FINAL REPORT

FOR THE 1985

NATIONAL AERONAUTICS AND SPACE

ADMINISTRATION'S SUMMER HIGH SCHOOL

APPRENTICESHIP RESEARCH PROGRAM

(SHARP)

Contract No. NASW-4037

(NASA-Cfc-176472) THE 1985 8*

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SUMEh HIGH SLHCCl AP Eh EN1 I<-£S

*hOGKAM (SHABJ?) /"!* ^j^*

A £ so c i a t e s_4_ I n c..) . . 65. . t._ic A u x

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November 29, 1985

NB6-1721 3

167_d5

Prepared By:

Tresp Associates, Inc.

1320 Fenwick Lane, Suite 802

Silver Spring, MD. 20910

(301)495-7700
FINAL REPORT

FOR THE 1985

NATIONAL AERONAUTICS AND SPACE

ADMINISTRATION'S SUMMER HIGH SCHOOL

APPRENTICESHIP RESEARCH PROGRAM

(SHARP)

Contract No. NASW - 4037

November 29, 1985

Prepared By:

Tresp Associates, Inc.

1320 Fenwick Lane, Suite 802

Silver Spring, Maryland 20910

(301)495-7700
TRESP ASSOCIATES, INC.

1320 Fenwick Lane. Suite 802

Silver Spring. MD 20910

(301)495-7700

November 29, 1985

Mr. Roscoe Monroe (LEE)

SHARP Program Manager

Educational Affairs Division

Kational Aeronautics and

Space Administration

46E Maryland Ave., SW Room 6052

Washington, D.C. 20546

Dear Mr. Monroe:

Enclosed is the Final Report for the 1985 Summer High School

Apprenticeship Research Program (SHARP). The SHARP Program

completed its sixth year with notable success.

The program once again selected outstanding students and presented tneTi wit h challenging opportunities to learn, earn, and

contribute to NASA's research agenda in science and engineering. And once again, the apprentices rose to the occasion and

made significant contributions on a variety of research projects.

Our first large group of former apprentices graduated fronr

college this summer and entered the workforce. In the follow-up

evaluation, we were pleased to note that of 22 former apprentices

with full-time jobs, 16 or 73% had taken a position in the field

of science or engineering, including two who were hired by NASA.

The first fruits of the program have been harvested; next year

is expected to produce even more significant results.

Me enjoyed working with you and all the other talented and

dedicated people involved with making the SHARP dream come true.

Very truly yours,

Tresp Associates, Inc.

Les(lj/e A. Jackson

Program Manager

Enclosure.
TABLE OF CONTENTS

PAGE

EXECUTIVE SUMMARY i

I. INTRODUCTION 1

II. PLANNING 3

III. DELIVERY 6

IV. ADMINISTRATION 25

V. EVALUATION 29

VI. RECOMMENDATIONS FOR SHARP '86 AND

CONCLUSIONS 37

VII. APPENDIX 39
TABLE OF EXHIBITS

PAGE

1. Representative Page From 1985

SHARP Guidelines 5

2. Profile of SHARP '85 Students 8

3. SHARP '85 Apprentices, Mentors,

and Management Team Members

at Centers 9

4. SHARP Newsletter, July 1985,

page 1 ' 19

5. SHARP Newsletter, August 1985,

page 1 20

6. Letter to Deans of Undergraduate

Schools of Engineering 21

7. Letter to Deans of Undergraduate

Schools of Engineering 22

8. Letter from Office of Dean,

Georgia Institute of Technology 23

9. Letter from Office of Admissions,

The Johns Hopkins University .. 24

10. SHARP '85 Work Schedule 27

11. End-of-the-Program Evaluation

Summary for 1985 SHARP 31

12. Follow-up Evaluation

Summary for 1980-1984 SHARP 33
EXECUTIVE SUMMARY

In 1985, a total of 126 talented high school students

gained first hand knowledge about science and engineering

careers by working directly with a NASA scientist or engineer

during the summer. This marked the sixth year of operation for

NASA's Summer High School Apprenticeship Research Program

(SHARP). The major priority of maintaining the high standards

and success of prior years was satisfied.

The following eight sites participated in the Program: Ames

Research Center, Ames1 Dryden Flight Research Facility, Goddard

Space Flight Center, Goddard's Wallop Flight Facility, Kennedy

Space Center, Langley Research Center, Lewis Research Center, and

Marshall Space Flight Center. Tresp Associates served as the

SHARP contractor and worked closely with NASA staff at headquarters and the sites just mentioned to plan, implement, and

evaluate the program.

Planning. The 1984 SHARP Guidelines were revised; minor

changes were made. The revised guidelines were used by those

responsible for managing the Program at the national and center

levels (i.e., the management team). The SHARP Guidelines

covered program plans, delivery, administration, evaluation, and

reports.

The annual SHARP Planning Conference, which was held in

Hampton, Virginia, and hosted by the Langley Research Center

Public Affairs Office, March 28-30, 1985, was attended by 19

management team members. The Conference allowed attendees to

share experiences and ideas and discuss ways to improve the

Program. A Planning Conference Report was prepared. At the

center level, each center summarized its plans in a one page

Center Plan.

Delivery. The eight SHARP sites recruited and selected high

school students with an interest in and aptitude for science and

engineering careers. The students took part in a challenging

eight to ten week paid research apprenticeship. Afte r an

orientation period, the students spent 80% or more of their time

in the laboratories working on their research projects with

their mentors. The rest of the time was spent on reports,

counseling, field trips, and other enrichment activities.
The composition of the group was as follows

Females 68%

Kales 4C%

Minorities 62%

First Time SHARP

Students 84%

Other tasks undertaken included the development of a Press

Kit and a General Information Kit for use by the management

team. Two newsletters were written and distributed to the SHARP

team. Also, 131 colleges and universities identified by this

year's students received information about SHARP and the students. The deans of these institutions were asked to send

informatio n to the students about their undergraduate science

and engineering programs.

Admimstrati on. Treso Associates provided administrative

support that facilitated the planning , implement ation , and

evaluation of SHARP. Key administrative policies and procedures

were detailed in the SHARP Guidelines. Monthly progress reports

were submitted and quarterly progress meetings were held in

Washington, D.C.

Eva luation. Tne End-of-the-Program Evaluations showed

that each group involved in SHARP -- students, NASA program

staff, NASA mentors, faculty coordinators, and others -- felt

very positive about the Program and wanted to see it continue

and expand.

The Follow-up Evaluation on SHARP students from 198 f? to

1934 revealed that 76% of the students who were in college were

majoring in science or engineering; and 17 of the 19 students

who have graduated, have earned degrees in science or engineering. Of the 22 former apprentices with full-time jobs, 16 or

73% had taken a position in the field of science or engineering..

Two of the 16 (13%) took a position with NAS^.

i i
Recommendations for SHARP '86 and Conclusions. The only

recommendation is that the annual planning conference be held in

January, 1986 at the Jet Propulsion Laboratory so as to allow

each center to start its planning for SHARP early and enable the

management team to learn about and enjoy the historic Uranus

Encounter first hand.

In conclusion, we are pleased to say that the priority of

maintaining the high standards of excellence for which SHARP has

become noted has been accomplished. Everyone associated with

SHARP -- especially the students, mentors, and management team

-- should feel proud and should be congratulated for a job well

done.

111
I. INTRODUCTION

The 19C5 Summer Hign School Apprenticeship Research Program

(SHARP) began December 1, 1984, and ended November 29, 1985.

This marked the SHAFP Program's sixth year of providing talented

high school students with an opportunity to gai n first-hand

knowledge about science and engineering careers by working

directly with a NASA scientist or engineer durin g the summer.

Eight UAS?. sites participated in SHARP:

1. Arties Researcn Center (Moffett Field, CA)

2. Andes' Dryoen Flight Research Facility (Edwards, CA)

3. Goddarc Space Flignt Center (Greenbelt, MD)

4. Godaard's Kallops Flight Facility (Kallops Island, VA)

5. Kennedy Space Center (Kennedy Space Center, FL)

6. Largley Research Center (Hampton, VA)

7. Lewis Researcn Center (Cleveland, Oh)

8. Marshall Space Flight Center (K.SFC, AL) .

A total of 120 students participated in paid research apprenticeship s at these sites. Tresp Associates served as the

»/contractor for the Program. Contract staff worked closely with

NASA staff at Headquarters and the eight participating sites to

plan, implement, and evaluate the Program.
NASA's Educational Affairs Division identified the following

priorities for SHARP:

1. Improved program planning.

2. Improved capabilities for disseminating program

information.

3. A comprehensive, uniform evaluation of program

costs and benefits.

The 1985 program year was to be a year of maintaining an established and successful program.

In this final report, you will see that, overall, these

priorities were achieved. The remainder of the report is divided

into these sections:

11 . Planning

III. Delivery

IV. Administration

V. Evaluation

VI. Recommendations for SHARP '86 and Conclusions

VII. Appendix

\

This report includes materia l from the Centers' Final Reports

submitted at the end of the program year. The following section

addresses Planning.

2
II. PLANNING

f

At the national level, planning for the 1985 SHARP Program

was concentrated in two areas: a set of guidelines and a planning

conference.

Gu idelines. The 1985 guidelines were similar to the 1984

guidelines. Specific guidance and examples were provided for

these areas:

1. Program Plans

2. Program Deliver' and Administration

3. Program Evaluation and Reports.

However, minor changes were made in 1985. These changes included

the following:

1. A revised end-of-the-program evaluation form

2. A revised follow-up evaluation.

After the guidelines were reviewed at the planning conference,

,they were revised, approved, printed, and distributed to SHARP

management team members. A representative page from the SHARP

guidelines is shown in Exhibit 1 at the end of this section.
Planning Conference. The 1985 SHARP Planning Conference

was held in Hampton, Virginia, March 28-30, 1985. The conference

was staged under the auspices of the Educational Affairs Division, Elementary and Secondary Programs Branch, NASA Headquarters, and was hosted by the Langley Research Center Public

Affairs Office. The, objective of the conference was to bring

the SHARP management team together to review, discuss, and

modify the SHARP guidelines ; provide an opportunity for the

attendees to share experiences and ideas; and obtain recommendations and suggestions from the center faculty coordinators and

representatives on ways to improve the program. A total of 19

persons attended, representing NASA Headquarters; Ames yoffett;

Ames1 Dryden Fligh t Research Facility; Goddard Space Fligh t

Center (Greenbelt and Wallops); Kennedy Space Center; Langley

Research Center; Lewis Research Center; Marsnall Space Flight

Center; and Tresp Associates, Inc.

A plannin g conference report was prepared, approved,

printed, and distributed to SHARP management team members. At

\

the center level, each center summarized its plans in a one page

Center Plan. The next section of this report is Delivery.
EXHIBIT 1: REPRESENTATIVE PAGE FROM SHARP GUIDELINES

2.1 Objectives, Component , ana Organization Chart

NATIONWIDE OBJECTIVES ~

DESCRIPTION

The nationwide objectives of SHARP for this fiscal year

are to:

1. Introduce and expose 125 talented, under-represented

minoritie s and women at the high school level to

scientific and engineering careers at NASA through a

structured work experience with a NASA scientist or

engineer.

2. Strengthen the Program through improved planning ,

dissemination of information, and evaluation of costs

and benefits.

3. Expand SHARP to include more students.

As a result of this career exploration program, these students wil l be better able to make decisions about science

and engineering careers on the basis of first-hand information and experience.

TASKS (T) AND DFL IVEKABLCS (D) LEAD PERSON* SCHEOL-LIZ

7-1 Review existing nationwide Contractor Pro- Oct

objectives, with input from gram Nanager

headquarters and centers

7-2 Recommend and finalize Contractor Pro- Ncv-Jan

nationwide objectives for gram Manager

new FY

D-l nationwide objectives (as Contractor Pro- Nov 30

part of Guidelines) gram Manager (Draft)

Jan 31

(Final )

ADDITIONAL INFORMATION

Each center or facility will have its own set of objectives, as will b? explained later.

* Recommended lead or primary responsibility
III. DELIVERY

This section is divided into three parts: summer program,

newsletter, and public information.

Summer Program. The eight SHARP centers recruited and

selected students who demonstrated an interest in and aptitude

for science anc engineering careers. A profile of the 125

students who participated in SHARP '85 is presented in Exhibit 2

at the end of this section.

After an orientation period, the students spent 8C% or more

of their time in the laboratories, working on their research

projects with their mentors. The rest of the time was spent on

reports, counseling, field trips, and other enrichment activi -

ties. A center by center list of students, projects, career

interests, mentors, and management team members is shown in

Exhioit 3 at the end of this section. A one page su.rmary of each

center's summer program can be found in the Appendix.

Newsletters. Two newsletters were written , approved,

printed, and distributed to the SHARP team. All centers contributed stories or information to the newsletters, wnich carried

July and August datelines. Representative pages from the

newsletters are included in Exhibits 4 and 5 at the end of this

section.

6
Public Information. Two information kits were developed and

included in the SHARP guidelines for use by all management

team members. The first kit was a Press Kit and the second

a General Information Kit. The kits could be used as they

were or could be modified or supplemented to meet a particular

need. Several centers decided to issue news releases and did

receive coverage in the local media.

In addition, information on SHARP and the 1985 apprentices

was sent to 131 colleges and universities identifie d by the

apprentices. The deans of these institutions were asked to send

information on their science and engineering programs to the

apprentices, and some of them have written us to confirT that

this was done. A copy of the letters sent to colleges and

samples of those received from colleges are included in Exhibits

6 to 9. A list of the colleges and universities contacted is

presented in the Appendix. The next section of this report is

Administration.
EXHIBIT 2: PROFILE OF SHARP '85 STUDENTS

SEX

Female .

Male

TOTAL

ETHNICITY

Hispan ic

Not of Hi

Origin

TOTAL

CENTER

AMES MOFFETT

AMES DRYDEN

GODDARD

GODDARD WALLOPS

KENNEDY

LAKGLEY

LEWIS

MARSHALL

TOTAL

NO. PERCENT

. . . . 76 60

50 40

. . . . 126 100

Origin 8 6

spanic

118 94

126 100

NUMBER OF STUDENTS

19

10

25

5

12

15

20

20

126

RACE. NO. PERCENT

American Indians or

Asians or Pacific

Islanders 18 14

Blacks 61 48

Whites 45 36

Others 2 2

TOTAL 126 100

PROGRAM STATUS

New or First Time .... 106S 84

Returning 20 16

TOTAL 126 100
EXHIBIT 3: SHARP '85 APPRENTICES AND MANAGEMENT TEAM MEMBERS

A total of 125 apprentices at eight sites worked on their sunnier projects under the

careful supervision of their mentors and management team members, as noted below.

Jtaes Research CenteriMoffiett CMa**ain View, CA)

Apprentice Project

1. Arcelo, Vincent Biomedical Research Math/Computer

Programming

2. Bautista, Joel Space Operations

3. Cabana, Graciela Telecanrumcations

System Development

4. Dombroski, Ann Materials & Test

Engineering

Career Interest Mentor

Bruce Halpryn

Engineering

Undecided

Aerospace

Engineering

5. Hanson, Allison Electronic Instrurent Engineering

Service

6. Jacoby, Margret Mechanical Systems Engineering

Robert Jackson

Dr. Harry Jones

Howard Nelson

Robert Reutter

Dennis Matsuhiro

7. Kennedy, Philippe

8. Kenoly, Jacqueline

9. Kim, Jennifer

10. Kwan, Bruce

11. Lee, Kelly

\

\

12. McKissick, Ransome

13. Moortgat, Kathy

14. Salazar, Ron

15. Sanders-Depue,

Dor in

Space Human Factors

Biomedical Research

Aerospace Hunan

Factors Research

Electrical Systems

SIRIF Study

Life Sciences

Electronic & Optical

Engineering

Extraterrestrial

Research

Undecided

Medicine

Engineering

Electrical

Engineering

Engineering

Medicine

Engineering

Computer

Programming

Theoretical Studies Undecided

Marc Cohen

Bruce Halpryn

Yvonne Clearwater

Reginald King

Walter Brooks

Dr. Henry Leon

Jon Bader

William Likens

Bruce Ssrdth
16. Sanraento, Russell Aerospace Human

Factors

Engineering Scott Fisher

17. Szeto, Claire Life Sciences

18. Kallach, Deborah Aerospace Huron

Factors

Engineering Dr. Henry Leon

Gcqputer Science Andrew Watson

19. Yen, Michael Neuroscience Medicine Pat Cowings

Management Tear, - Sylvia Stanley, Cnief, Training and Special Prograns Branch;

Garth Hull, Educational Services Officer; P. Michael Donahue,

Educational Services Officer; Patricia Powell, Faculty Coordinator;

Anthea Cnarles, Administrative Support

Ames' Dryden Flight Research Facility (Edwards, CA)

1.

2.

3.

4.

5/

6.

Apprentice

Arrbre, Lisa

Amy, Anilda T.

Evans, Alison

Fox, Richard

Greiner, Laura

Interrante, Robert

Project

Vibration

Experiments

Flight Support

Work

Battery Information Management

System

Speed-Altitude

Determinations

X-29 Control

Systex

Ccnputer Model

of Plexialass

Career Interest

Science

Mechanical

Engineering

Electrical

Engineering

Electrical/

Mechanical

Engineering

Medicine/

Engineering

Chemistry &

Medicine

Mentor

Mike Kehoe

Bill Albrecht

Al Stavart

Ehemberger/Larson

Trindal Maine

Jerald Jenkins

Structure

10
7. No, Monica

8. Putnam, Brant

9. Van Norman,

Timothy

Fill Data

Calibrations

Coiputer Interactive Program

Engineering

Medicine

Evaluation of Electrical

Computer Programs Engineering

Darla Duke

Terry Montgomery

Glenn Bever

Management Team - Gary Layton, Deputy Chief, Research Engineering;

Robert Garza, Faculty Coordinator

Goddard Space Flight Center (Greenbelt, MD)

1.

2.

3.

Apprentice

Allen, DeAnna

Ballade, Bret

Blocker,

Ananias III

Project

Irrage Analysis

Earth Resources

Central Data

Services

Career Interest

Engineering

Science

Computer Sciena

4. Boyu, BeLroor

5. Bugg, Michael

6. Bullock, Veronica

Interplanetary

Physics

Solar Physics

Ccmnercial

Programs

7. Exun, Cecil III Severe Storms

8. oFicklin, Chon

9. Fowler, Angela

10. Freeman, Kevin

11. howarJ, Otis

Business

Manaqenent

Physics

Astronautics

Corputer Science

Biochanical

Engineering

Corporate Law

Cosmic Radiations Astronomy/

Chemistry

Corputer Systems

Management

Shuttle Payload

Desiqn

Journalism

j

Electrical

Engineering

Mentor

Charles Cosner

Ertmett Cnappelle

Dr. Joseph King

Steve Peregoy

Dr. Keith Ogilvie

Richard Schmadebeck

Sidney Alterescu

Leland L. Dubach

Ida Hakkarinen

Carol Arkwright

Dr. Jonathan Ormes

Dr. Robert Streitmatter

Jack Balakirsky

Roy Mclntosn

11
12. Kerr, James Jr.

13. King, Dawan

14. Leney, Derek

15. Matthews, Lisa

16. Minor, Bryan

17. Park, Jennifer

Data Managarent

Systans

Experimental

Instrumentation

Extraterrestr ial

Physics

Support Systans

Software

Development

Geodynamics

Engineering & Henry Linder

Ccnputer Programming

Pediatrics

Aeronautical

Engineering

Chanical

Engineering

Gynecology

Chenical Engineer ing/>fedicine

Janes Smith

Dr. Bertram Donn

Paul Ondras

Irvin Linares

Betsy Edwards

Dr. Chopra Ma

18. Randall, Laura

19. Rollins, Pamela

20. Southerland,

Paula

21. Thomas, Hans

22. Williams, Erik

23. Williams,

Kathleen

24. Williams,

Kimberly

25. Woodland,

Stephanie

Data Systems

Planetary

Magnetospheres

Advanced Missions

Analysis

Structure and

Mechanical Design

Atmospheric

Chanistry Dynamics

Antenna Technology

Central Data

Services

Central Data

Services

Electrical

Engineering

Aerospace

Engineering

Mechanical/Civil

Engineering

Electrical

Engineering

Undecided

Chanistry/

Engineering

Undecided

Business

Edward Zenker

Dr. Mario Acuna

Dr. Stephen Paddock

George Gerondakis

Dr. Jack Kaye

Robert Jackson

Dr. Joseph King

Steve Peregoy

Valerie Thcmas

Cathy Hoxie

Managgnent Team - Elva Bailey, Educational Programs Officer; James Mundy,

Equal Opportunity Programs Officer; James Chapman, Equal

Opportunity Programs Officer; Cyn Hadnott, Faculty Coordinator;

Mar-jeau Barret, Assistant; Michelle Ferrier, Historian

12
Apprentice

1. Collins, Jackie

2. Norman, Steven

3. Pettit, Tyeast

Goddard's Wallops Flight Facility (Wallops Island, VA)

Project Career Interest Mentor

Dr. Dave Oberholtzer

5. Savage, Perdita

Air Aerosol

Content

Concuter Science

Jet Fuel Analysis Pharmacology/

Medicine

John Murrell

Software Systems Computer Programming/ Randy Odom

for Kork Order Electrical Engineering

Docunentation

4. Santiano, Daniel Laser Physics

Applications

Computer Engineering Vvayne Wright

Instrunentation Engineering/Law

SystaiB for

NASA StODt

Hazzards Project

Tan Savage

John Gerlach

Managarent Team - Joyce Milliner, Program Coordinator, Public Affairs;

Patsy Cantor, Administrative Assistant

Remedy Space Center (Florida)

Apprentice

1. Albright, Maurice

2. Bnnson, Ashton

3. Chewning, Lyrn

Project Career Interest

The Effect of Electro- Medicine

mysostimulaticn on

Length, Strength, an3

Size

Format for the Launch

Processing System

Computer Prograti for

Data

4. Grzeszczak, Robert Fisn Cormunity

Responses to Environmental Purturbations

Produced by Launches of

Space Transportation

Syster,

Mathemathics/

Chemistry

Mathemathics

Biology

Mentor

Mary Frey

Robert Tooley

Glenn Seaton

Ross Hinkle

13
5. Lindsey, Molly

6. Johnston, Jennifer

7. Phillips, Damon

8. Pickar, Amy

9. Thompson, Tracy

10. Ting, Paul

11. Tolley, Renee

12. Weaver, Dana

Stability Predictions Engineering

on Long Term Data

Particulate Deposition Limnology

Resulting from Launches

of Space Transportation

System

Plans for Recovery Data Engineering

System

Electrostatic Robotic Biology/Chemistry

Test Cell

John Riley

Ross Hinkle

Fiber Optic Testing

Program

KSC Blocker Development: Integration

and Check Out

Interelemental

Inferences Spectral

Background for Several

Elements When Analyzed

for Inductively Coupled

Plasma Atonic Emission

Spectrorretry

Plant Microbes Interaction in Conrol

Environment Life

Support System (CEISS)

Science

Computers

Oceanography

Biology

John Knight

Bob Luken

Mike Padgett

Al Ordonez

Lee Underbill

Dick Strayer

Management Team - Raymond Corey, Education Program Officer; June Buchanan,

Student Programs; Barbara Grant, Faculty Coordinator

14
Langley Research Center (Hanpton, VA)

Apprentice

1. Block, Michelle

2. Fbrd, Pamela

3. Freeman, Andrea

4. Fullwocc, Darren

5. Holt, Amanda

6. Hugo, Anna

7. Jones, Cassandra

8. Kuo, Catherine

9. Nucup, Jane

10. Peters, Kerry

11. Pogorzelski,

Henry

12. Ramsey, Karen

13. Reves, Laura

14. Thornton, Shannon

15. Yip, Thomas

Project

Digital Data

Acquisition

Experimental Flight

Systems

Computer Systems

Pressure & Flow

Measurement

Career Interest

Aerospace/

Aeronautical

Engineering

Engineering

Computer Science

Engineering

Mentor

Michael Chapman

Gilbert Haynes

Jeff Cleveland

Michael Mitchell

Laser Systems

Measurement

Gas Parameters

Measurement

Data Management

Fault Tolerant Systems

Aerosol Research

Fault Tolerant Systems

Applied Materials

Spacecraft Analysis

Aerothermodynamics

Flight Dynamics

Engineering

Aerospace

Engineering

Computer Science

Computer Science

Computer Science

Aeronautical

Engineering

Aeronautical

Engineering

Aeronautical

Engineering

Chemical

Engineer

Mechanical

Engineering

David Schryer

James Meyers

Michelle Taylor

Charles Husson

Leonard McMaster

George Finelli

Dr. Sheila Long &

Dr. Edward Long

Melvin Ferebee

Dr. Leonard Melfi

Joseph L. Johnson

Computer Science &

Applications

Computer Science Geoffrey Tennille

Management Team - A. Gary Price, Head, Office of External Affairs; Roger Hathaway,

Education Specialist; Walt Darden, Faculty Coordinator;

Pat Foretich, Administrative Support

15
Lewis Research Center (Cleveland, OH)

Apprentice

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

Ammans, Jodi

Austin, John

Blair, Janet

Butts, Ta^Tmala

Chandler, Jeffery

C ang, Martin

Cole, Sharon

Don, Ken

Gandarilla, Wi liter

Garrett, Michael

Kirby, Kartmie

Nicholson, Melisa

Nudelman, Eric

Oliver, Denise

Prather, John

Quinones, Kartina

Sears, Rochelle

Project

Aerodynamic Research

Optical Instrument

Research

Structural Ceramics

Research

Advanced Polymers

Research

Structural Ceramics

Architectural Design

Optimization/

Copposites Research

Auxiliary Propulsion

Research

Security Research

Surface Science

Research

Solid State Device

Research

System Dynamics

Research

User Information

(computers)

Turbine Engine

Research

Icing Research

Solid State Research

Solidification

Career Interest

Science

Chemical

Engineering

Aeronautical

Engineering

Chemical

Engineering

Engineering

Physics

Chemical/

Electrical

Engineering

Electrical

Engineering

Computer

Engineering

Conputer

Engineering

Engineering

Science

Computer Science

Chemical

Engineering

Mechanical

Engineering

Science

Engineering

Mentor

R. Shyne

F. Seasholtz

F. Hurwitz

M. Meador

G. Baalim

D. Lauderdale

C. Cinty

T. liardy

R. Mohr

T. Spalvins

K. Basin

M. Nail

C. Farrell

C. Norgren

R. Shaw

J. Warner

R. Jecn

Fundamentals

16
18. Tisdale, Curtis Stirling Engine

Research

19. Valentin, Ivette High Tenperature

Analysis

Micro/Electrical J. Schreiber

Avionic/Electronic J. Caruso

20. Young, Alicia Icing Research Architectural

Engineering

D. Anderson

Managarent Team - R. Lynn Eondurant, Jr., Educational Services Officer;

Judith A. Eudd, Educational Services Office; Glendell J.

Nailing, Faculty Coordinator

Marshall Space Flight Center (ftxitsville, AL)

Apprentice

1. Aytch, Annary

2. Bently, Blake

3. Collins, Joseph

4. Franklin, Ken

5. Hardin, Janet

6. Harris, Judise

7. Hoffrran,

8. Jones, Terrell

9. Kransteuber, Any

10. McCarty, Mark

Proiect

Systems Analysis

& Integration

Space Science

Infonration &

Electrical Systenns

Systems Dynamics

Space Science

SysteiB Dynamics

Systems Analysis

& Integration

Instrumentation

Space Science

Planning & Control

Career Interest

Engineering/Law

Aerospace Engineering

Electrical Engineering

Electrical Engineering

Computer Science/

Engineering

Biomedical Engineering

Marine Biology

Computer Science

Software Engineering

Engineering

Biomedical Engineering

Nentor

Robert Crirnbley

Dr. M.J. Hagyard

Donald E. Griner

Hcrner Pack

Allen Gary

Dr. Richard Black&lee

David Shipman

Bobby B. Henson

Dr. Robert Snyder

Don Wohleber

17
11. Mooknerji,

Sangeeta

12. Moritz, Stewart

13. Outland, Monica

14. Patton, Rita

15. Roberts, Kathryn

16. Smith, Regina

17. Tnongs, y

18. Tcwnley, Sandi

19. iul liars, Dar>l

20. Williars, Karen

fiatenals &

Processes

Space Science

Systans Analysis

& Integration

Information &

Electrical Systems

Space Science

Materials &

Processes

Materials &

Processes

Materials &

Processes

Environmental

Testing

Structures &

Prooulsion

Biomsdical Engineering W.E. Hill

Physics

Bionedical Engineering

Dr. Martin Vveisskopf

Alberta Quinn

Electrical Engineering John Davis

Engineering

Eng ineer ing/Caiputer

Science

Biophysics

Engineering

Carouter Science

^icine/Law/t'ath/

Conmjnications/

Cbnputer Science

Dr. Charles Meegan

Joseph H. Scollard

Richard Parr

Carl ."i. i.'ocd

David Vv. Watson

Arthur S. Kirkindall

Nanagenent Tean - C. Donald Bean, Director of Personnel; Clyde Foster, Director,

Equal Opportunity Office; George Newby, Personnel Office;

Charles Hester, Personnel Office; Jimy Pruitt, Education Specialist;

Evalyn Humphrey, Faculty Coordinator

18
EXHIBIT 4

SHAR

Summer High School Apprenticeshi

P

p Research Program

NASA

Nahonai Aefonauiics and

Space Aominisnahon

July 1985

SHARP '85

SHARP 1985

1985 marks the sixth year for SHARP, with numerous NASA

centers as program participants. This summer SHARP students

will serve apprenticeships at the following eight locations.

Site Students

1. Ames Research Center—Moffett (Mountain View, CA) 20

2. Ames1 Dryden Flight Research Facility (Edwards, CA).... 10

3. Goddard Space Flight Center (Greenbelt, MD) 25

4. Goddard's Wallops Flight Facility (Wallops Island, VA). 5

5. Kennedy Space Center (Florida) 12

6. Langley Research Center (Hampton, VA) 15

7. Lewis Research Center (Cleveland, OH) 20

8. Marshall Space Flight Center (Huntsville, AL) 20

Total 127

Ames Moffett and Lewis are conducting the Program for nine

weeks, while each of the other sites will participate for an

eight week period.

Ames Moffett held a reunion for the 1984 SHARP students in

May, and other centers are making plans to do so in the near

future.

The SHARP Program contractor for 1984-85 is Tresp

Associates, Inc., a management and engineering firm located in

Silver Spring, Maryland.

SPOTLIGHT ON THE LEWIS PROGRAM

The 1984 Christmas holiday season was a special time for

apprentices from the 1984 Summer High School Apprenticeship

Research Program (SHARP) at Lewis Research Center. A Christmas

dinner, in Cleveland, brought them together again and provided

the opportunity for renewed interaction. Much of the discussion

19 (Continued)
SHARP

EXHIBIT 5

NASA

National Aeronautics and

Space Aamimsiiation

Summer High School Apprenticeship Research Program August 1985

PLAYING TO WIN

by Michelle Ferrier, SHARP Historian, Goddard Space

Flight Center: Greenbelt

Keith Lloyd Phillips came to the Goddard SHARP Program in

1983 with high academic standards and a keen interest in science

and mathematics. I remember visiting him at his job site in the

Cosmic Ray Laboratory. Keith was engaged in graphing the total

error margins for the Cosmic Ray particle data ... for the fourth

time! When I asked him why he kept redoing it, he answered, "I

hate erasing, so if one line doesn't look smooth, I do it over

again. "

Besides allowing him to explore various career fields,

SHARP also gave Keith the chance to expand socially and build his

self-confidence. "I met people who were really interested in my

career field and were helpful in giving a little insight about

it," he says. "SHARP helped me to be 'ahead of the game1 when I

returned to school in the fall. In classes like A.P. Physics

and Calculus, I knew a lot about what was being taught and

better understood what was being taught because I had seen

applications of these courses at Goddard."

Keith entered the llth grade at Frank W. Ballou Senior High

School and applied his new confidence and his old competitive

spirit to work in school activities. He excelled on both

athletic and intellectual levels. He was a member of the track

and bowling teams, as well as "Its Academic" and the Physics

team. He became president of the National Honor Society and of

the Math-Engineering Technological Society (METS). This was all

in his role as a civilian.

\

In his military role, Keith was equally ambitious. He was

Commander of the Junior ROTC - Air Force Branch, at Ballou. He

next became Commander of all the ROTC programs - Army, Navy, Air

Force and Marines - in the Washington Metropolitan Area. When he

became "Colonel", he achieved the distinction of being the

highest ranking Junior ROTC cadet in Washington, DC history.

And all before his 18th birthday!

When I really got to know Keith during his second summer at

Goddard, I vacillated between admiration and the realization

that he was only human (Oh, well, he'll never admit to it). His

true gift, I knew, lay in his sinnle-mindedness.

20 (continued)
EXHIBIT 6

NASA

National Aeronautics and

Space Administration

Washington, D C

20546

Reply to Ann ol T v

Dean

Undergraduate School of

Engineering

Dear Dean:

Tne National Aeronautics and Space Administration (NASA) operates

a Summer High School Apprenticeship Research Program (SHARP)

which is geared to students who have demonstrated a special

aptitude for and interest in careers in science and engineering.

As participants in SHARP, students obtain first-hand experience

in their field of interest by working directly under the supervision of a NASA scientist or engineer. This unique opportunity

assists them with their career decisions and advancement. We are

requesting that you forward information regarding your undergraduate programs to the students who completed SHARP '85.

A total of 125 young people took part in the recent eight-week

program. Only students with strong academic and extracurricular

backgrounds were accepted. Most of this year's outstanding

SHARP participants are now high school seniors. The program is

especially designed to attract under-represented minorities and

women into the fields of science and engineering.

Enclosed you will find two lists: one indicates the career

preference of each student; the other contains each student's

mailing address. Also included is an overview sheet describing

the 1985 SHARP Program. We feel that the information you send

to these students will be most helpful to them in making their

career and school decisions.

Acting Director

Educational Affairs

Division

21
NASA

National Aeronautics and

Space Administration

Washington, D C

20546

EXHIBIT 7

Reply to Ann ol LE

Dean

Undergraduate School of

Science

Dear Dean:

The National Aeronautics and Space Administration (NASA) operates

a Summer High School Apprenticeship Research Program (SHARP)

which is geared to students who have demonstrated a special

aptitude for and interest in careers in science and engineering.

As participants in SHARP, students obtain first-hand experience

in their field of interest by working directly under the supervision of a NASA scientist or engineer. This unique opportunity

assists them with their career decisions and advancement. We are

requesting that you forward information regarding your undergraduate programs to the students who completed SHARP '85.

A total of 125 young people took part in the recent eight-week

program. Only students with strong academic and extracurricular

backgrounds were accepted. Most of this year's outstanding

SHARP participants are now high school seniors. The program is

especially designed to attract under-represented minorities and

women into the fields of science and engineering.

Enclosed you will find two lists: one indicates the career

preference of each student; the other contains each student's

mailing address. Also included is an overview sheet describing

the 1985 SHARP Program. We feel that the information you send

to these students will be most helpful to them in making their

career and school decisions.

Sine

.s'M. Graves

Acting Director

Educational Affairs

Division

22
EXHIBIT 8

GEORGIA TECH 1885-1985

Office of the Dean

College of Engineering

Georgia Institute of Technology

Atlanta Georgia 20332

(404) 894-3354

TELEX 542507 GTRC OCAATL

FAX (404) 694-3120

DET'oNING 7GMCr7<O.V

September 17, 1985

Mr. Curtis M. Graves

Acting Director

Educational Affairs Division

National Aeronautics and Space Administration

Washington, D.C. 20546

Dear Mr. Graves:

Thank you for the information regarding the NASA SHARP

Program and the list of prospective students indicating interest

in the fields of science and engineering. Appropriate

information on Georgia Tech's undergraduate programs will be

forwarded to these students.

Your interest in Georgia Tech is greatly appreciated.

Sincerely yours,

'

f

^ /'

'. fl\'

William M. Sangster

WMS/skb

23

An Equa' Eoacstion and E~.ployr.ent Opportunity Irsti'jlion Unit o! the Universitv System o' Georg.o
EXHIBIT 9

THE JOHXS HOPK1XS UNIVERSITY • BALTIMORE, MARYLAND 2121S

OFFICE OF ADMISSIONS

September 20, 1985

Mr. Curtis M. Graves

Acting Director

Educational Affairs Division

National Aeronautics and Space Administration

Washington, D.C. 20546

Dear Mr. Graves:

Many thanks for sending the 125 names from the SHARP progran to

Johns Hopkins. I v.ill be sending a prospectus and applj.cat_on

materials to each of there students.

Best wishes for continued success uith the program.

Sincerely,

JDS:emp

Jerome D. Schnydman

Director of Admissions

cc: Dean Welch

24
I V . ADMINISTRATIO N

This section o n administratio n covers fou r topics: work

schedule, adrrin istrati ve support, monthly progress reports, and

quarterly progress meetings.

VJork Schedule. The twelve-mont h Wo r k Schedu 1 e has been

completed, wit h the exception of the fina l Financia l Managemen t

Report , whic h wil l b e complete d an d submitte d o n o r abou t

December 31. A copy of the work schedule is included in Exhibi t

IB at the end of this section.

Administrativ e Support. Tresp Associates provided administrativ e support that facilitate d th e planning , implementation ,

and evaluatio n of the SHARP Program. Key administrativ e policie s

and procedures were detailed in the SHARP Guidelines.

Monthl y Progress Reports. Tres p Associate s prepare d

monthl y progress reports tha t summarize d pr og r amrr a t i c and

administrativ e activities, accomplishments, an d problems, along

wit h budget informatio n on SHARP .

25
Quarterly Progress Meetings. NAS A and Tresp Associates

representatives met quarterly in Washington, D. C., to discuss

work completed and planned, as well as specific opportunities and

issues related to SHARP that needed to be addressed. The next

section of this report is Evaluation.

26
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28
V. EVALUATION

Two types of evaluation of the SHARP Program were conducted

during the year. The first was an End-of-the-Program Evaluation

completed by those involved with the 1985 Program. The second

was a Follow-Up Evaluation on former SHARP students (1980 to

1984) at the eight participating centers. These evaluations are

discussed below.

A. End-of-t'ne-Prograrr Evaluation for 1985. The benefit s

and costs of this year's SHARP Program and specific ratings and

comments are summarized in Exhibit 11 at the end of this sectior.

The evaluation indicates that the primary objective of introducing and exposing talented high school students to engineering

and scientific careers at NASA through a structured apprenticeship experience was achieved.

E. Follow-Up Evaluation. The accomplishments and career

paths of students who participated in the Program from 1980 to

1984 are summarized in Exhibit 12, at the end of this section.

Of the 407 students contacted, 223 or 55% responded. Of the 186

students who indicated they were in college, 141 or 76% were

pursuing science or engineering college degrees. Of the 19

29
former apprentices who had earned one or more degrees, 17 or 891

had a degree in science or engineering. And of 22 former apprentices wit h full-time jobs, 16 or 73% had taken a position

in the field of science or engineering. The 16 who indicated

they worked in science or engineering positions were employed as

follows:

No. Percent

NASA 2 13

Other Federal Agency 8 5C

Private Company 6 37

Totals 16 IGfc

Specific information on each former apprentice who graduated

and/or held a full-time job is presented in Exhibit 12 at the

end of this section. The next section of the report is Recommendations for SHARP '86 and Conclusions.

30
EXHIBIT 11: END-OF-THE-PROGRAM EVALUATION SUMMARY FOR 1985

Benefits

o 126 talented high school students were exposed to

science and engineering careers at NASA; 79 of the 125

(62%) were minorities; and 76 of the 126 (60%) were

women.

o The Program was strengthened through improved planning,

dissemination of information, and evaluation of costs

and benefits (Planning Conference, Guidelines, Center

Plans, Newsletters, Information Kits, oral and written

communications, and uniform evaluations).

o Many NASA projects received valuable research assistance, once again.

o This year's SHARP Program has helped reach the long

term goal of increasing the pool of qualified potential

applicants for future NASA employment in the fields of

science and engineering: 17 former apprentices held

one or more degrees in science or engineering and 2

of the 16 who held a position in the field of science

or engineering worked for NASA.

Costs

o The average NASA payroll cost (direct labor and fringe

benefits), for student employees was $139.40 per week

per student; students worked from 8 to 10 weeks during

the summer, depending on the site.

o The average cost per student for contract support was

$1,968.33 per student for the program year.

31
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32
EXHIBIT 12: FOLLOW-UP EVALUATION SUMMARY FOR 1980-84

Part A: Science and Engineering Overview

Number Percentage

Respondents (Former Apprentices)

a. No. of evaluation respondents 223

b. No. of evaluation non-respondents .. 184

c. Total no. in evaluation 407

Currently in Undergraduate School

a.

b-.

c.

No. with science or engr. major

No. with other major ,

Total no

Currently in Graduate School

a. No. in science or engr.

b. No. in other fields ....

c. Total no

fields

Graduates (college and/or graduate school)

a. No. with science or engr. degree(s)..

b. No. with other degree(s)

c. Total no

Full Time Employment

a. No. in science or engr.

b. No. in other positions

c. Total no ,

positions

141

45

186

4

0

4

17

2

19

16

6

22

55%

45%

100%

76%

24%

100%

100%

0%

100%

89%

11%

10(3%

73%

27%

100%

33
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36
VI. KECO!'.v,EKD7>?ICNS FOR SHARP '86 AND CONCLUSIONS

Only one recommendation is made for the 1986 program year:

Hold the annual planning conference in January 19S6, in conjunction with the Uranus Encounter at Jet Propulsion Laboratory.

Holding the planning conference at this time wil l serve two

purposes. First, it will enable the SHARP management tearr to

plan the 1986 prograrr with a fairly reasonable aTount of lead

time, anc] seconc, the management team wil l be able to learn

about and enjoy the historic Uranus Encounter first hancJ.

Ideally, the planning conference should be held in October

or November. In this way, evaluations and impressions of the

prio r year wil l still be fresh in everyone's Tine", anc" the

management tea^ would have an opportunity to consider changes to

the progra~ and other important programmatic matters. Mso, 3"*

earlier planning conference would allow each center to start its

plannin g work as early as November or Decemoer wit h clear,

definite program information in hand.

For SHARP, the 1985 program year was a year of maintaining

an established and successful program. A new class of apprentices has been groomed and sent on its way. The forner apprertices have been tracked and their accomol i shments in school and

37
the work force are noteworthy. Of the graduates, a large

percentage of ther, hold degrees in science or engineering and

have taken a science or engineering position. In addition, most

of these graduates have taken positions with NASA or other

Federal government agencies. Everyone associated with SHARP --

especially the students, mentors, and management team members --

should feel proud and should be congratulated for rraintaining the

high standards of excellence for which SHARP has become noted.

33
VII. APPETDIX

Summarles of the 1985 SHARP Program at Participating Centers

Ames Research Center (Moffett Field, California)

Six years ago, in October 1979, President Carter signed en

Executive Order appropriating special funds for SHARP. President

Reagan, recognizing the inherent merits of SHAPP, gave the

orogram his seal of approval for continued success by continuing

government funding. Pursuant to the President's directive, Ames

Research Center conducted its fifth SHAPP Program for minority

youth.

Twenty hig h school students with an orientation tov-ard science

and mathematics participated in a ten week NAS£-Ames Research

Center sponsored progran during the summer of 1985 (June 17 -

Augus t 16).

The objective of SHARP is to recognize high school juniors who

nave demonstrated unusual academic ability in the sciences and

mathematics. Twenty talented students, who will be seniors in

high school in September, were chosen to participat e in SHARD

'85. Mentors were selected to provide students witn "first-hanc"

experiences in a research and development environment. Thi s

allows eacn student the opportunity to "try out" his or her

tentative career choice.

In the ten weeks of their employment, the student trainees have

made important and very significant contributions to the ongoing

research here at ARC, and have also provided additional staff

assistance where needed. In addition to their research posts,

the schedule of the students included field trips to universities

and private industries doing similar research, special lectures

on topics of research at Arres, individual and group counseling

sessions, written research papers, and oral reports. The hope

is that each of these activities has made each student feel a

part of the exciting happenings in space research and exploration.

The space age has seen the frontiers of knowledge and technology

extended beyond the wildest dreams of our forefathers. Today's

science fiction wil l seem common-place in the twenty-first

century. The engineer of today and tomorrow will face incredible

and fascinating challenges. SHARP'S goal is to enable women and

minorities to be a vital part of the science and engineering team

that will solve these challenges. The long-range noal of SHAJ •-

is to contribute to the future pool of expert scientists and

engineer s.

39
Ames1 Dryden Flight Research Facility (Edwards, California)

Ten highly talented students selected from the surrounding area

schools participated in the eight week Ames/Dryden sponsorec1

SH^RP program during the summer of 1985. During the month of

March information about the 1985 SHARP program was distributed to

nine schools situated within commuting distance of the Dryden

Flight Research Facility. The school personnel were instructed

to identify talented up-co-ning seniors interested in science and

engineering and to make known to these students the benefits

derived from participating in the SHARP program. The schools

were also instructed to encourage women and minorities to apply.

The ten students selected to participate came highly recommended

by their teachers and counselors. Preference was given to those

students who had attained outstanding scholastic records. In

addition to scholastic achievement, factors such as willingness

to work, determination, attitude, and the potential for benefitting from the the program were taken into consideration in the

final selection.

It was the objective of NASA , by havin g the students work

along-side engineers and scientists on on-going projects, to have

their acquire a deeper and broader appreciation for science arc

engineering . It was hoped that this exoerience woul d also

stimulate tne students to seriously consider career choices in

these areas.

At the end of the program, final written reports were sub-rutted

and oral presentations were made by each student. These reports,

containing the resolts of the research or project, were made

before all of the mentors and SHARP participants as well as

parents and interested individuals.

4C
Goddard Space Flight Center (Greenbelt, Maryland) and Goddard's

Wallops Flight Facility (Wallops Island, Virginia)

Twenty-five science, engineering, and math oriented high school

students at Goddard Space Flight Center and five at Kallops

Flight Facility participated in the eight week Summer Hig n

School Apprenticeship Research Program.

These students represented school districts in Washington, D.C.,

Montgomery County, Howard County, Prince Georges County, Accomack

County, Worcester County, and North Ha-npton County.

They were assigned mentors in the areas of engineering, related

sciences (e.g., chemstry, physics, earth science, geology, solar

physics), systems analysis, telecommunications, statistics, and

computer sciences.

This was the sixth year for the SHARP Program at Goddarc and the

fourth year at Wallops.

Khile at Goc'dard/Uallops, each participant has exposure to tne

daily operations of technical projects under the mentorship of

NASA engineers and/or scientists.

The mentor serves as a role model and the participants gai n

valuable i nforma11on regarding career choices and exploration

from the mentor. Tney learn about specific skills and traininc

requirements and experience on-the-job training der.ancs, such as,

project completion, deadlines, interpersonal relationships, work

scheduling, proficiency, and worker expectations.

In addition to the laboratory work, the apprentices were exposed

to enrichment activities that included field trips to a private

industry site, a career workshop, career day (which included

distinguished speakers and a technical career panel), individual

counseling sessions, and guest lectures.

Climaxin g their apprenticeship experiences, the participants

reported the results of their research projects in a formal

setting to Goddard Space Flight Center lab directors, branch

chiefs, mentors, school administrators, and parents. Their

reports were poster presentations (which included their objective

for the summer and other pertinent information ) tha t they

presented orally at the VIP Night on August 13, 1985. V.'a lops

Flight Facility participants presented oral reports at their VIP

Night on August Is, 1985.

41
A highligh t of the SHARP Program at Godcard this year v.-as our

first annual reunion, held on July 25, 19E5. Participant s

included past and present SHARP students, mentors, coordinators

since 19E8, NASA officials, and friends of SHARP.

Eighty-three students have participated in SHARP/Goddard; and

eleven in SHARP/Wallops. The neighboring school districts that

have contributed are Accomack County, Baltimore City, Howard

County, Montgomery County, North Hampton County, Prince Georges

County, Worcester County, and Washington, D. C.

All of the SHARP participants have gone on to college after

high school. The colleges/universities represented include such

distinguished ones as: Cornell University , Brown University ,

United States Naval Academy, United States Air Force Academy,

Massachusetts Institute of Technology, Princeton University ,

Harvard University , Vassar College, Boston University, George

Washington University, University of Virginia, and the Univers]ty

of Pennsylvania.

We have had two participants complete their college requirements,

both in electrical engineering. One graduated from tne Massachusetts Institute of Technology and one from the University of

Pennsylvania. Both are now second lieutenants in the Air Force.

Thirteen more participants are expected to graduate by June of

1986.

lv itn the follow-up study provided by our SHARP Historian this

summer, it was revealed that 82% of SHARP participants have

continued with matn and science related fields such as engineering, physics, comouter sciences, biology, mathematics , and

medicine ; 13% have decided to m a 3 o r in areas of business,

co-nr.un i ca t i ons , and economics; and 5% are stil l presentl y

undecided in their career goals.

All of this is testimony to the dedication and talent of what

SHARP is and what SHARP does through efforts of the SHAR P

management team and the SHARP participants.

Of the 30 participants this summer, 14 were new to SHARP and 16

returned from last year. Of the 16 returnees, 14 have completed

the SHARP program and are enrolled at the following universities:

Goldey Beacon, Hampton University, Princeton, George Washington

University, Morehouse College, Brown University, and the University of Maryland, to name a few.

Of the 14 participants who were new to SHARP, one is an early

adnittee to Princeton University and the others are eligible to

return to the program next summer.

42
Kennedy Space Center (Kennedy Space Center, Florida)

The 1985 Surnner Hig h School Apprenticeship Research Program

(SHARP) began on June 17, 1985, with twelve academically talented

students fror> Orange and Erevard County School Districts. Fac'r

student was assigned a mentor and a research project, in the

closest possible area to his or her expressed interest. T'IF

students worked an eight hour day, F.onday through Tnursday, with

tneir mentors. On Friday they spent four hours with thei r

mentors and four nours in seminars and/or on field trips.

At I-ennedy Space Center, 1985 was a special year. T ~\e SHAF T

students had ar, opportunity to fly to uasnington, C.C, with tie

Center Director. This was a real honor. Mentors wv'o nad serve:".

for five years also traveled vitn the group. At l.'AS^ Headquarters, the KSC students attended a seminar wit h otnsr studert s

fro- t.ie Lewis Research Center. During this joint seminar, the

students heard two lectures on the Space Station, shared inforiation on tneir researc-* projects, and discussed tneir experiences.

The afternoon was sront on a tour of the Air and Snac3 ^usc-u^,

including viewing the new film, "The Drea~ is Alive." Students

and mentors alik e found the tri p an experience tnat v. i 1 1 he

remembered for a IOPJ tiT.e.

T he 1985 SHARP students participate d in numerous acti\itie-L ,

such as tours of the High Pay area of tne Operations & Ch^c'-'out

Building , and a i extensive tour of the facilities at Kennedy

Space Center. Tne students had an opportunit y to vie w ths

lajncnings of tne 51-G and 51-F Space Shuttle p-issions. OP-.

student ev?r had a seat (with his mentor) on the control pane"1

in the Launch Control Center. Other students viewed tne laurche:.

from various points at the Center. The KSC Toast-casters provi r."c --

thei r expertise, 1 1 .r e , and efforts in the Y o r t h Leadershi p

Seminars, ard in preparing the students for the Final Presentation Day.

Tne surr-ner of 1985 also marked the five-year reunion of the Class

of 1980. The reunion was held at Spaceport USA. Students fro

all SHAFP classes v ere invited. The attendees shared experiences

with eacn other, participated in setiinars given in the Exploration Station, had lunch together, viewed the ne\: filrr, "The Dre,- •

is Alive, " and saw the videotape made in 1984 on thi- £FA">"

prograTi. The attendance was excellent, in that each SHARP clas1-

was well represented.

43
The progrs r concluded on August 9, 1985, ^it i the- closing

ceremony neld in the Mission Briefing Room of the Operations J>

Checkout Huilding . Tne progra m included oral p-re sentstions

given by the students, presentation of certificates, special

awards, and a luncheon. Guests included the Assistant Deputy

Director of Kennedy Space Center, the Director of Public Affairs,

the Chie f of the Education and Awareness Branch of Publi c

Affairs, staff members, Science Supervisors from Prevard a->c

Orange County School Districts, NEhKAST Teachers from Georgia

anc Florida, parents of the SHARP students, and N&SA personnel.

The exposure to tne "real world" of science and technology

received by these students has been an enriching experience thr.t

wil l be valuabl e to them througnout the remainder of tne:r

individua l educational programs. The long range goal of S^A^C

is to contribute to the future recruit ir.ent of scir-ntists arc:

engineers needed by K^-SA and the natio n as i whole. Severa l

students have- stated that their work at Kennedy Space Center n£.s

mane a tremendous impact on their career goals. Sore students

com"?entec that the progra^ helped to enlignten the." concerning

the nary opportunities in the world of science, whil e oti?r5 =

stated that it gave tne~, a firr.er foundation to build upon.

44
Langley Research Center (Hampton, Virginia)

The 1985 NASA Langley Sunnier High School Apprenticeship Research

Prograii (SHARP) was conducted between June 24, 1985, and August

16, 1985. The fifteen students who participated were fron tne

Hampton Roads area, which includes the jurisdictions of: Newport

News, James City County/Wi11iamsburg, York County, Virgini a

Beach, and Cheseapeake.

All students were assigned to an active research program and

were sponsored by NASA engineers. The student research experiences involved graphic analysis, data reduction, and/or systems

testing or analysis. Each student was responsible for providing

the ertir e group with an oral presentation of his/her work

during the program. Highlights of the summer program induced a

tour of Goddard Space Flight Center, Greenbelt, Maryland. "'"e

also served as hosts to the SHARP groups frotr, Lewis Research

Center (Cleveland, Ohio), Goddard Space Flight Center (Greenbelt, Maryland) and Wallops Flight Facility (Wallops Island,

Virginia) .

The second SHARP reunion was held in August, with sixteen forrr,er

SHARP participants returning. Some had finishe d college ,

some were stil l college students, and some would begin their

collegiate careers during the fall of 1985. Additionally, the

Closing Ceremony was held on the afternoon of the final day, with

NASA personnel, scnool administrative personnel, parents, and

friends in attendance.

45
Lewis Research Center (Cleveland, Ohio)

Twenty science and math oriented high school students participated in a nine-week NASA Lewis Research Center (LeRC) sponsored

program during the su.-nner of 1985 (June 17 to August 16). These

young people represented schools in the Cleveland-Cuyahora

County area and participated in a nine-week program as apprentices, each working directly under the supervision of an LeHC

engineer or scientist. This was the fifth year that the program

was conducted at LeRC.

The program objective was to provide the students with a working

and learning experience in a laboratory environment that would

give therr. a deeper and broader appreciation for eng i neer inc,

science, and technology. A concurrent objective wes to stimulate

tneir interest in the development of career choices.

In addition to the laooratory work, the apprentices were exposed

to enric orient activitie s that included guest lecturers fr onpublic and private universities, minority engineers and scientists, film reviews, career awareness programs, field trips, end

various other types of academic explorations.

Culminatin g thei r work-study experiences, the apprentices

reported the results of their research projects in a formal

setting to lab directors, branch chiefs, and mentors, as well as

to school system administrators, counselors, teachers, parents,

and other guests. Their reports were prepared under the guidance

and supervision of their mentors, with assistance from the

faculty coordinator. Included in their presentations (oral and

written) were numerous positive illustrations of how participation in the program influenced their career plans and aspirations .

All of the students came highly recommended by their school

principals, school counselors, and/or school teachers, an->

a ll had attained outstanding scholastic records, with hign

aptitudes in science and mathematics.

The SHARP Program at NASA LeRC has been successful in providing

high school students with in-depth exposure to research and

developmen t and it has been successful in stimulating anc

motivating their interest in science and engineering.

46
Marshall Space Flight Center (Huntsville, Alabama) ;'•

One of the most significant investments coming out of the

George C. Marshall Space Flight Center (MSFC) is the continuation

of the Summer High School Apprenticeship Research Progra-n

(SHARP). When one looks for evidence of the Center's conrnitment

to its future, one has to agree that the opportunity for a high

school student to explore his/her career interest alongside an

active researcher is an immensely valuable experience, and the

returns are immeasurable. Such is true of twenty, academically

talented, hig h school seniors from the public, private, anc"

parochial schools of Huntsville and Madison County.

For eight weeks the SKA.RP apprentices have participated in the

ongoin g investigation s in seven of Marshall's science and

engineering laboratories. They have had the opportunity to test

tneir interest in science, mathematics, and engineering.

During their week of orientation activities , the apprentices

participated in a ;:-y-long computer science workshop provided by

the Marshall Center's Computer Complex. This experience was

extremely helpful in that all the students later interfaced with

a variety of computers during their daily work in the laboratorles.

The apprentices spent 90% of their time in the laboratories.

The remaining 10% was spent in scheduled, weekly meetings w 11 h

enriched study activities facilitated by the faculty coordinator.

Guest lecturers described the major projects ongoing at Marshall:

Space Transportation System (STS), Spacelab, Space Telescope

(ST), Robotics, and the Space Station project, to naire a fev:.

Further , the study sessions led to the publication of tne

students' Newsletter, Abstracts, and Research Papers.

Culminating their work-study experience, the apprentices reported

the results of their research projects in a formal setting to

KSFC lab directors, division heads, the student advisors, school

system administrators, counselors, and their parents. Their

reports were prepared under the guidance and supervision of their

student advisor, with assistance from the faculty coordinator.

Included in their presentations were numerous positive illustrations of how participation in this program influenced their

career plans and aspirations.

All of tne student participants came highly recommended by their

school principals and/or counselors and all have outstandin g

scholastic records.

47
Tnis is the fifth summer the program has been conducted at tne

Marshall Space Flight Center. During the Closing Paviev; program,

a SHARP participant froT. the original grou-D (198P) presentee a

follow-up report on the "first SHARP class." In his sunvr.ary he

confirmed oor belief that SHARP has had a significant impact on

the young people who have been part of the program. He reported

that more than 80% are attending college and studying engineering

and mathematics.

The SHAR P program has helped to satisfy a need to provide

indepth exposure in research and development to the young people

of this area. This experience has reinforced the participants'

interests in science and engineering and raised them to higher

levels of motivation. Ey sponsoring this program, the Mar snail

Space Flight Center has made a very worthwhile investment in the

Center's future.

48
LIST OF COLLEGES AND UNIVERSITIE S IDENTIFIE D BY APPRENTICES

A N D

CONTACTED BY NASA

Alabama A&M University

Box 284

Normal, AL 35762

American University

4400 Massachusetts Ave., NW

Washington, D.C. 20016

Amherst College

Amherst, MA 010B2

Auburn University

202 Martin Hall

Auburn, AL 36849

Bethany Nazarene College

6729 N.W. 39th Expressway

Bethany, OK 73008

Birmingham-Southern College

800 8th Avenue West

Birmingham, AL 35254

Boston College

Lyons Hall 120

Chestnut Hill, MA 02167

Boston University

121 Bay State Road

Boston, MA 02215

Bowie State College

Jericho Park Road

Bowie, MD 20715

Brown University

Box 1876

Providence, RI 02912

Bryn Mawr College

Bryn Mawr, PA 19010

California Institute of Technology

Pasadena, CA 91125

California Poly. State Univ.

3801 Temple Avenue

Pomona, CA 91768

49
California Polytechnic State

University-San Luis Obispo

San Luis Obispo, CA 93407

California State University

5151 State University Drive

Los Angeles, CA 90032

Carnegie-Mellon University

5000 Forbes Avenue

Pittsburgh, PA 15213

Case Western Reserve University

Cleveland, OH 44102

Clark College

240 Chestnut Street, SW

Atlanta, GA 30314

Cleveland State University

Cleveland, OH 44102

Columbia University

303 Lewisohn Hall

New York, NY 10027

Cornell University

Ithaca, NY 14850

Dartmouth College

Hanover, NH 03755

Devry Institute of Technology

1350 Alum Creek Drive

Columbus, OH 43209

Drexel University

32nd and Chestnut Streets

Philadelphia, PA 19104

Duke University

2138 Campus Drive

Durham, NC 27706

^Elon College

Elon College, NC 27244

50
Embry-Riddle Aeronautical University

Star Route, Box 540

Bunnell, FL 32010

Emory University

308 Administration Building

Atlanta, GA 30322

Fisk University

17th Avenue North

Nashville, TN 37203

Florida A&M University

Tallahassee, FL 32307

Florida Institute of Technology

150 West University Boulevard

Melbourne, FL 32901

Florida State University

Tallahassee, FL 32306

Georgetown University

37th & 0 Streets, NW

Washington, DC 20007

George Washington University

725 - 23rd Street, NW

Washington, DC 20006

Georgia Military College

201 East Green Street

Milledgeville, GA 31061

Georgia Institute of Technology

225 North Avenue

Atlanta, GA 30332

Goldey Beacon College

Wilmington, DE 19804

Hampton University

Hampton, VA 23668

xHarvard University

v.Cambridge, MA 02138

Harvey Mudd College

Claremont, CA 91711

51
Howard University

2400-6th Street, NW

Washington, DC 20059

Jacksonville State University

Jacksonville, AL 36265

Johns Hopkins University

Garland Hall, 34th & Charles Sts.

Baltimore, MD 21218

Lamar University

P. 0. Box 100C9

Beaumont, TX 77710

Lambuth College

Lambuth Boulevard

Jackson, TN 38301

Loma Linda University

Riverside, CA 92515

Loyola Marymount University

Los Angeles, CA 90045

Massachusetts Institute of Tech.

77 Massachusetts Avenue

Cambridge, MA 02139

Massachusetts Maritime Academy

P. 0. Box D

Buzzards Bay, MA 02532

Middle Tennessee State University

Murfreesboro, TN 37132

Mississippi State University

P. 0. Box 5268

Mississippi State, MS 39762

Morris Brown College

643 Martin L. King, Jr. Drive, NW

Atlanta, GA 30314

\\

New Jersey Institute of Technology

Newark, NJ 07102

52
New York University

P. 0. Box 909, Cooper Station

New York, NY 10276

North Carolina Agricultural &

Technical State University

Greensboro, NC 27411

North Carolina State University

at Raleigh

Raleigh, NC 27607

Northrop University

Inglewood, CA 90306

Notre Dame University

Notre Dame, IN 46556

Northwestern University

633 Clark Street

Evanston, IL 60201

Oberlin College

Oberlin, OH 44074

Ohio State University

Columbus, OH 43210

Pennsylvania State University

2B1 Shields Blag., Box 3000

University Park, PA 16802

Princeton University

Box 430

Princeton, NJ 08544

Purdue University

Lafayette, IN

Queens College

1900 Selwyn Avenue

Charlotte, NC 28274

Rennsalaer Polytechnic Institute

Troy, NY 12181

'•Rhodes College

2000 North Parkway

Memphis, TN 38112

53
Rice University

P. 0. Box 1892

Houston, TX 77251

Rochester Institute of Technology

Rochester, NY 14623

Salisbury State College

Salisbury, MD 21801

San Diego State University

San Diego, CA 92182

Shorter College

Rome, GA 30161

Southern College

P. 0. Box 30

Collegedale, TN 37315

Southern Methodist University

Box 296

Dallas, TX 75275

Southwestern Adventist College

P. 0. Box 567

Keene, TX 76059

Stanford University

Stanford, CA 94305

St. Louis University

St. Louis, MO 63103

Swarthmore College

Swarthmore, PA 19081

Syracuse University

Syraci se, NY 13210

Tennessee State University

3500 John Merritt Blvd

Nashville, TN 37203

Tennessee Technological University

Cookeville, TN 38501

'Texas A&M University

College Station, TX 77843

Trevecca Nazarene College

Nashville, TN 37203

54
Trinity University

715 Staciiu-T. Drive

San Antonio, TX 78264

Tufts University

Medford, V7- G2155

Tulane University

New Orleans, LA 7011S

Tuskegee University

Tuskegee, AL 36088

United States Air Force Academy

Colorado Springs, CC 8084C

United States Naval Acadenry

Annapolis, MD 21402

University of Alabama

Cox UH

University, AL 35486

University of Alabama/Birmingham

University Station

BiriTincna.T., AL 35294

University of Alabarr.a/Huntsvi lie

Kuntsville, AL 3589S

University of California/Berkeley

120 Sproul ,iall

Berkeley, C? S472C

University of Ca1ifornia/LA

405 Helgard Avenue

Los Pngeles, CA 93024

University of Central Florida

P. 0. Box 250Cv,

Orlando, FL 32S16

University of Cincinnati

100 French Hall

Cincinnati, OH 45221

University of the District of Columbia

42t;C Connecticut Avenue, Mt\

Washington, DC 2U017

55
University of Florida

Gainesville, FL 32611

University of Georgia

Academic Building

Athens, GA 30602

University of Hawaii at Manoa

2530 Dole Street, Rm C-200

Honolulu, HI 96822

University of Houston

1 Main Street

Houston, TX 77002

University of Maryland

University Blvd & Adelphi Road

College Park, MD 20740

University of Miami

P. 0. Box 248025

Coral Gables, FL 33124

University of Minnesota/Twin Cities

230 Williamson Hall

Minneapolis, MN 55455

University of Mississippi

University, MS 38677

University of Montevallo

Montevallo, AL 35115

University of North Alabama

Florence, AL 35632

University of North Carolina

at Charlotte

Charlotte, NC 28213

University of the Pacific

Stockton, CA 95211

University of Pennsylvania

1 College Hall

Philadelphia, PA 19104

\

\

University of Pittsburgh

Bruce Hall, 2nd Floor

Pittsburgh, PA 15260

56
University of Rochester

Rochester, NY 14627

University of Santa Clara

Santa Clara, CA 95053

University of the South

Sewanee, TN 37375

University of South Alabama

AD 170

Mobile, AL 36688

University of Southern California

P. 0. Box 77952

Los Angeles, CA 90007

University of Texas

Austin, TX 78712

University of Tulsa

Tulsa, OK 74104

University of Virginia

Charlottesville, VA 22903

Vanderbilt University

401-24th Avenue South

Nashville, TK 37212

Vassar College

Poughkeepsie, NY 12601

Villanova University

Villanova, PA 19085

Virginia Polytechnic Institute

and State University

Blacksburg, VA 24061

Walla Walla College

College Place, WA 99324

Vvellesley College

Wellesley, MA 02181

^illiam and Mary College

Williamsburg, VA 23185

Yale University

1502A Yale Station

New Haven, CT 06520

57