+

![](media/image62.wmf) **Contributors and Developers**

![](media/image63.wmf)

**NASA Digital Learning Network**

  ---------------------- ------------------------------------------------
  Scott Anderson         Digital Learning Network, NASA Marshall Space
                         Flight Center, AL

  Joe Blevins            Phenix City Intermediate School, NASA Explorer
                         School, AL

  Leititia Hoaas         NASA Explorer School Coordinator, NASA Langley
                         Research Center, VA

  Hillary Davis          Center for Educational Technologies, WV

  Rachael Manzer         Digital Learning Network, NASA Langley Research
                         Center, VA

  Rudo Kashiri           Aerospace Education Specialist, NASA Langley
                         Research Center, VA

  Johanna Mullins        Hobgood Elementary School, NASA Explorer School,
                         TN

  Ruth Petersen,         Digital Learning Network, NASA Glenn Research
  Co-editor              Center, OH

  Bob Starr, Co-editor   Digital Learning Network, NASA Langley Research
                         Center, VA
  ---------------------- ------------------------------------------------