Educational 

Affairs Plan: 

A Five-Year Strategy 

FY 1988-1992 

- 

October 1987 (Second Edition) 

Educational Affairs Division 

Office of External Relations 

National Aeronautics and Space Administration 

Washington, DC 20546 
1 

AB 

co 

LE 

NT 

OF 

ENTS 

Introduction ...................................................................... 3 

Programmatic Priorities ............................................................. 5 

Priority: Elementary Education .............................................................. 6 

Thechallenge ............................................................................ 6 

1 . Review and Assessment of State Curricula ......................... 6 

2 . Honors Workshops for Elementary Teachers ........................ 6 

3 . Pre-service Training .......................................... 6 

4 . Materials Development and Dissemination ........................ 6 

5 . Aerospace Education Services Project ............................ 6 

Pri0rity:TeacherEducation ................................................................. 7 

Thechallenge .................................................................... ........ 7 

1 . Deans of Education and of Science .............................. 7 

2 . Workshops at NASA Field Centers for Targeted Populations ............ 7 

7 

4 . Headquarters Regional Teacher Resource Center .................... 7 

5 . Teacher Internships .......................................... 7 

6 . Participation in National Conferences ............................ 7 

7 

3 . Regional Teacher Resource Center Network ........................ 

7 . Teacher in Space Program ..................................... 

Priority: Underrepresented 

MinorityParticipation ...................................................................... 8 

Thechallenge ............................................................................ 8 

1 . Establish Feeder System ....................................... 

2 . Undergraduate Support Program ................................ 

8 

8 

3 . Summer High School Apprenticeship Research Program .............. 8 

4 . Summer Day Camp Program ................................... 9 

Priority: Educational Technology ............................................................. 9 

Thechallenge ............................................................................ 9 

1 . Satellite Broadcast ........................................... 9 

2 . Computer Software Packages .................................. 9 

3 . Aerospace Software Directory .................................. 9 

4 . Laservideodisc ............................................. 9 

5 . Interactive Learning Program ................................... 9 

6 . Information Access System (Spacelink) ............................ 9 

7 . Telelecture Programs ......................................... 9 
2 

8 . Science Videotapes ................ 

9 . Classroom of the Future -Today ..... 

........................ 10 

........................ 10 

Priority: Aerospace Education 

ServicesProject ........................................................................... 10 

Thechallenge ............................................................................ 10 

2 . Expansion of AESP Personnel ................................... 10 

1 . Distribution of AESP Personnel at Field Centers ..................... 10 

3 . Scheduling AESP Personnel/Review of Geographical Alignment ......... 10 

4 . Rotational Assignments to NASA HQ Educational Affairs .............. 10 

5 . Standardized Lectures ........................................ 10 

Institutional Priorities .............................................................. 11 

Priority: University Programs ................................................................ 12 

Thechallenge ............................................................................ 12 

1 . Center Visits by Student Groups ................................ 12 

2 . Contributed Lectures ......................................... 12 

3 . Grant-Supported Student Identification and Recognition .............. 13 

4.BlTNETNodes .............................................. 13 

5 . Student Tracking System ...................................... 13 

6 . System for Publicizing NASA Award Recipients ...................... 13 

7 . On-Campus NASA Liaison ..................................... 13 

Priority: Educational Publications 

andDistribution .......................................................................... 13 

Thechallenge ............................................................................ 13 

1 . Publication Services .......................................... 13 

2 . Educational Publications Planning Board .......................... 13 

3 . Educational Publications Inventory ............................... 14 

4 . Management Instruction (NMI) ................................. 14 

5 . Distribution System .......................................... 14 

Priority: Educational Partnerships ............................................................ 14 

Thechallenge ............................................................................ 14 

1 . Educational Partnership Guidelines .............................. 14 

14 

3 . Inventory and Analysis of External Organizations .................... 14 

2 . Partnership Staffing ......................................... 

Priority: Educational Research 

andEvahation ........................................................................... 14 

Thechallenge ............................................................................ 14 

Priority: Educational Affairs 

Administration ........................................................................... 15 

Thechallenge ............................................................................ 15 

1 . NASA Management Instructions ................................ 15 

2 . Program Sharing and Coordination .............................. 15 

3.ReportingSystem ........................................... 15 

4 . ADP Equipment ............................................ 15 

Bibliography ...................................................................... 16 
Educational Affairs Division 

Office of External Relations 

Educational Affairs Five-Year Plan 

Introduction 

The major purpose of the Educational 

Affairs Division Five-Year Plan is to guide 

the use of our NASA resources in administering a focused and consistent set of 

aeronautics and space science education 

programs. The ultimate goal is to directly 

and indirectly help to ensure an adequate pool of talented scientists, engineers, and technical personnel to keep 

NASA at the forefront of advancements 

in aeronautics, space science, and exploration for the 2lst century. 

The Plan responds to educational initiatives recommended by the National 

Commission on Space in its May 1986 

Report, Pioneering the Space Frontier 

(National Commission on Space 1986). It 

is also in keeping with the three goals 

NASA stated in December 1986 (Fletcher 

1987): 

To advance scientific knowledge of 

the planet Earth, the solar system, 

and the universe beyond; 

To expand human presence beyond 

Earth into the solar system; and 

To strengthen aeronautics research 

and to develop technology toward 

promoting US. leadership in civil and 

military aviation. 

Underlying the success of each of 

these goals is the need for a highly 

trained and skilled work force. 

The Educational Affairs Division at 

NASA Headquarters, and its counterpart 

off ices at NASA field centers, provides a 

focal point for the educational community. The Division's mission is to collaborate with the nation's educational 

community to help preserve U.S. leadership in aeronautics, space science, and 

technology. By using existing and emerging expertise unique to NASA and converting it into educational formats, the 

Educational Affairs Division seeks to develop and nurture those students and 

educators who will become the scientific 

and technical personnel of the future. 

The Educational Affairs Division has 

four separate but related offices that 

administer programs and provide services to the entire educational community, from elementary schools through universities. The four offices are Elementary 

and Secondary Programs, University Programs, Educational Technology, and 

Educational Publications and Special 

Services . 

Although NASA regional field centers 

are organized differently than headquarters, each has similar organizational 

components. For example, each center 

has an educational program or service 

component under its Public Affairs or 

External Affairs offices. This component 

works with the elementary and secondary school community. Each center also 

has a university affairs officer, who reports to the center's chief scientist or 

similar person responsible for administering university programs and related 

issues. 

Since its creation in 1958, NASA has 

had close ties with the university community. Universities continue to be key 

contributors to the NASA research base. 

In the early 1960s, programs were conceived to provide university faculty with a 

better understanding of NASA's mission 

by offering university faculty members an 

opportunity to conduct research at NASA 

facilities. Also during that period, NASA 

reached out to elementary and secondary schools by disseminating educational materials and administering programs designed for both students and 

teachers. 
4 

Much of NASA's strength is in its 

regional field centers, each of which has 

unique facilities and personnel. The content of NASA's educational programs 

complements the individual missions of 

the centers, while reflecting the overall 

mission of NASA. Each center provides 

either specific educational programs or 

uniquely tailored services not replicated 

at other centers. Each NASA center varies 

in the number of staff assigned to carry 

out educational programs. For example, 

two individuals may conduct the educational programs at one center, while 

eight or ten may be working at others. 

This Five-Year Plan for education provides NASA with a focus for its programs 

and services to educators at all levels. Because the Plan is not an inventory of 

every existing NASA educational program, it does not mention all ongoing 

activities. Instead, it strives to envision 

themes and initiatives that address the 

challenge facing NASA and the educational community. That challenge is to 

preserve US. leadership in aeronautics, 

space science, and technology. 

The major initiatives outlined in this 

Plan fall into two broad and sometimes 

overlapping categories: programmatic 

priorities and institutional priorities. They 

are as follows: 

Programmatic Priorities 

Elementary Education 

Teacher Education 

Underrepresented Minority 

Participation 

Educational Technology 

Aerospace Education Services Project 

Institutional Priorities 

University Programs 

Educational Publications and 

Distribution 

Educational Partnerships 

Educational Research and Evaluation 

Educational Affairs Administration 

The educational content of the Division's programs and services will reflect 

the research and development activities 

of the NASA program offices and field 

centers. Specific emphases will be placed 

on space science and applications, aeronautics and space technology, space station, space flight, and exploration. Within the educational system, the disciplines 

of science, mathematics, and technology 

will be primarily targeted, although other 

academic disciplines may be addressed 

when feasible. 

This Plan is the product of a participative process involving not only the Educational Affairs Division but also education 

and public affairs officials in the field 

centers and senior management officials 

of headquarters program offices. This 

process, along with discussions among 

science and engineering education 

groups and individuals outside of NASA, 

produced strong support for the Plan 

and its priorities. While it is a roadmap 

for 1988-92, the Plan will be dynamic, 

allowing for modifications and adjustments as circumstances may warrant. 

Aeronautics and space science give a 

curious people a reason to do what they 

do best -to invent, to build, and to 

overcome great odds. This Educational 

Affairs Five-Year Plan reflects that spirit by 

offering a systematic process to envision 

a desired future and designed initiatives 

to assure that future. 
5 

Programmatic 

Priorities 

Elementary Education. . , . . . . . . . . 6 

Teacher Education . . . . . . . . . . . . , 7 

Underrepresented Minority 

Participation . . . . . . . . . . . . . . . . . . 8 

Educational Technology . . . . . . . . . 9 

Aerospace Education 

Services Project . . . . . . . . . . . . . . . 10 
6 

Priority: Elementary Education 

The Challenge 

Research indicates that if a child has 

not developed a meaningful interest in 

science and mathematics by the third 

grade, the prospect of his or her doing 

so diminishes owr time. The national 

average of time devoted to teaching 

science in the elementary classroom is 

only 17-28 minutes a day (Miss 1978). 

This is not enough to stimulate a meaningful interest in science. 

Several major concerns affect the 

quality of elementary science education 

in this country. 

Preparation of Elementary Teachers. 

A recent survey of colleges and universities having the largest number 

of teacher education graduates discovered that in half of these institutions, eight semester hours or less of 

science were required for persons 

preparing to teach science at the 

elementary school level (National 

Science Teachers Association 1987). 

Time Devoted to Science Instruction. 

A study by the Association for Supervisors and Curriculum Dewlopers 

found that a typical fourth grader 

receives only 28 minutes of science 

instruction a day, compared with 34 

minutes for social studies, 52 minutes 

for mathematics, and 100 minutes for 

language arts (National Education 

Association 1987). In many schools, 

science is scheduled for the last 

period of the day when children are 

tired and inattentive. 

W Teacher Salaries. A Michigan State 

University survey indicates that average first-year teacher salaries in 

1985-86 were $1 6,903 in contrast to 

$27,775 for college graduates with 

bachelor's degrees in computer science (Solorzano 1986). 

W In-service Programs in Elementary 

Science. Many elementary teachers 

receive too little assistance in 

developing imaginative science 

instruction. 

Collaboration Between Elementary 

and Secondary Science Teachers. 

Many schools do not encourage 

elementary and secondary science 

teachers to share ideas or to devise a 

strong science and education 

curriculum. 

The NASA Educational Affairs Division 

does not have the resources to remedy 

all these problems. However, by attempting to meet the goals in this strategic 

Five-Year Plan, the Division may help 

stimulate young students and provide 

elementary teachers with supplementary 

curriculum materials and workshop 

experiences. 

1. Review and Assessment of State 

Curricula. 

Elementary teachers typically instruct 

students in reading, language arts, 

handwriting, spelling, mathematics, 

science, social studies, health, and art. 

Instructional guidelines set minimum 

time allotments, texts, and the amount 

of subject coverage. For science, many 

standards require teachers to spend a 

predetermined amount of time teaching 

the subject. Over the next five years, 

NASA plans to design supplementary 

curriculum materials and teacher workshops that will fit state and local 

mandates. 

The elementary curriculum and standards of learning objectives for science 

and mathematics for at least three states 

(New York, California, and Texas) will be 

reviewed. Findings will be used to design 

supplementary curriculum materials. 

Such materials will be developed for integration with existing curricula, serving 

as resources rather than as added 

workloads. 

Using a multidisciplinary approach, 

the materials will be designed in a variety 

of formats, stressing those formats that 

have proven effective with teachers. 

2. Honors Workshops for Elementary 

Teachers. 

Modeled after the NASA Educational 

Workshop for Math and Science 

Teachers (NEW MAST) program, three 

pilot workshops will be conducted at 

NASA field centers in the summer of 

1988. The workshops will be expanded 

to all centers in the following years. They 

will be designed to upgrade elementary 

teachers' proficiency in science, mathematics, and technology, and to increase 

their ability to help train other elementary teachers. The intended outcome is 

to enhance the teaching of science, 

mathematics, and technology in the 

classroom by using aeronautics and 

space science educational materials. 

3. Pre-service Training. 

Through the upgraded preparation of 

NASA aerospace specialists in elementary 

education, arrangements will be made 

with teacher education institutions to 

cooperate in conducting pre-service 

workshops for students studying to become elementary teachers. The 

specialists will also work with the 

elementary methods course instructors. 

It is expected that institutions will include materials and activities as part of 

their regular elementary curriculum. 

4. Materials Development and 

Dissemination. 

Over the next five years, at least 30 

percent of NASA's educational materials 

will be specifically targeted for elementary teachers and students. Such 

materials will be distributed via teacher 

workshops, professional journals, 

Teacher Resource Centers, professional 

conferences and conventions, and 

satellite broadcasts. 

5. Aerospace Education Services Project 

(A E S P) . 

Scheduling of AESP specialists will 

reflect increased service to elementary 

teachers and students. The specialists 

will assist in the implementation of the 

Honors Workshop for Elementary 

Teachers. They will also participate in the 

design of new instructional materials. 
7 

Priority: Teacher Education 

The Challenge 

According to studies by the National 

Science Teachers Association, many 

classroom teachers ranked in the lower 

25 percent of their graduating high 

school and college classes (National 

Commission on Excellence in Education 

1983). Half of all new mathematics and 

science teachers are either unqualified or 

not certified, and over two-thirds of the 

physics teachers are not qualified (NC 

Center of Public Policy Research 1982). In 

39 states there is a shortage of science 

teachers, and in all 50 states there is an 

inadequate supply of physics teachers 

(NC Center 1982). Many students take 

no mathematics or science courses 

beyond the 10th grade, which may account for the number of remedial math 

courses required for college enrollment 

(Task Force on Education and the 

Economy 1983). Students' skills are 

declining in inference, analysis, interpretat ion, and pro blem-so hi ng . 

1. Deans of Education and of Science. 

NASA personnel will meet with various 

national associations representing Deans 

of Education and of Science, and individual deans to discuss teacher education in science and technology. 

Specifically, NASA will offer its expertise 

and personnel to: 

Supplement the content of existing 

science and mathematics methods 

courses, as well as other subject matter and methods courses; 

Conduct workshops at NASA centers 

for science and mathematics methods 

faculty as well as for pre-service student teachers; and 

Establish internships for pre-service 

and in-service teachers in the educational offices at centers and in Teacher 

Resource Rooms. 

When appropriate, NASA will design 

teacher workshops for college credit. 

These workshops will reflect the science 

and engineering content of NASA proyams; suggest methods for integrating 

zurriculum required by federal, state, and 

local authorities; and specify knowledge 

and skill competencies to be achieved. 

2. Workshops at NASA Field Centers for 

Targeted Populations. 

Over the next five years, each NASA 

field center will develop a plan to identify 

populations appropriate for teacher 

workshops. Such plans will be developed 

in consultation with center educational 

officers, and include such targeted 

groups as science and mathematics 

methods professors; elementary 

specialists; curriculum specialists; 

guidance counselors; school administrators; television, radio, and textbook writers; and librarians. Plans are to 

be finalized by January 1988, with the 

first series of workshops to begin in the 

summer of 1988. 

3. Regional Teacher Resource Center 

Network . 

A minimum of one Regional Teacher 

Resource Center (RTRC) will be established in each state over the next five years. 

Eleven states presently have RTRCs, leaving 39 states to achieve full coverage. 

The goal is to establish seven new RTRCs 

each year, beginning in fiscal year 1988, 

and to complete the network by fiscal 

year 1993. Local authorities will provide 

staff, space, and equipment, making 

NASA's fiscal 1988 costs for start-up 

materials $6,000 per center, or $42,000. 

This amount will be required annually for 

the five-year period (until completion). 

4. Headquarters Regional Teacher 

Resource Center. 

A Regional Teacher Resource Center 

mill be established near NASA Headquarters in fiscal year 1988 to serve 

?esidents in the District of Columbia 

metropolitan area and out-of-town 

Jisitors. 

5. Teacher Internships. 

As scheduling and resources permit, 

:eacher internships for 3-1 2 months will 

3e arranged at the education office of 

:he NASA field centers and at headquarters. Authorized by the Intergovernnental Personnel Act, interns will be 

:eachers of elementary, intermediate, or 

iigh school and will be expected to conluct aeronautics and space science 

?ducation activities with other teachers 

ipon return to their school districts. 

The Educational Affairs Division will 

also explore with the US. Department of 

Education potential internships for recipients of the Christa McAuliffe 

Fellowship Program. The program will 

provide fellowships to outstanding 

teachers to enable and encourage them 

to continue their education, to develop 

innovative programs, to consult with or 

assist local educational agencies, private 

schools, or private school systems, and to 

engage in other educational activities 

that will improve the knowledge and 

skills of teachers and the education of 

students. 

6. Participation in National Conferences. 

The Educational Affairs Division will 

develop a 3-5 year schedule for NASA 

participation in national educational conferences. A new NASA exhibit will be 

constructed and the Division's conference participation will range from 

keynote addresses to exhibit support. 

7. Teacher in Space Program 

The Educational Affairs Division will 

continue to support the Teacher in Space 

Program with some natural modifications as the program matures. 

Specif ica Ily: 

The Teacher in Space Designee will remain under contract with NASA on a 

part-time basis while she continues to 

teach her elementary class. She will 

make educational presentations as 

her schedule permits; 

Six of the seven Teacher in Space 

Finalists, who have been under contract with NASA for the past two 

years, completed their contracts on 

August 3 1, 1987. It is anticipated that 

the finalists will function as statebased Teacher in Space Ambassadors 

along with the larger cadre of Space 

Ambassadors. One of the Teacher in 

Space Finalists will work full time during the 1987-88 school year with the 

Challenger Center for Space Science 

Education. This action derives from 

the recent merger between the 

Teacher in Space Education Foundation and the Challenger Center for 

Space Science Education; 
8 

I Through our field centers, Teacher in 

Space Ambassadors in states covered 

by those centers will continue to have 

access to the educational affairs 

program activities and information. In 

addition, it is requested that the 

centers convene periodic updating 

sessions with the Space Ambassadors; 

and 

The Coordinator for the Teacher in 

Space Program will continue to 

function in that role, along with her 

new responsibilities for the 

elementary initiative of our Five-Year 

Plan. She will continue to forward 

NASA educational materials to the 

Space Ambassadors and will work 

closely with the Teacher in Space 

Finalist at the Challenger Center. 

Priority: Underrepresented 

Minority Participation 

The Challenge 

Steps must be taken to ensure a pool 

of capable talent from all groups of our 

population. Currently, Blacks receive only 

4.1 percent of all bachelor's degrees, 2.0 

percent of all master's degrees, and 1.2 

percent of all doctorate degrees in the 

physical sciences, mathematics, computer science, biological sciences, and 

engineering sciences (Grant 1984). 

Except for Asian Americans, the remaining minorities fare even worse. 

Hispanics are the most disadvantaged, 

especially in mathematics at the undergraduate level (Scientific Manpower 

Commission 1985). At the graduate level 

Hispanics tend to do slightly better than 

Blacks in terms of degree conferral rates 

(Scientific Manpower Commission 1985, 

Engineering Manpower Commission 

1986, American Association of Engineering Societies 1987). In contrast, Blacks 

are overrepresented in certain nonscience 

disciplines. For example, in 1979-80, 55 

percent of all PhDs awarded to Blacks 

were in education (McBay 1987). 

At first it may seem as if women in the 

work force have made substantial 

progress over the past ten years. Many 

programs and activities are conducted to 

improve the status of wmen in such 

areas as science and engineering. 

Despite this progress, women receive 

only one in eight of the PhDs awarded in 

science and engineering. Of the PhDs 

awarded, women are most likely to 

receive them in biology (20%), social 

anthropology (27%), and psychology 

(28%) (Hodgkinson 1985). 

Between 1968 and 1982, the number 

of US. citizens who received PhDs in 

engineering declined 42 percent, while 

the number of foreign nationals 

receiving them almost tripled. Today, 

nearly half of the PhDs in engineering 

are awarded to foreign nationals (McBay 

1987). 

Due to birth rates and the average age 

of minority groups, Blacks and Hispanics 

are expected to constitute as much as 40 

percent of the college age population by 

1995 (Triangle Coalition 1987). Nearing 

the year 2000, America will be a nation 

in which one of every three citizens will 

be nonwhite. If the potential of these 

minority groups is not nurtured and 

developed, America will be unable to 

meet its critical human talent 

requirements in science and technology 

for world technological competition. 

1. Establish Feeder System. 

A feeder system will be established 

inside and outside of NASA's educational 

programs to identify and track, with 

program support, minority students from 

public schools through the universities. 

Of particular interest will be those 

students who are highly motivated and 

who demonstrate academic talents in 

science, mathematics, and engineeringrelated subjects. The feeder system will: 

Directly contribute to the enrollment 

of 1,000 underrepresented minority 

college freshmen in science and 

engineering each year, beginning in 

fiscal year 1990; 

W Establish a coordinated set of program activities that results in 800 

minority students earning bachelor's 

degrees in science, mathematics, or 

engineering by fiscal year 1995; and 

1 Result in 200 doctorate degrees a year 

in science, mathematics, or engineering in aerospace-related areas by fiscal 

year 2000. (Currently, underrepresented minorities receive about 

40 doctorate degrees in science and 

engineering each year). 

Program policy and resources for this 

goal will be established in cooperation 

with the Office of Equal Opportunity 

Programs, relevant NASA program offices, and appropriate federal agencies 

and professional associations. 

2. Undergraduate Support Program. 

An undergraduate support program, 

either through existing NASA university 

programs or through new NASAsupported legislation, will be established 

to support high-potential, highachieving, underrepresented minorities 

in areas of study important to NASA's 

mission. Critical elements will include 

retention activities and work experience 

at NASA field centers. 

3. Summer High School Apprenticeship 

Research Program (SHARP). 

By 1988 annual SHARP apprentices 

"ill be increased from 125 to 150, and 

the overall percentage of minorities in 

the program will increase from 72 percent in 1986 to 90 percent. A directory 

of former SHARP apprentices will be 

established during calendar 1987/88. 

The directory will be updated annually 

and will include high-potential students 

from other "feeder" programs. A 

Jniversity-based program for high school 

students similar to SHARP will be exolored in an effort to reach students 

Nho do not live near NASA installations. 

SHARP programs will be established at 

311 NASA centers not currently 

2articipating. 
1 9 

I 

, Summer Day Camp Program. 

, 

' cooperation with the Young Astronauts 

Council and Space Camp for minority 

elementary students. This program will 

include a summer day camp on 

aeronautics, space exploration subjects, 

and aerospace careers. Outstanding participants will be recognized and their 

progress tracked for possible future inclusion in SHARP and other NASAsu p po rted ed ucat io na I prog rams. 

Priority: Educational Technology 

A special program will be developed in 

The Challenge 

Full use of space-age technology in 

public education is nearer than many 

people suppose. School districts across 

the nation are not only experimenting 

with its use, but utilizing it to enhance 

school curricula. Innovative educational 

technology can potentially affect the 

learning process as well as the context in 

which teaching and learning occur. Furthermore, teachers must prepare their 

students for competition in a 

technological environment. 

This movement needs assistance and 

leadership. NASA, as a high-tech agency, 

will assume that leadership. In carrying 

out this mission, NASA's Educational Affairs Division and educational offices at 

the field centers will emphasize and 

demonstrate the use of modern teaching 

technology in teaching aeronautics and 

space science concepts. If such educational technology is used wisely, better 

schools will emerge. 

1. Satellite Broadcast. 

NASA Educational Affairs will conduct 

four satellite broadcasts each school year 

beginning October 1987. These broadcasts will be conducted from the 

Oklahoma State University Telecommunications Center, Stillwater, 

Oklahoma. This Center has uplink 

capability and uses the WESTAR IV 

satellite. NASA will provide live inserts 

from headquarters and field centers to 

enhance program content. 

The programs will be live, one hour in 

length, and interactive. The purpose of 

the series is to expand the NASA Educational Affairs delivery system for reaching 

teachers at the elementary and secondary levels. The programs will provide 

content related to NASA's activities in 

aeronautics and space science, classroom 

activities to support this content, and information on materials and programs 

available for use by teachers in their 

classrooms. 

2. Computer Software Packages. 

NASA Educational Affairs will develop 

computer software packages related to 

aeronautics and space science concepts. 

These packages will contain a floppy 

disc, content sheet, and teacher's guide. 

The software packages will be 

distributed through NASA Teacher 

Resource Rooms and used in student and 

teacher programs by AESP specialists. 

3. Aerospace Software Directory. 

The Office of Educational Technology, 

Educational Affairs Division, will conduct 

a survey of aerospace-related computer 

software currently available from educational and commercial organizations. 

From this survey an aerospace directory 

will be produced describing software, 

how it might be obtained, and its relation to teaching aeronautics and space 

science concepts. This publication will be 

distributed through NASA Teacher 

Resource Rooms and will be updated 

every two years. 

4. Laser Videodisc. 

Laser videodisc is a new, growing 

technology. NASA Educational Affairs is 

considered a leader in the development 

and use of this technology in the 

classroom. Educational Affairs will continue to use this technology, develop 

new materials, and demonstrate the effectiveness of this technology to 

students and teachers. 

5. Interactive Learning Program (Laser 

Videodisc - Microcomputer). 

Laser videodisc players interface with 

microcomputers. Special instructional 

programs have been developed that 

establish an interactive dialogue between 

the presenter, viewer microcomputer, 

and laser videodisc. NASA Educational 

Affairs will develop interactive software 

to provide classroom lessons and activities for elementary and secondary 

classrooms. AESP specialists will utilize 

these interactive demonstrations in 

teacher workshops and student programs. A system will also be added to 

Teacher Resource Rooms to assist in an 

orientation to the facility and its available 

products. 

6. Information Access System - (Spacelin k). 

Marshall Space Flight Center submitted a plan to NASA Headquarters to 

establish an information access system to 

satisfy NASA educational needs on a national scale. Startup funding was provided by NASA Headquarters. The system 

titled "Spacelink" will be up and running 

October 1987. The system will be 

capable of communicating with a wide 

variety of personal computers using most 

types of communication software. The 

system will provide a readily accessible 

library of aeronautics and space science 

information to the educational community. The Spacelink system will be 

monitored for one year in terms of effectiveness and feasibility. 

7. Telelecture Programs. 

NASA Educational Affairs has utilized 

the telelecture concept to a limited 

degree. This technology, which utilizes a 

conference telephone hookup and slide 

visuals, will increase communications 

and teaching of aeronautics and space 

science concepts to teachers and 

students. A telelecture capability will be 

installed where feasible in Teacher 

Resource Rooms. 
10 I 

8. Science Videotapes. 

NASA Educational Affairs will develop 

videotape single topic science segments 

from Space Shuttle on-board footage. 

The videotape series will include the best 

segments from the previous Space Shuttle flights. A teaching guide will be produced to accompany the videotape. One 

videotape will emphasize the 12 Space 

Shuttle Student Involvement Program 

(SSIP) experiments that have flown on 

Space Shuttle missions. 

9. Classroom of the Future - Today. 

During the next five years, at least one 

"Classroom of the Future" demonstration site will be established. The site will 

contain state-of-the-art educational instructional delivery systems and be used 

for student and teacher programs. Hightech aerospace industry partnerships will 

be investigated to provide possible hardware, software, and materials in support 

of demonstration projects. 

Priority: Aerospace Education 

Services Project 

The Challenge 

The Aerospace Education Services project (AESP) is the Educational Affairs Division's primary method for sharing educational programming with the elementary 

and secondary populations. Currently 23 

specialists are assigned to the field 

centers, and 5 to headquarters. Demand 

by the educational community far exceeds currrent staffing. Furthermore, 

distribution of AESP personnel at field 

centers is inequitable, especially at Ames 

and Lewis Research Centers, and in many 

instances, specialists are using outdated 

models and equipment. Despite these 

difficulties, the program remains strong 

and is a centerpiece of the Division's 

elementary and secondary efforts. 

1. Establishment of a Formula for Determining Distribution of AESP Personnel at 

Field Centers. 

To provide a more equitable method 

for distributing AESP personnel, a simple 

center comparison formula has been 

established. This formula is based on the 

total number of potential students served 

by an individual center's AESP personnel. 

For example, the Ames Research Center's 

geographical area has over 7,000,000 

students. Currently, two AESP specialists 

serve this population, giving a ratio (or 

load factor) of 3,500,000 students per 

lecturer. Most centers have a ratio of between 1,000,000 to 2,000,000 students 

per lecturer. 

2. Expansion of AESP Personnel. 

Based on the above formula, Educational Affairs will increase AESP personnel within the next three years to 

distribute AESP resources more equitably 

throughout the center geographical 

areas. The expansion will include at least 

two additional specialists in the Ames 

Research Center area and one additional 

specialist in the Lewis Research Center 

a rea. 

3. Guidelines for Scheduling AESP Per-'' 

sonnel and Review of Field Centers 

Geographical Alignment. 

A task force will be formed in fiscal 

year 1988 to develop guidelines for 

scheduling AESP personnel to ensure 

that all centers use an equitable methoc 

to cover all geographical areas. Current 

centerlgeographical alignments will be 

examined. The task force will be chairec 

by the Chief, Elementary and Secondary 

Programs Branch and will have optional 

membership from each NASA center. 

Recommendations will be submitted to 

the Director, Educational Affairs Divisior 

and will be approved by the Associate 

Administrator for External Relations. 

4. Rotational Assignments to NASA 

Headquarters Educational Affairs 

Division. 

Each year, beginning in fiscal year 

1989, one or two Aerospace Specialists 

will be rotated from the field to Headquarters Educational Affairs Division to 

perform program management functions. Rotation will be for a period of UF 

to one year. 

5. Standardized Lectures. 

Recognizing the need to individualize 

presentations to fit specific needs of 

NASA field centers and allowing for individual differences in specialists' styles 

and personalities, an effort will be madl 

to standardize certain aspects of AESP 

presentations by providing each speciali 

with an outline of suggested program 

content. This outline will be kept up-todate by the technical monitor with inpu 

by Center Education Program Officers. 
I 

i 

lnstit utional 

Priorities 

University Programs ............ 12 

Educational Publications and 

Distribution .................. 13 

Educational Partnerships. ........ 14 

Educational Research and 

Evaluation ................... 14 

Educational Affairs Administration . 15 
12 

Priority: University Programs 

The Challenge 

Since its inception, NASA and the 

universities have been partners in the 

conduct of research to preserve U.S. 

leadership in aeronautics, space science, 

and technology. Colleges and universities, of course, supply us with our 

highly skilled work force. 

The importance of universities to 

NASA is demonstrated by the size and 

breadth of our university programs. 

These programs are composed of both 

those specifically managed programs by 

Educational Affairs and the grants, contracts, programs, and other activities that 

take place in the mission-oriented NASA 

program offices and the field centers. 

Last year NASA obligated approximately 

8275 million, or about 3-1/2 percent of 

the total NASA budget, to universities. 

Approximately two thirds of these 

obligations were in space science and 

applications, and a third in aeronautics 

and space technology. The university program in FY 1986 involved some 2,815 

contracts, grants, and other instruments 

in 272 domestic and 7 foreign academic 

institutions. The bulk of this activity 

arose outside the domain of Educational 

Affairs. The prototypical element of the 

university program is a grant relationship 

between a technical monitor at a NASA 

center and a university professor and his 

3r her graduate students at a university. 

Specific university programs are the 

Office of Aeronautics and Space 

Technology Advanced Design program, 

the Graduate Student Researchers program, the Summer Faculty Fellowship 

program, and the Resident Research 

Associateships program. In addition, 

each NASA center has a variety of local 

educational programs. 

It is through all these programs that 

faculty and graduate students first 

become acquainted with NASA, and 

NASA with them. These same faculty 

and students subsequently develop 

ongoing research relationships with the 

agency and join the national cadre of 

academic researchers upon which the 

entire aerospace community, including 

NASA, is dependent. Many of these 

students eventually join the agency's rolls 

as permanent employees, or choose 

careerS elsewhere in the aerospace 

industry. 

However, there are significant problems facing the university community 

that will eventually have an impact on 

NASA. These include: 

W A decline in the number of students 

entering college. The nation's birthrate has decreased since 1970. In 

1987 college students, typically 17 

years old, will be chosen from a group 

only 85 percent as large as the 1970 

group (Scientific Manpower Commission 1987); 

W A need for higher salaries for master's 

and doctorate engineers in education. 

In industry, engineering students with 

bachelor's degrees receive salaries 

competitive with those of their university professors with doctorate degrees. 

Faculty positions in chemistry, engineering, and mathematics are vacant 

in many universities; 

W An increase in the number of foreign 

nationals studying engineering at US. 

universities. In the areas of aerospace, 

electrical, computer, and mechanical 

engineering, foreign nationals compose approximately 29.6 percent of 

classes at the master's degree level 

and approximately 43.1 percent at the 

doctorate level (Engineering Manpower Commission 1980-85). Some 

researchers are not as concerned with 

these present enrollment percentages 

as they are with the growing trend; 

W A decline in the number of graduating 

master's and doctorate students, and 

the resulting decline of qualified personnel in the work force (Engineering 

Manpower Commission 1980-85), 

which could cost us our international 

scientific and technical leadership; 

W Increases from 1986 to 1987 of Blac. 

students in only 3 of 21 sampled 

fields of engineering - electrical, 3 

mechanical, and computer (Engineer- I 

ing Manpower Commission 1980-85) 

-that may not actually be increases 

because of transfers from other fields 

of engineering; and 

Negative retention of Black engineering students in the fields of aerospace, 

computer, mechanical, and electrical 

engineering. 

The following activities represent initiatives planned during the next five 

years: 

1. Center Visits by Student Groups. 

Educational Affairs will explore a 

systematic program to encourage university student groups to visit the centers. 

The visits need not be elaborate, but 

should provide for presentations by 

NASA personnel and tours of research 

facilities. Most importantly, these tours 

should be used by the centers to promote the pursuit of advanced study or 

motivation toward higher academic 

achievement. This can arise both from 

direct expression by NASA personnel and 

from exposure to the richly rewarding, 

but demanding center environments. To 

be effective, such a program must utilize 

active research personnel who can serve 

as role models. 

2. Contributed Lectures. 

Educational Affairs will take steps to 

design a formal program for NASA 

employees to give lectures in university 

courses with emphasis at the undergraduate level. NASA researchers could 

volunteer through university colleagues 

with whom they are acquainted. These 

contacts could help to lessen student 

prejudices about nonrelevance of 

academic study to real world problems, 

and will stimulate interest in NASA 

programs. 

ORIGINAL PACE IS 

OF POOR QUALITY 
. Grant-supported Student IdentificaCurrently, most NASA grants or con- 

' tracts to universities involve student support. However, no system currently exists 

to quantify this data or to recognize the 

students. Steps will be taken to explore 

changing the existing CASE reporting 

system to include student data. In addition, all students supported by NASA 

grants at their institutions should be 

recognized by a title. A universal title 

should be established by NASA such as 

"NASA Student Research Associate," or 

something similar. The student should be 

advised by a letter of appointment from 

NASA of such a designation and 

recognized when support from the grant 

begins. Correspondence with the student should be continued throughout 

the association. 

piion and Recognition. I 

4. BITNET Nodes. 

The university community worldwide is 

served by BITNET, an electronic communications network. Educational Affairs 

will explore this network and examine its 

relevance to NASA programs. 

5. Student Tracking System 

plored for the tracking of all university 

students connected in any way with 

NASA, and a tracking plan for each student will be developed. The purpose of 

the system is to permit correspondence 

with the students to advise them of opportunities and to encourage high 

academic achievement. The system could 

be based at headquarters for access by 

all the centers. 

A formal system of records will be exA tracking system will require that all 

supported students be made known to 

NASA Headquarters by the principal investigators. It will convey to the students 

a sense of interest on NASA's part that 

should provide greater incentive to high 

academic achievement. 

6. Develop Better System for Publicizing 

NASA Award Recipients. 

Educational Affairs will develop a 

system to publicize appropriate 

fellowships and award recipients in 

publications such as the Chronicle of 

Higher Education. 

7. On-campus NASA Liaison. 

sizeable NASA funding, Educational Affairs will explore the feasibility of 

establishing a NASA liaison office. The 

liaison officer would be a university professor or staff member who would 

devote a percentage of his or her time to 

the task. Some support for clerical services and office space should be provided. Prominent office signs and listings in 

university directories should be required. 

At universities where there exists 

The purpose of the liaison office 

would be to establish a visible NASA 

presence on each campus and an 

available NASA contact for both students 

and faculty. The liaison officer, would, 

with the assistance of NASA, develop 

numerous contacts throughout the 

agency and come to understand how it 

functions. The NASA liaison office would 

be the first point of contact for students 

and faculty wishing to deal with NASA. 

Periodic conferences of liaison officers 

could be held. The liaison office should 

be provided with telephone directories 

of all NASA installations, and could be 

used as a central distribution point for 

NASA information and related material. 

Priority: Educational 

Publications and Distribution 

The Challenge 

Publications are the chief means 

through which the educational community learns of NASA's programs, plans, 

accomplishments, and emerging 

technologies. With current limitations of 

appropriated resources, the Educational 

Affairs Division must assure that the 

educational community and interested 

publics continue to receive appropriate 

publications and adequate educational 

materials with the widest possible 

dissemination. 

ORIGIEAL PAGE IS 

OF POOR QUALIN 

1. Publication Services. 

Headquarters publication and distribution services will continue to provide 

writing, editorial, illustration, design, 

layout, printing, and distribution services 

for educational materials. All educational 

publications will be designed for specific 

audiences, such as elementary, intermediate, high school, university, or the 

general public. Each publication will indicate the primary intended audience 

along with the date of publication. To 

ensure a balanced program, publications 

will continue in the following five 

categories: 

H Educational Briefs. Publications that 

are concise, inexpensive, easy to produce, and designed to quickly inform 

educators and other audiences of 

NASA's current activities, missions, 

and their results: 

Educational Publications. More detailed 

publications that discuss a mission or 

program in an in-depth manner; 

H NASA Facts. Publications designed to 

enhance certain discipline areas by 

connecting aeronautics and space 

science concepts with concepts 

taught in the classroom; 

H Lithographs. Publications that include 

NASA images in an 8- by IO-inch format, with text on the reverse side to 

provide teachers with information and 

suggestionsfor classroom activities; and 

W Pamphlets. Publications that include 

reprints, bibliographies, and career 

information. 

2. Educational Publications Planning 

Board. 

Chaired by the Director of Educational 

Affairs, this board is composed of NASA 

personnel in education, science, and 

technology from headquarters and field 

centers (at present one center is represented on the board). It coordinates 

educational publishing efforts between 

NASA field centers and program offices, 

and headquarters to achieve the best 

possible production and dissemination of 

materials. Key objectives are to help 

maintain publishing quality, to target 

publications toward audiences by educational level, to eliminate duplication of 

effort, and to reduce expenditures. 
14 

The board also addresses coordination 

requirements with the Scientific and 

Technical Information Branch of the Information Resource Management Division of the NASA Office of Management. 

3. Educational Publications Inventory. 

Each fiscal year an updated inventory 

of current NASA educational and 

selected scientific and technical publications will be published by headquarters. 

Included will be publications available 

from the US. Government Printing Office 

(GPO) with specific ordering instructions 

and up-to-date GPO order forms. The inventory will also provide information for 

obtaining current listings of educational 

materials from NASA field centers. 

4. Management Instruction (NMI). 

Under the guidance of the Publications Planning Board, a new NASA 

Management Instruction (NMI) on 

Educational Publications will be written 

and issued during fiscal year 1988 to ensure a coordinated effort for NASA-wide 

publication standards and procedures. 

5. Distribution System 

As the Spacelink system evolves and 

proves effective, it will be expanded to 

include Educational Affairs publication 

and distribution requirements. 

Priority: Educational Partnerships 

The Challenge 

Alone, NASA does not have sufficient 

resources to exclusively enhance the 

teaching of science and mathematics in 

the nation's schools. Educational partnerships with public and private organizations must be established as an essential 

means to reach the nation's 83,000 

elementary and secondary schools, 45 

million students, 3 million teachers, and 

the 12 million students and faculty in 

higher education (Grant 1984). Proactive 

rather than reactive partnerships are 

needed over the next five years. These 

partnerships should involve aerospace 

and nonaerospace industry, as well as 

federal agencies such as the Department 

of Education, Federal Aviation Administration, and National Science 

Foundation. 

1. Educational Partnership Guidelines. 

In fiscal year 1988, guidelines for 

establishing educational partnerships will 

be developed and distributed to NASA 

field centers. This package will define the 

educational partnership concept and will 

include case studies, a list of possible 

types of partnership opportunities, a 

generic Space Act partnership agreement, and suggested strategies. 

2. Partnership Staffing. 

Headquarters Educational Affairs has 

established a clearinghouse for partnership opportunities. Developed as an 

ongoing staff function, the clearinghouse will respond to legal and logistical 

queries, and will provide internal and external communication links. 

3. Inventory and Analysis of External 

Organizations. 

of external organizations. The list will 

facilitate making contacts and 

establishing educational partnerships. 

Priority: Educational Research 

and Evaluation 

Educational Affairs will compile a list 

The Challenge 

It is imperative that the products and 

services delivered by Educational Affairs 

correlate NASA program results and institutional needs with the needs of the 

educational community. Until now there 

has been no centralized effort within the 

Division to ensure this. Specifically, it is 

necessary for Educational Affairs to: 

W Maintain an awareness and understanding of NASA's future programs 

and missions; 

W Maintain a functional understanding 

of NASA's programs that are being 

carried out as well as those that have 

been completed; 

Assess the appropriate academic 

levels and disciplines for materials on 1 

NASA's past, present, and future 1 

programs; 

H Keep current with the perceived goals 

and needs of the educational community; and 

Maintain a continual evaluation of 

NASA's educational offerings (e.g. 

publications, programs, educational 

technology) in order to determine the 

extent to which they are meeting the 

desired needs. 

I 

Headquarters Educational Affairs Division will acquire a research and evaluation capability to help ensure that 

NASA's educational programs achieve 

their intended goals and objectives and 

that program designs reflect current 

research and evaluation findings on learning theory and program performance. 

Particular emphasis will be devoted to 

science educational programs that justify 

replication as a result of documented effectiveness. Meritorious programs will be 

widely distributed through various media, 

including Teacher Resource Centers, for 

awareness and possible adoption with 

appropriate local modification. 

Specifically, it is our intent to: 

Maintain a strong liaison with the 

NASA program offices; 

Utilize the technical expertise of appropriate personnel to prepare succinct reports on appropriate 

aerospace research; 

Maintain a research library at the 

NASA Headquarters AESP Office to 

provide materials relative to NASA 

programs and results, science education, curriculum guidelines, workshop 

activities, etc.; 

Utilize extensive field experience to 

maintain an understanding of actual 

current conditions in education; 

Provide frequent updates on trends in 

education from the university viewpoint; and 

W Determine suitable evaluative instruments and methods that will not 

have a negative impact upon the 

educational community. 
I 

I 

I 

riority: Educational Affairs 

Administration 

The Challenge 

In order to carry out this Five-Year Plan 

and to continue to provide the products 

and services not mentioned within the 

Plan, a stronger, better-org a n ized i nsti tu - 

tion must be developed. Communications between headquarters and the 

field centers must be improved. An extensive management data base must be 

initiated. A proper Division skill mix must 

be achieved. ADP equipment must be 

procured. In short the institution itself 

must be improved. 

1. NASA Management Instructions 

(NMI). 

All NMls that affect the Division are to 

be revised. 

2. Program Sharing and Coordination. 

An administrative process will be 

established that strengthens program 

sharing and coordination among the 

NASA field center education programs, 

and between headquarters Educational 

Affairs and the field centers. The procedures will be incorporated into the 

revised NMI. Day-to-day program operation relationships with and among 

Educational Affairs, Public Affairs, and 

University Programs will be strengthened, 

both at headquarters and field centers. 

This process will also be incorporated into the NMI. 

3. Reporting System. 

A new reporting system will be 

established that provides the least 

amount of burden to the field centers 

but provides data on program activities 

and progress towards implementing 

activities outlined in the Five-Year Plan. 

4. ADP Equipment. 

The process will begin to procure individual ADP workstations for all Division 

person ne1 . 
16 I 

, 

I bl iog ra p hy 

American Association of Engineering 

Societies. Engineering and Technology 

Degrees, Part 11: Conferrals, Minorities. 

Washington, DC, 1987. 

Engineering Manpower Commission. 

Engineering and Technology 

Enrollments. Washington, DC: The 

American Association of Engineering 

Education, 1980-85. 

Eng i neeri ng Man power Corn m iss ion. 

Engineering Manpower Bulletin No. 80. 

"Engineering Degree Statistics and 

Trends 1985." Washington, DC: 

The American Association of 

Engineering Education, May 1986. 

Fletcher, James C. Memo to NASA 

Headquarters Officials, January 7, 1987. 

Grant, W. Vance and Thomas D. Snyder. 

Digest of Educational Statistics 7 983-84. 

Washington, DC: National Center for 

Educational Statistics, 1984. 

Hodgkinson, Harold L. "All One System: 

Demographics of Education, 

Kindergarten through Graduate School." 

The Institute for Educational Leadership, 

1985. 

McBay, Shirley M. "Reclaiming Human 

Talent: Enlarging the Pipeline in 

Mathematics and Science." Photocopy of 

remarks presented at AAASlOOS 

seminar, April 1, 1987. 

National Commission on Excellence in 

Education. A Nation At Risk: The 

Imperative for Educational Reform. 

Washington, DC: US. Department of 

Education, 1983. 

National Commission on Space. 

Pioneering the Space Frontier. New York: 

Bantam Books, 1986. 

National Education Association. 

"Science: It Really Should Be 

Elementary." NEA Today Washington, 

DC, May 1987. 

National Science Foundation. Report of 

the 1977 National Survey of Science, 

Math and Social Studies Education. 

Washington, DC, 1978. 

National Science Teachers Association. 

"Elementary School Teacher Preparation 

in Science." NSTA Handbook 7986-87. 

Washington, DC, 1987. 

North Carolina Center of Public Policy 

Research. Teacher Certification: Out of 

field Teaching in Grades 7-12. Raleigh, 

NC, 1982. 

Scientific Manpower Commission, 

Professional Women and Minorities. 

Washington, DC, 1987. 

Solorzano, Lucia. "Teaching in Trouble." 

US. News and World Report. April 26, 

1986. 

Task Force on Education and the 

Economy. Action for Excellence. 

Washington, DC: Education Commission 

of the States, 1983. 

Triangle Coalition for Science and 

Technology Education. "Wanted: A 

Revolution in Elementary Science 

Teaching." Washington, DC, 1987. 

Weiss, Iris R. Report of the 1977 National 

Survey of Science, Math and Social 

Studies Education. Prepared for the 

National Science Foundation Directorate 

for Science Education. Center for 

Educational Research and Evaluation, 

Research Triangle Park, NC, March, 

1978.