U.S. Department of Transportation

Federal Aviation Administration

Washington, DC 20591

January 2011

This document is disseminated under the sponsorship of the Federal Aviation Administration in the interest of information 

exchange. The U.S. Government assumes no liability for the contents or the use thereof. The U.S. Government does not 

endorse products or manufacturers. Trade or manufacturer’s names appear herein solely because they are considered 

essential to the objective of this study. The author had complete freedom to interpret events as she saw them and they are 

not necessarily the view of the federal government.
Acknowledgements

The Federal Aviation Administration’s (FAA) aviation and space education coordinators and the many 

volunteer aviation counselors who work with students from pre-kindergarten through college are 

truly some of the Agency’s unsung heroes. With big hearts and very limited resources they often are 

the public’s first introduction to the FAA as they work with the nation’s youth to strengthen science, 

technology, engineering, and mathematics (STEM) skills and introduce students to the vast number of 

careers available to them in the aviation industry. Through myriad programs such as aviation career 

education (ACE) academies, facility tours, workshops, and school visits, this dedicated group works 

tirelessly to let students know that when it comes to education and career choices the sky’s the limit.

I would like to thank FAA Administrator Randy Babbitt and his management team for coming up with 

the idea of celebrating FAA employees who go beyond the call of duty. In particular, I would like 

to thank my supervisor, Assistant Chief Counsel James Whitlow, and FAA New England Regional 

Administrator Amy Lind Corbett for their support and encouragement, as well as the national aviation 

and space education program manager, James Brough, former national aviation and space education 

program manager, Shelia Bauer, and the regional center education coordinators, especially Mary Lou 

Dordan at the William J. Hughes Technical Center, and Julie Seltsam in the New England Region, who 

did yeoman’s work in providing comments on and information for this history. 

Laurie Zaleski, president of Art-Z Graphics, and Kimberly Galiazzi, as usual, did a magnificent job in 

the design and layout of this study. Their extraordinary skills more than succeeded in turning this history 

into an eye catching and interesting work.

Theresa L. Kraus, Ph.D.

FAA History Office
uilding on 75 years of experience, the FAA’s 

aviation and space education outreach 

program is earning an A+ for encouraging elementary, 

secondary, and even college students to study math, 

science, technology, engineering, and a host of 

other disciplines. Dedicated to educating today’s 

youth about the aerospace career opportunities 

available to them, the program is reaching out to 

local communities across the nation, and sometimes 

even beyond our U.S. borders. Through aviation 

career education (ACE) academies, career day visits, 

internships, aviation expos, science fairs, educator 

workshops, guest lectures, and hands-on experience 

at FAA facilities, millions of children and young 

adults are learning about the myriad jobs available in 

the aerospace industry and the educational experience 

necessary to obtain and succeed at those jobs.

The FAA and its predecessor organizations pioneered 

the use of aviation education in working with the 

schools and colleges of the nation. This work began 

in 1935, when the Department of Commerce’s 

Bureau of Air Commerce (FAA’s predecessor agency 

created by the Air Commerce Act of 1926) began 

working with the National Education Association 

(NEA) to define and promote aviation education. In 

November 1936, the Bureau of Air Commerce and 

NEA published a fifteen-page article on aviation 

education in the journal of the NEA that suggested 

aviation-related activities for students and outlined 

additional sources for educational materials.1

Shortly after the Civil Aeronautics Act of 1938 

replaced the Bureau of Air Commerce with the Civil 

Aeronautics Authority (CAA), Edward J. Noble, 

the chairman of the new organization urged a larger 

federal role in aviation activities:

Now, I should like to say something which I consider 

very important . . . that is the part that boys and girls 

are taking in the aviation picture. We have neglected 

our boys and girls. Other nations have not. In Europe 

aviation is begun in kindergarten with the making of 

paper models. Germany and Italy spend hundreds of 

thousands of dollars training young people. France 

1

B

Celebrating a History of Excellence
has appropriated millions of francs for educations 

purposes and in England last year 25,000 pounds 

were set aside for glider instruction alone . . . Here 

the Government sponsors the theater, and various 

art projects, and outside of the C.C.C. [Civilian 

Conservation Corps], which gives some small 

vocational aviation ground training, not one penny 

of Government money goes to flying instruction 

outside of the military services.

2

Believing aviation education critical to the 

nation’s future, in December 1938, Noble created 

a new Private Flying Division within the CAA to 

coordinate with and educate private fliers.

3

 The 

following month, the CAA announced plans to 

establish a training program at a dozen selected 

schools during the second semester of the 1939 

school year. The Private Flying Division oversaw 

the experimental program, which focused on 

training pilots for possible military service. On 

February 16, 1939, Purdue University became 

the first school to begin pilot training under the 

CAA program.

4

 The 1939 Civilian Pilot Training 

Act made the demonstration project permanent 

and provided an annual appropriation. When 

President Roosevelt reorganized the CAA in 

1940, responsibility for the Civilian Pilot Training 

Program (CPTP) went to the Civil Aeronautics 

Administration (also abbreviated as CAA). By the 

program’s peak, 1,132 educational institutions and 

1,460 flights schools participated in the program 

with the majority of its graduates entering military 

service during World War II.

The focus on the CPTP did not stop activities 

devoted to elementary education. In the spring 

of 1940, under CAA sponsorship, two groups of 

writers, eight at the University of Alabama and 

three in Washington, DC, began work on a series 

of ten aviation textbooks. Six of the books were 

aimed primarily at elementary instruction and four 

for more advanced students. The Government 

Printing Office printed and sold the books, which 

cost $4.50 for the set. By July 1942, over one 

million copies had been sold.

5

In April 1942, the CAA moved to provide additional 

aviation educational resources for teachers of 

Aviation and Space Education Outreach Program

2
3 Celebrating a History of Excellence
students too young to join the war effort. That month, 

the CAA and the U.S. Office of Education announced 

a joint program to “air condition” American youth 

by stimulating aviation education in elementary and 

high schools. By encouraging schools to teach air 

training, the two offices hoped to provide schoolaged children basic aviation knowledge and increase 

public interest in aviation by instilling a thorough 

knowledge of aeronautics beginning in the earliest 

grades. According to Robert H. Hinckley, Department 

of Commerce Assistant Secretary for Air, the program 

was “intended to assure a flow of youth versed in 

aviation to meet war needs and to prepare for the 

tremendous post-war expansion that is in store for 

civil aviation.”6 As Hinckley bluntly stated, “History 

has faced us with the plain alternative: Fly – or die! 

The entire nation must become air-conditioned.”7

In Hinckley’s 1942 book, Air-Conditioning Young 

America, he explained that “to be air-conditioned 

means to be in a state of readiness to do something 

about aviation and not just feel strongly about it.” He 

went on to say, “The term, it should be clear, does 

not imply merely vocational proficiency, in some 

field of aviation. Rather, it means a saturation of 

the American people in aviation skills and a general 

comprehension of the significance of aviation.”8 In 

discussing the CAA’s training programs, Hinckley 

said:

It was necessity and not choice that led us to start 

the CAA program at the college level. From the 

beginning we realized that we were starting “wrong 

end to “. . . everyone agrees that any long-range 

educational program must be built from the ground 

up. It should properly begin in the primary and 

secondary schools . . . all children, even the youngest, 

are interested in planes and what makes them go . . 

. we believe that this spontaneous and lively interest 

should be channeled into the classroom to enrich 

the content and sharpen the relevance of the entire 

curriculum.9

To facilitate aviation education, the CAA, Army, 

Navy, and Office of Education created an advisory 

committee, the National Committee on Aviation 

Education, to help promote aviation education 

and guide development of the curriculum, which 

included courses in navigation, meteorology, civil 

air regulations, general aircraft maintenance, and 

related ground subjects. The committee, comprised 

of educators from across the country, had five main 

goals:

• To serve as a general clearing house committee 

in which the related objectives and problems 

dealing with aviation education of the 

four Governmental agencies (Army, Navy, 

U.S. Office of Education, and CAA) may 

be discussed, duplication of purposes and 

operating procedures eliminated, and mutual 

cooperation secured.

Aviation and Space Education Outreach Program 4
• To stimulate a consciousness and recognition 

of the need for providing aviation education for 

American youth.

• To initiate the promotion of aviation education 

programs for the pre-college age group which 

will be rapidly geared to the war needs and 

which will enable these youth to prepare for 

a post-war period in which the airplane will 

bring about great changes in our economic and 

social life.

• To secure a rapid and sound development 

of aviation education in the schools of this 

country.

• To review and to advise concerning plans and 

proposals when submitted by various 

subcommittees.10

In July 1942, the CAA announced 

arrangements to open aviation ground 

school classes to high school teachers who 

planned to participate as instructors in 

the national “air conditioning” program. 

More than 650 colleges and universities 

participated in the program to train teachers. 

The CAA reimbursed the colleges for each 

teacher who completed the required number 

of classroom hours and took the prescribed 

institution examination.11 

Aviation courses began in the schools in the 

fall term of 1942, and, according to CAA 

Administrator Charles Stanton, 14,000 high schools 

instituted preflight aeronautics training that year. 

Students in those programs could receive a CAA 

certificate of aeronautical knowledge after completing 

the required courses and passing an examination. 

Students could then offer their certificate for 12 

months after receiving it as meeting the ground 

subjects’ requirements for the private pilot license. 

The first exams were held in January 1943. By May 

15, 1943, the “air conditioning” program, now called 

the CAA Preflight Aeronautics Program, had paid for 

the training of 3,500 teachers, and by June 15, 1943, 

250,000 students between the ages of 16 and 18 were 

nearing the completion of preflight training.12 

To provide classroom materials 

for the elementary and secondary 

schools, a team of researchers 

and writers from the Teacher 

Colleges at Columbia University 

and the University of Nebraska, 

in cooperation with the CAA 

and sponsored by the Institute of 

Aeronautical Sciences,13 produced 

a series of booklets that became 

know as the Air-Age Education 

Series. Based on the 10 volumes 

produced in 1940, the researchers 

and writers, known as the Aviation 

Education Group, produced 20 manuscripts that were 

published by the MacMillan Company in New York 

in 1942 and 1943.14 Macmillan’s made publishing 

5 Celebrating a History of Excellence
history by turning them out in 38 days. An article in 

Time described the innovative series:

From the start of the new semester, “air-age 

education” has become the theme of teaching, from 

grade school to college. The program has been 

cooked up in less than six months. When the Civil 

Aeronautics Administration (backed by the Army, 

Navy and U.S. Office of Education) broached the 

idea last spring, there were no air-age textbooks, 

few air-age teachers . . . Ten thousand willing 

teachers were rounded up and buckled down to 

studying aeronautics during the summer . . . [the] 

books, from teachers’ manuals to a 900-page work 

that covered flying from Icarus to Zero . . . were 

distributed to schools at record low prices. At the 

school discount, the 900-page Science of PreFlight Aeronautics cost 99¢. The books . . . add 

an aeronautical third dimension to mathematics, 

physics, biology, history, geography, economics, 

politics, even literature. History lessons now plug a 

new crop of aero-heroes (from Leonardo da Vinci to 

the Wright Brothers). Biology lessons describe what 

happens to a pilot when he blacks out. Social science 

lessons picture a post-war world of “aerial freight 

trains,” and decentralized living. Anthologies of the 

rich, adventurous literature of flying enliven English 

lessons.15 

During the summer of 1943, the CAA held a number 

of clinics around the country to assess the preflight 

program. According to CAA program manager, 

Bruce Uthus:

more high school youth wish to enroll than the present 

restricted facilities of schools can accommodate 

. . . It illustrates that young people are not averse to 

working strenuously in a course which is functional, 

interesting, practical, and realistic . . . in addition to 

its specific contribution to military and civil aviation, 

preflight aeronautics is proving itself an excellent 

education vehicle. Mathematics and physics are 

being absorbed with avidity.16

Edgar Fuller, Ph.D., chief, CAA Aviation Education 

Service, reiterated the importance of aviation courses 

in the school system:

Our schools are rapidly recognizing the implications 

of human flight. Most teachers know that established 

courses and teaching procedures in the sciences, 

social studies, and other fields must be adapted to 

the implications of human flight as well as to other 

modern needs. These changes demand a critical 

examination of our present curriculum materials 

and content. Boys and girls often seem to find 

special delight in challenging the few teachers who 

Aviation and Space Education Outreach Program 6
still have difficulty in distinguishing a DC 3 from a 

Cub. Life would be simpler if the airplane had not 

been developed at all. But the air age is here . . .17 

Because of its education activities, the CAA received 

the first National Aeronautics Association Brewer 

Trophy, now awarded annually to an individual, a 

group of individuals, or an organization for significant 

contributions of enduring value to aerospace 

education in the United States. Due to scarcity of 

metal during the war years, the CAA received a 

certificate, not a trophy, presented by Vice President 

Henry A. Wallace “for the Civilian Pilot Training 

Program, making it possible for 250,000 youths, 15 

to 18 years of age, to exploit their interest in aviation, 

by availing themselves of aviation education on 

a nation wide basis in high schools.” In 1944, the 

CAA’s Dr. Edgar Fuller received the Brewer Trophy 

“for the outstanding contribution of Air Youth, in his 

work as Assistant Director of Aviation Education, 

Civil Aeronautics Administration. Dr. Fuller worked 

in each of the 48 states for organization of various 

phases of aviation education in elementary and 

secondary schools, as well as colleges.”18

In an early 1945 reorganization, CAA moved the 

Aviation Education Service under the agency’s 

Manpower and Training Officer. The Manpower 

and Training Officer subsequently was renamed 

the Assistant Administrator for Aviation Training. 

The reorganization, however, did not affect ongoing 

aviation education activities. The program continued 

to work with individual States to develop aviation 

courses for high schools. As Dr. Fuller explained, 

. . . there is a growing realization that aviation in 

the schools is not just a war emergency measure, 

but is here to stay. Forward-looking educators are 

aware that we are entering an air age in which 

every student will need to know the basic principles 

of aeronautics and their broad social implications. 

Such an understanding will be necessary whether 

or not the student ever becomes a civil or military 

flier, and should be inculcated as part of the general 

education program.19

To prepare students for the post-war “air age,” CAA 

Assistant Administrator for Aviation Training, H. W. 

Sinclair, announced that the CAA would hold at least 

27 aviation education workshops for teachers during 

the summer of 1946 to help school systems adjust 

their aeronautical studies programs for peacetime. 

The workshops would also help the CAA develop new 

teaching materials for all grade levels. To aid schools, 

teachers, and pupils interested in aviation, the CAA 

7 Celebrating a History of Excellence
contracted with the Stanford University School of 

Education to produce a reference book. The almost 

900-page Aviation Education Source Book, edited 

by Paul R. Hanna, provided curricula information 

and suggested ways to include aviation topics in 

areas such as social studies, science, language arts, 

mathematics, art, and music. The volume included 

materials for instructing students from kindergarten 

to ninth grade.20 In October 1947, CAA announced 

that schools in 48 states and the territories of Alaska 

and Hawaii were offering aviation education classes 

sponsored and encouraged by the CAA’s Aviation 

Education Division.21 

The CAA also produced a number of brochures and 

pamphlets to help teachers. The publications were 

free and covered a number of topics, such as:

• A Guide to the Preparation of a “Statewide” 

Program in Air Age Education (1947)

• Aviation for Teachers, a Study Guide for 

Elementary and Secondary School Teachers 

(1945)

• Orientation in Air Age Education for Teachers 

(1946)

• Outline of a Junior College Program in 

General and Vocational Aviation (1947)

• Outline of a Suggested Program in Aviation 

Education for Teacher Training Institutions 

(1947)

• The Science of Aeronautics in Secondary 

Schools (1943)

Perhaps one of the most popular of its educational 

activities was the CAA’s aviation education 

workshops for teachers. Working through state 

education departments, 

teacher-training schools, 

and other local groups, 

thousands of elementary 

and secondary school 

teachers received 

tutorials on aviation.22

In June 1948, the CAA 

co-sponsored with the 

American Council on 

Education, a four-day “Demonstration School 

Project Conference,” in Washington, DC. Fifty 

educators from around the country attended to share 

insights and get new information on CAA’s education 

program. After the conference, at the request of 

the CAA, the educators returned home to make 

“practical studies of aviation education teaching 

methods” during the upcoming school year so they 

could help develop three instructions manuals to be 

made available to elementary, junior high, and senior 

high school aviation teachers.23 In 1946 and 1948 the 

CAA, in cooperation with the American Council on 

Education, conducted surveys of Collegiate Courses 

in Aviation and related fields. In 1946, 372 colleges 

reported programs and in 1948 there were 331.24 

On June 2, 1949, CAA Administrator D. W. Rentzel 

announced completion of a CAA reorganization 

begun in October of the preceding year. As part of the 

reorganization, CAA created a new Office of Aviation 

Development. Aviation education, air marking, 

personal flying promotion, and flight information fell 

under the new office.25 Reorganization did not change 

the mission of the aviation education activities. 

Harold E. Mehrens, Ph.D., served as the CAA’s 

supervisor of the Aviation Education Program, in 

the late 1940s and early 1950s. In 1951, in a joint 

CAA and American Council 

on Education effort, Mehrens 

published Adventures in Aviation 

Education to aid teachers and 

Aviation and Space Education Outreach Program 8
9 Celebrating a History of Excellence
educators in developing aviation education 

programs.26 As a result of this and other publications 

and his ongoing aviation education work, Mehrens 

received the 1951 Brewer Trophy.27 

In July 1952, the CAA announced publication of a 

one-year vocational course for high schools called 

“Exploring Aviation.” Pointing out that the situation 

approximated that in 1942 when the CAA first 

urged school systems include a pre-flight course in 

high schools, the Office of Aviation Development 

urged schools to begin such courses again. As CAA 

Administrator Charles Horne pointed out, “The 

industry is advertising continuously for electronic 

and aeronautical engineers . . . We directed students 

to the important job of flying in 1942. Now we 

believe the schools can serve the country’s needs by 

urging a technical aviation career on the boys and 

girls now in High School.”28 

Despite Horne’s public call for aviation education, 

program activities slowed down and eventually 

stopped in the early 1950s. The aviation education 

staff was placed in the Office of Program 

Coordination,29 and the CAA reduced its support 

and activities in aviation education, severely limiting 

the production of educational instructional materials 

and sponsorship of teacher workshops.30 By the mid1950s, the CAA had stopped all formal aviation 

education activities, although individual employees 

continued to volunteer in their local communities, 

providing aviation expertise to local schools and 

community groups.

Impetus to reinvigorate federal education training 

efforts came on October 4, 1957, with the launch 

of the first man-made satellite, Sputnik I, by the 

Soviet Union. Fearing the United States might be 

lagging behind the Soviets, government officials 

and educators pushed for new efforts to reform 

and improve education in general, and science 

and mathematics study in particular. The Sputnik 

launch, which began the space age, not only created 

political furor, but also led to widespread discussions 

on the nature and extent of education in the United 

States. In July 1958, Congress passed the National 

Aeronautics and Space Act, which created the 

National Aeronautics and Space Administration 

(NASA) as of October 1, 1958.

The Federal Aviation Act of 1958 created the Federal 

Aviation Agency (FAA), which replaced the CAA. 

Aviation and Space Education Outreach Program 10
Elwood R. Quesada became the first Administrator 

of the new agency, which began operations on 

December 31, 1958. Quesada’s first priority was to 

establish an organizational structure for the FAA. 

On January 15, 1959, the Administrator issued 

organizational order number 1. Although the new 

organization did not have an aviation education 

office, Quesada understood the benefits of and need 

for an aviation education program. In early 1959, 

Quesada wrote a report on “The Place of Information 

in the FAA.” In that report, he addressed the need for 

the agency to undertake educational outreach: 

A number of companies, trade associations and 

other organizations are actively engaged in aviation 

educational activities. Much of the activity seems to 

be diffuse. Some materials are competitive. Others 

are misdirected. Some are too narrowly informational 

and proprietary in character. The most profitable 

targets of opportunity are probably to be found in 

the secondary schools and colleges where activities 

related to aviation can best be integrated into the 

teaching of mathematics and physics. Rather than 

embark unilaterally on a proprietary program of its 

own, FAA would do better by establishing itself as 

a focal center or clearing house for the voluntary 

activities of other organizations already engaged in 

aviation education. It could enlarge the effectiveness 

of their programs by enlisting the cooperation of 

the educational community. This i[t] could do by 

giving the program the appearance of an official 

imprimatur.31

With the establishment of NASA and FAA, and with 

the space race underway, the government began to 

make resources available for aviation and aerospace 

education. In 1960, Administrator Quesada reestablished an aviation education program and gave 

responsibility for it to the Office of Public Affairs.32

Mervin K. Strickler, Jr., Ph.D., joined the FAA as 

its aviation education specialist. Strickler quickly 

began creating education partnerships with external 

organizations, NASA, and other government 

agencies. The second FAA Administrator, Najeeb 

Halaby, moved responsibility for aviation education 

to the Office of Assistant Administrator for General 

Aviation on August 31, 1962.33 

Strickler, now considered the “father of aerospace 

education,” worked tirelessly to develop and promote 

aviation education partnerships and programs. He 

earned the 1966 Brewer Trophy for:

11 Celebrating a History of Excellence
his continuous and enthusiastic contributions to 

the education of youth as to the place of aviation 

in their lives today and its promises and challenges 

for tomorrow; for his energetic, imaginative and 

innovative programs . . . which have brought the 

educational community in closer contact with 

aviation; for the inspiration and encouragement he 

has given to thousands of teachers and students; 

for his past leadership of the national program 

of aviation education of the Civil Air Patrol; and 

for his long years of service as a charter member 

and officer of the National Aerospace Education 

Council.34

Under Strickler’s guidance, the FAA (now the 

Federal Aviation Administration, an organization 

within the new Department of Transportation) again 

began publishing aviation education guides for 

teachers and students. In 1968, Strickler edited the 

seminal An Introduction to Aerospace Education,

35

which remained the standard reference guide for 

teachers and administrators for many years. The 

agency also published and/or sponsored a number 

of educational brochures for classroom use, such 

as:• Aerospace Units for Elementary Science 

Classes (1967)

• Air Transportation – A History and 

Teaching Outline for Industrial Arts (1960)

• A Curriculum Guide for Aerospace 

Sciences (1967)

• Learning Through Aviation (1969) • Teacher’s Guide for SST-T-T (1969) • Teaching Guide for an Aerospace 

Communications Laboratory (1968)

Strickler worked with other government agencies 

and the aviation industry to promote aviation 

education and careers. FAA became an early 

participant, and later a sponsor, of the annual 

National Congress on Aviation and Space Education, 

which began in 1968. Now called the National 

Conference on Aviation and Space Education, the 

association brought together educators from around 

the nation to share new experiences and discover 

learning tools that would capture the imagination 

Aviation and Space Education Outreach Program 12
of students. Teachers learned how the wonders of 

aviation and space could be a useful way to teach 

ordinary subjects in an extraordinary way.36

In addition to Strickler’s aviation education work, 

in 1968, FAA’s Personnel and Training Office 

began an experimental program to address longrange agency hiring needs. Pointing out that “our 

overall agencywide manpower position would be 

improved if we were to hire a larger portion of our 

work force from among applicants with a broader 

education base,” Assistant Administrator Joseph 

Tippets proposed working with junior colleges to 

add aviation-related studies to their curricula. Deputy 

Administrator David Thomas approved the program 

on July 19.37

The FAA released a curriculum package for the 

experimental aviation technology education project 

in September 1969.38 The program consisted of “very 

loose, and for the most part, oral understandings and 

arrangements” with 20 colleges. The common factor 

among the 20 participating schools was that students 

participated in academic and FAA-paid work study 

programs. During the work study program, the FAA 

employed the students in field facilities.39 By the end 

of 1970, 604 students had enrolled in the program.40

After a thorough review of the experimental 

program, FAA Administrator John Shaffer approved 

continuing the program and extending it to four-year 

colleges.41

The FAA’s and Strickler’s advocacy of aviation 

education helped gain legislative authority for FAA’s 

educational activities. On May 31, 1976, President 

Gerald Ford signed Public Law 94-353, the Airport 

and Airway Development Act Amendments, which, 

among other items, mandated the FAA aviation 

education program. That law required FAA:

In furtherance of his mandate to promote civil 

aviation, the Secretary of Transportation acting 

through the Administrator of the Federal Aviation 

Administration shall take such action as he may 

deem necessary, within available resources, to 

establish a civil aviation information distribution 

program within each region of the Federal Aviation 

Administration. Such program shall be designed so 

as to provide state and local school administrators, 

college and university officials, and officers of 

civil and other organizations, upon request, with 

informational materials and expertise on various 

aspects of civil aviation.42

13 Celebrating a History of Excellence
The legislative history of Public Law 94-353 

further explained that: 

. . . every effort must be made to acquaint young 

people with the full potential of finding careers in 

air transportation systems and general aviation 

as well as broadening their perspective of how 

aviation and our transportation systems can 

bring about a more balanced population patterns 

and an improved quality of life . . . FAA should 

vigorously pursue this program in conjunction 

with established aviation and aerospace programs 

of a similar nature being 

conducted under nongovernmental auspices.43

Passage of the law 

provided greater visibility 

to the FAA’s aviation 

education program and 

provided a legislative 

mandate for its ongoing 

activities. The aviation 

education program remained part of 

the General Aviation organization until 

September 10, 1978, when the FAA 

abolished the Office of General Aviation 

and transferred the aviation education 

program to the Office of Aviation Policy.44

Strickler led FAA’s aviation education 

program until his retirement in 1979. 

He was the last FAA aviation education 

program manager to have a Ph.D. After 

retirement, he often served as a consultant to FAA 

and other educational organizations. 

Despite the law, the agency made little progress in 

enhancing its education program until J. Lynn Helms 

became the FAA’s administrator in 1981. With a keen 

interest in furthering the education of employees, 

working with colleges and universities to establish 

aviation curricula, and establishing aviation programs 

for kindergarten through high school children, Helms 

strengthened and institutionalized aviation education 

as part of the FAA’s mission. Although his initiatives 

were delayed by the 1981 controller strike, by 1983 

the aviation education program gained renewed 

energy and support.45

In early February 1983, Administrator 

Helms proposed formalizing the college 

education program begun in 1968 as a 5-year 

demonstration project called the Airway 

Science Curriculum.46 The 

program involved establishing 

specialized aviation 

curriculum in colleges and 

universities and providing a 

method to hire 500 graduates 

of the program annually.47 

With Office of Personnel 

Management (OPM) and 

Congressional approval, the 

FAA initiated the program 

in fiscal year 1982 with the 

goal of using FAA-developed 

curriculum as an alternative to the traditional 

testing process conducted by OPM for four primary 

occupations: air traffic controller, aviation safety 

inspector, electronics technician, and computer 

specialist.48 

FAA extended the program in 1988 for the purpose 

of validating results, since the four-year degree 

programs were just beginning to produce graduates.49

The program was terminated in 1991 by mutual 

agreement of FAA and OPM when it became clear 

that FAA would not be able to hire enough candidates 

and obtain meaningful data to validate the results. 

Between the program’s inception and fiscal year 

1993, FAA provided over $104 million to colleges 

Aviation and Space Education Outreach Program 14
1515 Celebrating a History of Excellence
and universities for airway science buildings and 

equipment. Of this total, Congress earmarked 

nearly $100 million for specific institutions and 

FAA provided the remaining $4 million through a 

competitive application process.50

In addition to the airway science program, the FAA 

also remained committed to an active aviation 

education program for students at all levels. In early 

1983, former U.S. Representative Don Clausen 

(R-CA) joined the FAA as director of special 

programs at the request of President Ronald Reagan, 

a position he held until 1990. Reporting directly to 

Administrator Helms, Clausen became responsible 

for carrying out educational programs. Clausen had 

become interested in aviation education while serving 

in Congress. While in Congress, he chaired the 

California Governor’s Aerospace-Aviation Education 

Task Force from 1969-1971, authored an amendment 

that became part of Public Law 94-353 to establish 

a Civil Aviation Information Distribution Program, 

represented the President at the National Congress on 

Aviation and Space Education, represented the U.S. 

at the First World Aerospace Education Congress, 

and helped establish the Young Astronauts Program. 

He received the National Aeronautics Association’s 

Brewer Trophy and the National Congress on 

Aviation and Space Education’s Crown Circle Award 

for his aviation and space education efforts.51

To ensure a continued focus on the agency’s 

educational activities, Administrator Helms, working 

with Clausen, issued the agency’s first policy 

statement on aviation education on April 25, 1983. 

The policy stated that:

. . . to assure a technically qualified workforce able 

to meet the challenges of changing technology, it 

shall be the policy of the FAA to support education 

at all levels within the limits of our capability to do 

so. As Administrator, I encourage FAA employees 

to assume a more active role in their communities 

and schools in promoting increased understanding 

of Aviation, Airports and Air Transportation and 

their economic, social and career value in our 

communities and society as a whole.52 

Helms moved aviation education responsibilities 

from the Office of Aviation Policy back to the Office 

of Public Affairs in 1983, although the move was 

technically not formalized until FAA issued Agency 

Order 1200.8B on 

February 4, 1984. 

Aviation and Space Education Outreach Program 16
According to the order, the Assistant Administrator 

for Public Affairs, through the aviation education 

professional staff, had responsibility for coordinating 

aviation education activities with the regional 

directors. Each director had to designate an individual 

to serve as the regional education coordinator, and 

each regional coordinator would train local aviation 

education facilitators to carry out program objectives 

and activities in local communities at or near FAA 

facilities.53 With the aviation education counselors 

in place, FAA developed an aviation education plan, 

released in July 1983. According to the plan: 

. . . aviation education seeks to develop attitudes 

and skills, communicate knowledge, and impart 

understanding relative to the 

social, economic, political 

and technical aspects of 

aviation. It encompasses all 

levels from elementary to 

post-secondary; it crosses all 

disciplines from Agriculture to 

Speech and Communications. 

It has the special advantage 

of spontaneous pupil interest 

in aircraft – an interest that 

motivates them to investigate 

and understand the physical 

world, as well as helps them 

define career goals in aviation. Its benefits 

to students, teachers and communities 

have been widely documented and 

continue to be validated.54

As part of the plan, in addition to publishing 

information on aviation education curricula, FAA 

began supplying activity books for elementary 

schools, such as August Martin Activities Book 

(1980) and Aviation Science Activities for Elementary 

Grades (1983). Between 1984 and 1989, the agency 

also published a series of career guides, such as Pilots 

and Flight Engineers, Airport Careers, Aircraft 

Manufacturing Occupations, and Airline Careers.

Helms’ successor as Administrator, Donald Engen, 

continued to emphasize the importance of aviation 

education during his tenure. He oversaw the 

appointment of regional education coordinators. 

Many of these coordinators, however, also had 

responsibilities as public affairs 

officers. The coordinators 

worked to recruit, educate, and 

train FAA aviation education 

counselors who would help 

promote aviation education 

and foster a wider knowledge 

and deeper understanding of 

the FAA, the national airspace 

system, and all facets of aviation. 

Counselors came 

from the FAA and 

the aviation industry. 

Many of them were 

retired FAA or other 

aviation employees, 

teachers, interested 

parents, pilots, or other 

aviation workers.55 

To help the new 

aviation education regional coordinators and 

facilitators, FAA contracted with Mervin Strickler to 

develop guidelines for the program. In “Guidelines 

for Federal Aviation Administration Regional 

Aviation Education Coordinators and Aviation 

Education Facilitators,” he identified key goals for 

the FAA aviation education program:

• Make use of tested aviation education 

techniques in working with students, 

educators, representatives of local, state 

17 Celebrating a History of Excellence
and federal government agencies as well as 

appropriate industries, organizations and 

members of the public.

• Involve FAA employees as resource persons 

in sharing their expertise with those who will 

use it in planning and carrying out aviation 

education programs, projects, activities. 

• Ensure that FAA’s mission attainment makes 

the fullest possible use of existing resources 

both within and outside the agency.56

During this time, the FAA also initiated the 

Partnership-in-Education concept as a means of 

increasing the science, mathematics, and technology 

literacy of America’s youth. In addition, the agency 

spearheaded the Department of Transportation’s 

Adopt-a-School Program when it adopted Hine Junior 

High School in Washington, DC. As Administrator 

Engen explained:

As a result of the information and technology 

revolution underway, there is now an education 

revolution to meet the challenge. The Federal 

Aviation Administration is on the leading edge of that 

revolution with its Aviation Education Program . . .57 

Following his predecessor’s lead, Administrator T. 

Allan McArtor maintained a focus on education, but 

he saw the aviation education program as a tool to 

expand community outreach and foster a better public 

image for the agency. Believing that the public was 

losing faith in the safety and integrity of the aviation 

system, McArtor’s Impact 88 program was designed 

to take “bold and decisive action” to restore that 

confidence. A key element in the initiative centered 

on a public affairs and aviation education strategy 

that would shape positive aviation awareness to 

the public and the media. FAA planned to “take its 

campaign to the people – to the schools, talk shows, 

civic centers – and explain why American aviation 

is critical to this country’s global competitiveness.”58

Perhaps, in 1989, with Impact 88 advocating 

strong public awareness of aviation, FAA’s aviation 

education program reached its pinnacle, at least in 

terms of resources. At the national level, the aviation 

education staff consisted of one GM-15 program 

manager and four staff members ranging from GS-9 

to GS-13. At the regional level, each of the nine 

regions and the two centers had one full-time staff 

member dedicated to aviation education and public 

outreach. The majority of these positions were 

located in public affairs offices and the program was 

fairly well funded.59

Aviation and Space Education Outreach Program 18
To ensure wide distribution of its aviation education 

materials to the public, in January 1989, FAA 

established its first aviation education resource 

center. The centers, located at and run by universities 

and aviation trade groups, provided FAA printed 

materials, video tapes, and educational software, 

and answered informational requests, conducted 

workshops, and made aviation-related presentations 

to the public.60 The agency’s 50th resource center 

opened in 1991 at the State Transportation Library 

in Boston.61 

In early 1989, FAA adopted Air Bear as its official 

aviation education mascot. Air Bear, the idea of 

Janice Draper of the Illinois Division of Aeronautics, 

had won the National Association of State Aviation 

Officials award for most innovative state program 

in 1988. Air Bear’s mission was to promote aviation 

awareness among pre-school and kindergarten 

children.62

Upon becoming FAA Administrator in June 1989, 

James Busey strongly encouraged FAA employees 

to become more involved in aviation education 

activities, and he fully supported expanding FAA’s 

educational activities. For example, to provide 

students a hands-on experience, in August 1989, the 

FAA co-sponsored with the Civil Air Patrol and the 

Reserve Officers Association the first Youth Aviation 

Career Academy, later known as aviation career 

education (ACE) academies. The first such program 

was designed for students at least 15 years old and 

lasted two weeks. Sixty-four students attended 

the course, which provided instruction in ground 

school requirements, aviation communications and 

electronics, and an introduction to air traffic control.63

The program proved so popular that FAA announced 

it would expand the program to 10 locations the 

following summer.64

To ensure content and consistency among all 

regional ACE academies, the regional coordinators 

prepared lessons learned and recommendations on 

how to operate such academies. Their input and ideas 

resulted in a standardized list of ACE guidelines.65 In 

its third year of operations, the FAA ACE academies 

expanded to all FAA regions to include more children 

at more locations. 

During the summer of 1991, FAA held 17 ACE 

academies for 446 children. The FAA held two 

types of academies. ACE I was a one-week program 

conducted in cooperation with colleges and 

universities to provide young people opportunities 

to explore various aviation career options. ACE 

II programs were more academically rigorous, 

preparing students for the initial steps toward 

certification as an air traffic controller, pilot, or 

communications/electronics technicians. The twoweek program ended with a series of examinations.66

19 Celebrating a History of Excellence
Wanting a more centrally coordinated education 

program, in December 1989, Busey asked the 

FAA Executive Board for advice on “how to 

establish a Washington-led, national aviation 

education program that will inspire the Nation’s 

youth to choose careers in aviation.”67 Based 

on the information received from the Executive 

Board, the Administrator established an aviation 

education task force in March 1990 to assess FAA’s 

educational activities and develop a blueprint of 

how the agency would accomplish its educational 

objectives. The task force, comprised of 15 FAA 

employees and one university professor, reported to 

the deputy administrator. To develop its education 

plan of action, the task force met with all segments 

of the aviation community, with the governors 

of each state, and with educational institutions, 

associations, and agencies. In its final report, issued 

November 27, 1990, the task force identified five 

major aviation education needs for the FAA:

1. Public Education: Aviation education 

activities directed toward increasing the 

public’s understanding of aviation services 

and operations.

2. Safety Education: Aviation education 

programs addressing aviation safety for the 

general public as well as airmen and the 

aviation community.

3. Career Education: Promotional and other 

marketing activities to increase awareness 

of job opportunities in FAA or the aviation 

industry, in support of recruitment.

4. Product/Service Improvement: Education 

undertaken to broaden the public’s knowledge 

of FAA’s mission, to include FAA’s 

certification, inspection, security, research, 

and enforcement functions.

5. Equal Employment Opportunity/Affirmative 

Action: A vigorous EEO/Affirmative action 

program as an integral part of all aviation 

education programs.68

Task force members agreed the FAA was doing a 

satisfactory job in communicating directly with the 

general public, but that it needed to “increase its 

Aviation and Space Education Outreach Program 20
21 21 Celebrating a History of Excellence
influence and profile at the institutional level with the 

educational community, state and local governments, 

and industry.” To establish a more effective education 

program, the task force identified “a significant need 

for increased management of an expanded, national 

aviation education program, including increased 

coordination of national efforts, establishment 

of an FAA information system, uniform regional 

implementation of all aviation education programs, 

increased accountability for expenditures of aviation 

education resources, and a systematic evaluation 

process for regional programs.”69

In the report, the task force proposed over 50 

initiatives to “change the course of aviation education 

in America.” These ranged from new programs for 

youth to new programs for entire communities and 

states. As part of an action plan included with the 

report, the task force also recommended FAA post 

information on the Federal Information Exchange 

(FEDIX) System, which was accessible to the general 

public, government agencies, and the educational 

community. Specific recommendations included: 

establishing an Aviation Education Council; 

developing a comprehensive aviation education plan; 

creating a quarterly reporting system; establishing a 

line item for aviation education in the FAA budget; 

and hosting an annual aviation education conference. 

To accomplish its recommendations, task force 

members suggested funding approximately $13.6 

million aviation education enhancements/initiatives 

in fiscal year 1991, and $25.2 million for activities 

in fiscal year 1992. As explained in the report, “The 

funding will help establish FAA as the national 

leader by expanding traditional aviation education 

programs from single locations to at least one in every 

region; greatly intensify FAA’s level of interaction 

with Congress, state and local government, industry, 

and the education community.”70

In an April 1991 speech, Busey reaffirmed the need 

for aviation education programs. He pointed out 

that few students “will seriously consider aviation 

careers – unless we stimulate their interest. And few 

of them will get the education in math and science 

they need for aviation careers – unless we give it to 

them.” He said that the FAA was doing what it could, 

Aviation and Space Education Outreach Program 22
“but not nearly as much as we’d like, because 

we’re operating on a shoestring.” He continued:

Last year, I set up a task force on aviation education 

to look at the nation’s requirement and to see what 

the FAA could do to increase our support. We got a 

number of good recommendations, but many of them 

will require Congressional action. Any expansion of 

our educational programs, however desirable, will 

require more funding. As we all know, this is the Era 

of the Tight Budget – and I do mean tight. So we 

have to set our priorities very carefully. And 

that means we can’t do all that we would 

like to do.71 

With limited funding, Busey did what 

he could to encourage FAA employees, 

academia, and the aviation industry to 

volunteer their time to help with aviation 

educational programs. He issued a new 

aviation education policy statement as 

part of his initiative:

The Federal Aviation Administration (FAA) has 

a rich history of dedication and commitment to 

aviation education . . . Aviation education is an 

integral element of the agency’s mission and is 

essential to carrying out its responsibilities of 

promoting aviation and flight safety . . . Therefore, 

it will be the policy of the FAA to support aviation 

education and to expand its scope under the theme 

of “aviation awareness” with new, broader program 

initiatives. This expanded effort will focus on the 

general public, through partnerships with the private 

sector, states, and communities; pilots, mechanics, 

and other airmen; colleges and universities; as well 

as public and private schools at all levels . . . We 

aim to promote an aviation-aware society, which 

understands and respects the economic importance 

of aviation at the national and community levels.72

As part of its new aviation 

education action plan, 

FAA established a formal 

partnership with the 

National Association of 

State Aviation Officials to 

increase public awareness 

and to enhance aviation 

education programs for 

all levels of America’s 

educational system. The 

agency also signed a 

partnership agreement with 

the Helicopter Society of America and the Helicopter 

Association International to develop, implement and 

support a cooperative national public awareness and 

aviation education program. FAA signed a similar 

agreement with the General Aviation Manufacturing 

Association to increase public awareness and 

understanding of the role general aviation plays 

in the national transportation system.73 FAA 

subsequently partnered with the Aircraft Owners and 

Pilots Association, Aircraft Electronics Association, 

National Air Transportation Association, and the 

Opportunity Skyway program to increase public 

awareness of aviation and to support aviation 

education programs at all levels of the educational 

23 Celebrating a History of Excellence
system. These partnerships became increasingly 

important in working toward increased excellence 

in education. More importantly, each partnership 

yielded additional resources to support the FAA’s 

aviation program initiatives. As Phillip Woodruff, 

then FAA’s director of aviation education, explained, 

“The common element in all of our programs is that 

we aspire to accomplish them in cooperation with 

other government entities, and leaders in education 

and industry.”74

These collaborative efforts resulted in the creation of 

the National Coalition for Aviation Education. The 

founding members of the organization, now called 

the National Coalition for Aviation Space Education 

(NCASE) signed their charter and established a 

partnership with the FAA in 1993. Today, NCASE 

works with educators, government officials, and 

industry representatives to promote aviation and 

space education, marshal educational resources, and 

provide support for school programs at the local, 

state, and national levels.75

These various educational partnerships have 

resulted in very specific outreach activities for 

school children. For example, the FAA, along with 

a number of other organizations, such as the Airline 

Pilots Association, Air Transport Association, 

Air Traffic Controllers Association, and Aircraft 

Owners and Pilots Association became a sponsor 

of the International Science and Engineering Fair. 

As sponsors, the organizations provide scholarships 

and awards that recognized the achievements of 

high school science and engineering projects.76 FAA 

also joined the National Aeronautic Association, the 

National Association of State Aviation Officials, 

and the International Committee on Aviation and 

Space Education of the France-based Federation 

Aeronautique Internationale (FAI) to sponsor 

the International Aviation/Space Art Contest. In 

this contest, where students earn national and 

international awards, children between the ages of 

five through sixteen participate in categories related 

to their age level.77

As recommended by the task force, in addition to 

creating partnerships with state and national aviation 

groups, the FAA’s aviation education program 

also began participating in an online electronic 

clearinghouse for government information called 

the federal education information exchange system 

(FEDIX). Through FEDIX, teachers and others 

interested in aviation education could access for free 

Aviation and Space Education Outreach Program 24
current and historical information on the agency’s 

aviation education programs. Such information 

included classroom materials for all levels of 

education, university research, industry programs 

and resources as well as educational materials from 

NASA, the Departments of Commerce, Education, 

and Housing and Urban Development, National 

Science Foundation, and the Office of Naval 

Research.78

The FAA also reached out to the public magnet 

schools that offered specialized curricula. In 1991, 

the first national aviation magnet school survey 

identified just nine high schools with aviation 

programs. To encourage aviation education programs 

in these schools, the FAA held a national aviation 

magnet school conference in cooperation with the 

Little Rock, Arkansas, School District in November 

of 1991. FAA sponsored a second conference a 

year later in Phoenix, Arizona, in cooperation with 

the Phoenix Unified School District. In 1993, FAA 

published a curriculum guide for secondary aviation 

magnet schools.79 

In October 1992, the aviation education program 

moved from the Office of Public Affairs to the 

Office of Training and Higher Education, under 

the Assistant Administrator for Human Resource 

Management. Once the program moved, the Office 

of Human Resource Management conducted an 

assessment of the program to determine the most 

efficient future use of available resources. According 

to that assessment, the key goals of the aviation 

education program “seemed to be” to:

• Educate the general public about the value of 

the aviation industry.

• Facilitate the building [of] positive 

relationships between the FAA and Aviation 

industry stakeholders.

• Ensure that enough young people of all 

school ages are interested in Aviation careers 

so that the pool of qualified people for the 

FAA and the Aviation industry is sufficient.

25 Celebrating a History of Excellence
– Focus on targeting of women and 

minorities to ensure a representative 

pool of potential employees for the 

future.

• Use aviation as a theme to help improve 

the educational attainments of American 

youth, especially in the areas of 

mathematics and science.

The evaluators said the aviation education program 

was accomplishing its goals. They expressed 

concern, however, that current budget cuts “will 

make if difficult to sustain many of the . . . . 

initiatives just when recent ground work has been 

completed and firm programmatic bases have been 

established.” Overall, they recommended that the 

education program efforts should be supported, but 

that the program should be reengineered to define 

what resources and strategies could be applied to 

maintain program momentum. In addition, they 

recommended that the program coordinators work 

with external organizations to leverage resources 

and develop measurable objectives that would 

help evaluate program effectiveness.80

With declining resources for non-operational 

activities, FAA Headquarters support of the 

aviation education program declined during the 

mid- to late-1990s. To help fill the gap, the FAA 

reached out to other aviation organizations and, 

in 1998, along with representatives of aviation 

groups, teaching institutions, federal and state 

agencies, and businesses, helped to create the 

National Aviation and Space Education Alliance 

(NASEA). Initially, the new organization merely 

formalized a group that had been meeting as 

the New England Aviation Education Council. 

Established by the FAA New England Region, the 

council provided a forum for aviation educators 

to exchange ideas and address common issues. 

NASEA ultimately included representatives from 

all regions.81 The organization hoped to help 

with fund raising activities to support aviation 

education programs, stating, “In view of the loss 

of FAA funding of publications, ACE academies, 

and other historical activities, we recognize the 

Aviation and Space Education Outreach Program 26
27 Celebrating a History of Excellence
need for new funding sources and partnerships with 

industry.”82 

In 1998, the Alfred L. and Constance C. Wolf 

Aviation Fund was also established to support 

worthwhile general aviation projects in areas such as 

aviation advocacy, safety, technological innovation, 

public awareness, education, and pilot training. As 

explained on its website:

. . . in the last several years because of federal 

budget cuts FAA and CAP [Civil Air Patrol] have 

been under increasing financial pressure. FAA 

has dropped from its budget funding for published 

materials, the camps, and even reasonable travel 

expenses for the aviation education coordinators 

. . . Fortunately, a supportive positive trend has 

begun with a change in focus by several of the FAA’s 

regional aviation education directors. For example, 

the New England Region’s director, with support 

from two succeeding FAA Regional Administrators, 

has stimulated the formation of state aviation and 

space education councils in all six states in the 

region. State councils have also been formed in a 

number of areas of the country, too, with New Jersey 

having one of the pioneering state programs. As with 

the airport advocacy groups, these efforts depend on 

many volunteers who are working with minimum 

resources.83

With FAA’s attention focused on increasing public 

and congressional concerns over safety, budgets, and 

the need for air traffic control modernization, aviation 

education activities fell increasingly on the shoulders 

of regional aviation education coordinators. In 1998, 

for example, the New England region spearheaded 

the establishment of internal and external websites 

for the aviation education program. By using the 

Internet to share education information, the FAA 

cancelled its FEDIX contract, which resulted in over 

$100,0000 savings in contract costs annually.84 When 

Phillip Woodruff retired as the agency’s director of 

aviation education in early 2000, FAA did not fill the 

position at FAA Headquarters. (After his retirement, 

the National Aeronautics Association awarded 

Woodruff the 2003 Brewer Trophy “For exceptional 

service and dedication in the promotion of aerospace 

education on a national and international basis, and 

for building coalitions and programs that support 

educational objectives.”85) 

After Woodruff’s retirement, the Assistant 

Administrator for Human Resource Management 

signed a memorandum of agreement with the 

Assistant Administrator for Regions and Center 

Operations temporarily reassigning responsibility 

Aviation and Space Education Outreach Program 28
for the national aviation education program and the 

FAA’s role in the Department of Transportation’s new 

Garrett A. Morgan Technology and Transportation 

Futures program to the New England Regional 

Administrator. The agreement term was from 

February 1 through September 30, 2000.86 The 

FAA Administrator formalized this agreement on 

December 29, 2001, in FAA Order 1250.2, which 

officially gave the Assistant Administrator for 

Regions and Center Operations responsibility for 

FAA’s aviation education outreach program.87 The 

Assistant Regional Administrator assigned aviation 

education leadership responsibilities to the New 

England Regional Administration who designated 

Shelia Bauer as the national aviation education 

program manager. 

Within its new 

o r g a n i z a t i o n , 

FAA’s aviation 

education and 

outreach program 

worked to expand 

partnerships so 

it could better 

respond to teacher 

and student needs 

within its limited 

resources. As 

part of these 

efforts, the aviation education 

coordinators fully supported the 

Department of Transportation’s 

Garrett A. Morgan Technology 

and Transportation Futures program created by 

Secretary of Transportation Rodney Slater in 1997. 

As Norman Mineta, Slater’s successor, explained 

early in his tenure as Secretary of Transportation, the 

program would: build a bridge between America’s 

youth and the transportation community; support 

deployment of improved education technology, 

and ensure that America’s transportation workforce 

is technologically literate and internationally 

competitive. He stated that it “is time to refocus 

our resources toward expanding our relationships 

with students through increased mentoring, tutoring, 

holding student and faculty summer enrichments, job 

shadowing, and encouraging our industry partners 

to help.” For its efforts under the Garrett Morgan 

program, the FAA aviation education program 

received the Secretary of Transportation’s Gold 

Medal Award for reaching out to over one million 

students.88

In 2000, the FAA’s aviation education and outreach 

program began a series of activities to get students 

and teachers involved in celebrating 100 years of 

flight. President Bill Clinton had established the 

U.S. Centennial of Commission in 1998 to assist 

in the commemoration of the centennial of powered 

flight and the achievements of the Wright Brothers’ 

first powered flight. The 

commission served as the 

national and international 

source of information for 

activities commemorating 

the historic flight. The FAA’s 

national aviation education 

program manager, Shelia 

Bauer, represented the FAA 

on the commission and, 

hence, was able to tie FAA’s 

educational initiatives directly to the commission’s 

work, which culminated in a celebration in Kitty 

Hawk, North Carolina, on December 17, 2001. The 

combined outreach efforts of the commission and 

its partners, such as the FAA, NASA, and U.S. Air 

Force, reached millions of students during the yearlong celebration.89

29 Celebrating a History of Excellence
The need to develop and maintain a technologically 

literate and internationally competitive workforce, 

especially within the aviation community, became a 

major theme during the George W. Bush presidential 

administration. In July 2001, the administration 

established the Commission on the Future of the 

United States Aerospace Industry and gave it until 

March 2002 to provide recommendations for action 

by federal departments and agencies to support the 

maintenance of a robust aerospace industry. In its final 

report, the commission warned “Our policymakers 

need to acknowledge that the nation’s apathy toward 

developing a scientifically and technologically 

trained workforce is the equivalent of intellectual and 

industrial disarmament, and is a direct threat to our 

nation’s capability to continue as a world leader.” To 

combat this apathy, the commission recommended 

“the nation immediately reverse the decline in, 

and promote the growth of, a scientifically and 

technologically trained U.S. aerospace workforce. 

In addition, the nation must address the failure 

of the math, science and technology education of 

Americans.”90

To help prepare the next generation of aviation 

workers, the FAA’s aviation education program 

relied heavily on FAA volunteers to meet program 

goals and mandates. To help clarify the policy 

for volunteers, the agency issued an information 

memorandum, which reiterated the Department 

of Transportation’s volunteer service policy. That 

policy stated that “Employees that represent the 

department in an official capacity, regardless of 

location or setting, are considered to be performing 

agency business during normal working hours. No 

charge to leave is appropriate in such situations.” 

FAA fully endorsed this policy and affirmed that 

“FAA employees engaged in activities in support 

of the AVED Program are considered to be as in an 

official capacity as representatives of the Agency 

. . . [however] approval of duty time is subject 

to operational requirements and supervisor’s 

approval.”91

In 2001, the FAA signed a memorandum of 

understanding with the Organization of Black 

Airline Pilots and the International Black Aerospace 

Council and renewed the agreements in 2008. Under 

the agreements the organization pledged to support 

Aviation and Space Education Outreach Program 30
ACE academy programs and other agency-supported 

aviation and space educational initiatives.92 The 

agency formally signed an agreement with its longstanding education partner, the Civil Air Patrol, in 

2004.93 FAA signed a similar agreement with Youth 

Aviation Adventure in 2008.94

To help inspire children of all ages, in February 2004, 

FAA signed a partnership agreement with Jamail 

Larkins, then, at 21, the youngest air show performer 

in the United States. When he was just 12, Larkins 

flew for the first time, taking a familiarization flight 

with the Experimental Aircraft Association’s (EAA) 

Young Eagles Program. Two years later in Canada, he 

became one of the youngest pilots to solo a powered 

aircraft, and followed that feat by becoming the first 

and youngest student pilot in the United States to solo 

in a Cirrus SR20. At the time of the FAA agreement, 

Larkins had accumulated more than 550 hours of 

flight time in more than 36 different aircraft. At the 

partnership signing ceremony, FAA Administrator 

Marion Blakey said, “We want to show the youth of 

America that they can dream big dreams, and they 

can start right now . . . Jamail didn’t wait for his 

career in aviation to take off: He took off with it.” As 

FAA’s ambassador for aviation, Larkins often speaks 

at ACE academies and other FAA-sponsored youth 

activities.95

31 Celebrating a History of Excellence

On January 12, 2005, FAA changed the name of 

its aviation education program to the Aviation and 

Space Education Outreach Program. The goals of the 

newly named program included: 

• Support the agency’s vision, mission, and 

values

• Encourage students to explore aviation and 

aerospace career opportunities

• Promote the skills and knowledge critical 

to accomplishing the agency’s top priority - 

safety

• Emphasize FAA’s responsiveness to national 

and aviation security challenges

• Enhance the agency’s public image through 

service and community contributions

• Increase awareness and understanding of the 

agency’s role in the aviation and aerospace 

communities

• Promote the role of commercial space 

transportation in an evolving aerospace traffic 

system96

By adding commercial space transportation to the 

aviation education mission, FAA Order 1250.2a 

acknowledged the long-term, ongoing education 

activities of its Office of Commercial Space 
Aviation and Space Education Outreach Program 32

Transportation. Because few people thought of 

space as a career choice, other than perhaps as 

astronauts, the Commercial Space Office had been 

working with students to explore the connection 

between math, science, and technology.97

In his State of the Union Address on January 31, 

2006, United States President George W. Bush 

announced the American Competitiveness Initiative. 

Bush proposed the initiative to address shortfalls 

in federal government support of educational 

development and progress at all academic levels 

in the science, technology, engineering, and 

mathematics (STEM) fields. NASA, with a large, 

well-funded aviation education program, took the 

lead on promoting STEM educational activities. 

In May 2007, the FAA and NASA formalized an 

educational partnership aimed at developing the 

next generation aviation and aerospace workforce 

using STEM education.98 As then Assistant 

Administrator for Regions and Center Operations, 

Ruth Leverenz explained, “NASA and FAA share a 

common and critical goal of cultivating a diverse, 

qualified workforce that will develop, manage, 

and operate the next generation air traffic and 

transportation system.”99 The partnership’s first 

major activity was an air traffic control simulation 

software package called “Smart Skies,” an online 

simulator for fifth through ninth grade students 

that NASA and FAA air traffic controllers at the 

Oakland air route traffic control center developed. 

Smart Skies uses air traffic simulation to teach 

abstract thought and algebraic skills. The program 

is aligned to all state standards and includes all 

the materials and support a teacher could need. 

On average, students and teachers download the 

program over 5,000 times a month. As Leverenz 

explained, “Our aim is not just to launch planes . . . 

but to launch dreams.”100
33 Celebrating a History of Excellence
Aviation and Space Education Outreach Program 34

Today, Paula Lewis, 

Assistant Administrator 

for Regions and Center 

Operations, continues to 

champion the AVSED 

program. With her 

support, the program 

continues to grow 

and reach out to new 

corners of the aerospace 

community. AVSED 

has developed a new 

program to address STEM education and workforce 

concerns is the Real World Design Challenge 

(RWDC), a partnership of Federal and state agencies, 

private industries, and educational organizations. The 

RWDC is an annual national engineering competition 

for high school students promoting collaboration 

between students and professional engineers across 

the country. Using state-of-the-art computer-aided 

design and fluid dynamic software, donated by 

Parametric Technology Corporation and Mentor 

Graphics, students develop engineering solutions 

to problems developed by leading industries, such 

as Cessna and NASA.101 During the first year, ten 

states participated and by 2010 students in twentytwo states completed the competition. Eventually all 

fifty states will participate. The FAA has provided 

marketing materials, as well as speakers for state 

events in support of the challenge. This program 

has received recognition by the White House, the 

National Governors Association, and the Aerospace 

States Association.

Another STEM partner, Build-A-Plane, brings 

aircraft maintenance instruction to several small 

communities in Alaska and across the country.102

The organization works with private individuals and 

schools to provide donated aircraft as teaching tools 

for students. Build-A- Plane has dozens of projects 

operating in the United States and several overseas. 

To ensure that FAA co-sponsored ACE academies 

met STEM mandates, in 2007, the FAA issued a new 

“ACE Academy Director’s Guide.” Over the years, 

limited resources resulted in the inability of the FAA 

to sponsor financially ACE academies. Instead, it 

began co-sponsoring the academies with external 

partners. The 2007 Director’s Guide addressed 

STEM needs by providing examples of aerospace 

thematic STEM curriculum into its syllabus and 

mandating its use as a requirement for FAA cosponsorship. Interested partners had to contact FAA 

regional aviation education coordinators to establish 

ACE partnerships.103
35 Celebrating a History of Excellence

Over the years, FAA’s aviation education coordinators 

have received numerous external accolades for their 

work. For example, in 1995, Mary Lou Dordan 

received the Civil Air Patrol’s Brewer Award, which 

is given “In commemoration of Frank G. Brewer and 

his lifelong interest in aviation, youth, and education; 

and in recognition of unselfish contribution to the 

advancement of youth in aerospace activities.”104 

The following year, FAA’s Jack Barker earned the 

National Aeronautic Association’s Brewer Trophy 

“For more than 30 years of service and dedication 

to aerospace education so that the next generation of 

Americans will know and appreciate the economic 

and social importance of aviation to the nation. 

His continuing, life long dedication to aviation and 

space education has pioneered the development of 

aerospace education.”105 The National Coalition for 

Aviation Education awarded Mary Lou Dordan its 

2001 Dr. Mervin K. Strickler, Jr. Award for Aviation 

Education Excellence for her longstanding personal 

commitment to furthering aviation education.106 

In 2003, Shelia Bauer received the Dr. 

Mervin K. Strickler, Jr. Award for her 

life long service and commitment to 

Aviation Education, the 2008 Crown 

Circle Award from the National Coalition 

for Aviation and Space Education for 

her outstanding leadership in aerospace 

education, and received the Secretary of 

Transportation’s Silver Meritorious Award 

for “accomplishments throughout her 

career” as the FAA’s national aviation and 

space education program manager.107

Hoping to get higher visibility for its aviation and 

space education activities, the FAA, for the first time, 

mentioned the program in its strategic 2006-2010 

Flight Plan. Because those activities relied heavily 

on employee volunteers, the FAA instituted a policy 

that allowed paid leave “for employees to participate 

in activities that are mission-related, officially 

sponsored or endorsed by DOT and/or FAA, or 

will enhance an employee’s professional skills and 

development.”108

The 2007-2011 Flight Plan included a new aviation 

education initiative: “to focus and refine the Aviation 

and Space Education Program to integrate aerospace 

applications into existing scientific, technical, 

engineering and mathematical (STEM) curricula.” 

The strategy, however, had no performance 

targets associated with it.109 The initiative, without 

performance targets or goals, has remained in the 

annual flight plan.

Despite inclusion in the 

FAA’s recent strategic plans, 

the aviation education and 

space program remains 

resource constrained. A recent 

General Accountability Office 

study on federal funding of 

kindergarten through twelfth 

grade educational activities, 

found that FAA funding for its 

aviation and space education 

program was $0 in 2006, $0 in 

2007, and $24,000 in 2008.110

With limited program funding, 

the FAA’s regional and center 

aviation education program 

managers have maintained 

a FAA aviation education presence within their 

own regions through a variety of innovative 

partnerships with local governments, communities, 

and universities. They have partnered extensively 

with local Civil Air Patrol wings to conduct teacher 

workshops, make presentations at local aviation 

and education meetings and conferences, cosponsor ACE academies, and provide educational 

materials to the public at a variety of venues. Their 
website, www.faa.gov/education, provides easy 

access to information for students and teachers.

The agency has traditionally relied heavily on 

the volunteer efforts of its employees to carry out 

its aviation and space education activities. FAA 

employees have served as informal education 

ambassadors, providing facility tours for local 

children, volunteering in schools, tutoring students 

in after school programs, and serving as mentors. As 

FAA Administrator Marion Blakey explained at an 

employee town hall meeting in 2007, “Our aviation 

education program . . . [has] staged more than 3,300 

events over the last four years, reaching more than 

81,000 students and 57,000 teachers . . . most 

of this was done by FAA employees who volunteered 

their time.”111

Today, with the support of FAA Administrator J. 

Randolph Babbitt, the FAA aviation and space 

outreach program continues to build on its rich 

heritage. James P. Brough, FAA’s national AVSED 

program manager since 2008, leads the agency’s 

regional program managers, volunteers, and 

counselors who are working every day to provide 

information and quality programs for the nation’s 

students and educators. In 2009, FAA’s aviation 

and space education coordinators and volunteers 

participated in and/or sponsored over 1,200 

programs, including 77 ACE academies, 36 teacher 

workshops, and 217 career days. These programs 

reached approximately 325,000 students and nearly 

18,000 teachers. 

This spirit of community service will be increasingly 

important as FAA strives to meet new educational 

initiatives and mandates. President Barrack Obama, 

for example, has called for a larger commitment 

to increase STEM literacy as part of his Educate 

to Innovate effort.112 On March 30, 2010, the 

President signed the Health Care and Education 

Reconciliation Act, which among other things, 

included $2 billion over four years.113 Although it 

is too early to know exactly what role the FAA will 

play in these initiatives, one thing is clear, the FAA’s 

aviation education coordinators and volunteers will 

play a part. With 75 years of experience in working 

with schools, universities, industry, and academia, 

the FAA has the knowledge and skills to make a 

difference in today’s educational system.

Aviation and Space Education Outreach Program 36
37 Celebrating a History of Excellence
Aviation and Space Education Outreach Program 38

End Notes

1

 Mervin K. Strickler, Jr., Federal Aviation Administration Curriculum Guide for Aviation Magnet Schools Programs (Washington, DC: 

FAA Aviation Education Division, 1994), 20.

2

 Edward J. Noble, “Civil Aeronautics Today,” Air Commerce Bulletin 10:4 (October 15, 1938), 97, 100.

3

 “Private Flying Section Assumes Status of Division, Air Commerce Bulletin 10:6 (December 15, 1938), 169; G. Grant Mason, Jr., “The 

Authority of Private Flying,” Air Commerce Bulletin 10:7 (January 15, 1939), 179.

4

 “Pilot Training Program Gets Underway,” Air Commerce Bulletin 10:9 (March 15, 1939), 23.

5

 Patricia Strickland, The Putt-Putt Air Force: The Story of The Civilian Pilot Training Program and The War Training Service, 1939-1940

(Washington, DC: Federal Aviation Administration Aviation Education Staff, c. 1970), 85.

6

 “CAA in All-Out Education and Training Drive,” Civil Aeronautics Journal 3:8 (April 15, 1942), 101, 111-112.

 7 “Education: High Schools Air Conditioned,” Time, October 12, 1942, http://www.time.com/time/magazine/article/0,9171,851531,00.

html#ixzz0jktJKESP (March 31, 2010).

8

 Robert H. Hinckley and John W. Studebaker, Air Conditioning Young America (Washington, DC: CAA and U.S. Office of Education, 

May 1942), 5.

9

 Ibid., 8.

10 Ibid., 27.

11 “Air Conditioning Instructors to Get Training in Ground Schools,” Civil Aeronautics Journal 3:11 (July 15, 1942), 141; “Schools to Start 

Preflight Courses in Fall Term,” Civil Aeronautics Journal 3:13 (September 15, 1942), 165.

12 “CAA Reopens Trainee Programs in Seven Regions,” Civil Aeronautics Journal 3:16 (December 15, 1942), 202; “3,500 H.S. Teachers 

Trained in CAA Preflight Program,” Civil Aeronautics Journal 4:5 (May 15, 1943), 59.

13 The Institute of Aeronautical Sciences (IAS) was established in 1932 as a society of aeronautics-related professionals after the model 

of the British Royal Aeronautical Society. The stated purpose of the IAS was to advance the art and science of aeronautics and to publish 

works of literature, science, and art for such purpose. IAS merged with the American Rocket Society in 1963 to form the American 

Institute of Aeronautics and Astronautics.
39 Celebrating a History of Excellence

14 Strickler, Magnet Schools, 22-23.

15 Time, October 12, 1942.

16 “CAA Confers with Teachers, Students As First Preflight School Years Ends,” Civil Aeronautics Journal 4:6 (June 15, 1943), 74; “High 

School Students Get Second Chance in CAA Private Pilot Exams,” Civil Aeronautics Journal 4:9 (September 15, 1943), 122.

17 NASSP Bulletin 28:126 (1944), 7, http://bul.sagepub.com/cgi/pdf_extract/28/126/7 (April 6, 2010).

18 National Aeronautics Association, “Brewer Trophy,” http://www.naa.aero/html/awards/index.cfm?cmsid=146 (March 31, 2010).

19 “High School Pupils Get Flight Training; 600 in Wisconsin,” CAA Journal 6:3 (March 15, 1945), 25, 36; “Reorganization of the CAA 

Announced by Wright,” CAA Journal 6:6 (June 15, 1945), 65.

20 Frank G. Mitchell, 25 Years of Progress: A Bibliography of Research Materials and References in the Field of Aviation/Aerospace 

Education, 1963-1988 (Washington, DC: Federal Aviation Administration, March 1990), 21.

21 “27 Aviation Education Workshops Will Give Courses for Teachers,” CAA Journal 7:7 (July 15, 1946), 87; “Schools in 48 States, Alaska 

and Hawaii Offer Air Courses,” CAA Journal 8:10 (October 15, 1947), 115.

22 Mitchell, 22.

23 “Aviation Education Conference Attracts 50 Educators,” CAA Journal 9:7 (July 15, 1948), 73.

24 Strickler, Magnet Schools, 23.

25 “CAA Structure is Reorganized; Key Jobs Filled,” CAA Journal 9:11 (November 15, 1948), 121, 132; Edmund Preston, FAA Historical 

Chronology, Civil Aviation and the Federal Government, 1926-1996 (Washington, DC: Federal Aviation Administration, 1998), 43.

26 H. E. Mehrens, editor, Adventures in aviation education; a research report for the use of teachers and school administrators

(Washington, DC: Committee on Aviation Education of the American Council on Education for and in cooperation with the Civil 

Aeronautics Administration, 1951).

27 National Aeronautics Association, “Brewer Trophy,” http://www.naa.aero/html/awards/index.cfm?cmsid=146 (March 31, 2010).

28 “Aviation Courses in High Schools Urged by CAA,” CAA Journal 13:7 (July 20, 1952), 65-66. 

29 U.S. Department of Commerce Telephone Directory, March 1953 and January 1954, FAA History Archives.

30 Strickler, Magnet Schools, 23.
Aviation and Space Education Outreach Program 40

31 Elwood Quesada, “The Place of Information in the FAA,” (c. 1959), FAA History Archives, Folder III 18B.

32 “Federal Aviation Agency Organization Chart,” FAA Fly-By 2:9 (September 1960), 8.

33 Preston, 79.

34 National Aeronautics Association, “Brewer Trophy,” http://www.naa.aero/html/awards/index.cfm?cmsid=146 (March 31, 2010).

35 Mervin K. Strickler, Jr., editor, An Introduction to Aerospace Education, in cooperation with the editors of Above and Beyond, the 

Encyclopedia of Aviation and Space Sciences (Chicago, New Horizons Publishers, 1968).

36 CAP Regulation 280-2, National Headquarters Civil Air Patrol (April 23, 2009), 3, http://members.gocivilairpatrol.com/media/cms/

R280_002_E69E082DA08AA.pdf (April 6, 2010); “National Conference on Aviation and Space Education (NCASE),” CAP Knowledge 

Base, http://capnhq.custhelp.com/cgi-bin/capnhq.cfg/php/enduser/std_adp.php?p_faqid=114&p_created=1008707271 (April 6, 2010).

37 “Strengthening Agency Long Range Position Through College Aviation Technology Programs,” Memo from Assistant Administrator for 

Personnel and Training to FAA Deputy Administrator, July 13, 1968, FAA History Archives, Folder III 11i.

38 “The Experimental Aviation Technology Education Project Curriculum Package,” September 1969, FAA History Archives, Folder III 

11i.

39 “The Experimental Aviation Technology Education Project Curriculum Package,” Tab III, Program Description, FAA, September 1969, 

FAA History Archives, Folder III 11i.

40 “The Experimental Aviation Technology Education Project Curriculum Package,” Tab IV, Statistical Summary, FAA, September 1969, 

FAA History Archives, Folder III 11i.

41 “The Experimental Aviation Technology Education Project Curriculum Package,” Tab VI, Memo Associate Administrator for Manpower 

to the Administrator, July 2, 1970, FAA, September 1969, FAA History Archives, Folder III 11i.

42 United States Code, Congressional and Administrative News, 94th Congress – Second Session 1976, Volume 1, Laws (MN: West 

Publishing Company, 1976), 1654.

43 United States Code, Congressional and Administrative News, 94th Congress – Second Session 1976, Volume 3, Legislative History 

(MN: West Publishing Company, 1976), 1621.

44 Preston, 172.

45 Oral History, J. Lynn Helms with Theresa L. Kraus, May 6, 2010.
41 Celebrating a History of Excellence

46 “FAA College/University Program Gets Tentative Approval,” FAA Intercom, February 28, 1983, news clip in FAA History Archives, 

Folder III 11i.

47 “Airway Science Curriculum,” Memo, Director of Personnel and Training to All Heads of Office and Services and Regional and Center 

Directors, March 30, 1982, FAA History Archives, Folder III 11i.

48 Demonstration Project: Airway Science Curriculum, Federal Register 48:137 (July 15, 1983), 32490.

49 Demonstration Project: Airway Science Curriculum, Federal Register 53:89 (May 9, 1988), 16484-16485.

50 Commission on Behavioral and Social Sciences and Education, National Research Council, Taking Flight: Education and 

Training for Aviation Careers ( Washington, DC, National Academies Press, 1997), 108, http://www.nap.edu/openbook.php?record_

id=5433&page=108 (April 2, 2010).

51 Don H. Clausen Congressional Papers Finding Air, Humboldt State University Library Special Collections, http://library.humboldt.edu/

humco/holdings/ClausenAid.htm (May 11, 2010).

52 Policy Statement on Aviation Education, FAA Order 1200.24, appendix 3, FAA History Archives, Folder III 11i, Washington, DC.

53 Preston, 198.

54 Mervin K. Strickler, “Guidelines for Federal Aviation Administration Regional Aviation Education Coordinators and Aviation Education 

Facilitators” (Washington, DC: Office of Public Affairs, Aviation Education Staff, August 1983), p. 3, FAA History Archives, Folder III 

11i.

55 Strickler, Magnet Schools, Section XVI, p. 1.

56 Strickler, “Guidelines,” 3.

57 John D. Hanks, “Motivating America’s Youth: FAA’s Aviation Education Program Seeks New Technical Literacy,” FAA World 14:8 

(August 1984), 4-6.

58 “Impact 88 Under Way,” FAA Northwest Mountain Region Designee Newsletter (June 1, 1988), http://www.faa.gov/aircraft/air_cert/

design_approvals/transport/Cert_Update/Edition01-10/media/Edition07.pdf (April 5, 2010).

59 Shelia Bauer, “Aviation and Space Education Program Status and Needs,” March 2, 2005, FAA History Files, Folder III 11i.

60 “Eight FAA Aviation Education Resource Centers,” Aviation Education Newsletter, National Aeronautic Association 1:1 (January 1989), 

1.
Aviation and Space Education Outreach Program 42

61 “11 for New England, 50 for Nation,” FAA World 21:10 (December 1991), 11.

62 FAA Adopts Air Bear, “FAA Headquarters Intercom (March 14, 1989); “On the Road with Air Bear,” FAA Headquarters Intercom

(January 9, 1990), FAA History Archives, Folder III 11i.

63 “Aviation Summer Camp Set August 6,” FAA Headquarters Intercom (July 18, 1989); “High Flying Camp,” FAA Headquarters Intercom

(October 10, 1989), FAA History Archives, Folder III 11i.

64 “Youth Academy Expands,” FAA Headquarters Intercom (October 30, 1990); “Aviation Youth Academy Expands,” Eastern Region 

Intercom (November 15, 1990), FAA History Archives, Folder III 11i.

65 Shelia Bauer phone conversation with Theresa L. Kraus, July 6, 2010.

66 “ACEs for Aviation Education,” FAA World 21:9 (November 1991), 1, 10-11.

67 “Aviation Education,” Memo, Acting Chair, Executive Board to Associate Administrator for Human Resource Management and 

Assistant Administrator for Public Affairs, December 12, 1989, FAA History Archives, Folder III 11i.

68 “Aviation Education Final Task Force Report” (November 27, 1990), 7, FAA History Archives, Folder III 11i.

69 Ibid., 9, 15-16, 18.

70 Ibid., iii, and appendices APA Program No. 22, AGI Program Nos. 3 and 5.

71 Remarks for Admiral James B. Busey, FAA Administrator, Aerospace Education Center, Little Rock, Arkansas (April 12, 1991), FAA 

History Archives, Folder III 11i.

72 FAA, “Federal Aviation Administration Aviation Education Program and Materials” (Washington, DC: Federal Aviation Administration, 

c. 1990), FAA History Archives, Folder III 11i.

73 “Partners in Education,” FAA Headquarters Intercom (December 26, 1989); Woodruff (February 14, 1991); “A Proclamation by the 

Federal Aviation Administration and the General Aviation Manufacturers Association Establishing a Partnership in Aviation Education and 

Public Awareness” (November 1990), FAA History Archives, Folder III 11i.

74 Remarks by Phillip Woodruff, Aviation Education Issues Luncheon, Aviation Education Issues Conference, February 14, 1991, FAA 

History Archives, Folder III 11i.

75 See www.aviation.org and www.ncase.info/index.htm (August 30, 2010).
43 Celebrating a History of Excellence

76 Strickler, Magnet Schools, 12-13.

77 Ibid.

78 “FAA Offers Computer-Based Information System for Educators,” FAA Press Release (April 16, 1991), FAA History Archives, Folder 

III 11i.

79 Strickler, Magnet Schools, 12-13. 

80 Mark Palmisano and Paul Twohig, “Evaluation of the Aviation Education Program,” Report for the Assistant Administrator for Human 

Resource Management, November 28, 1994. 

81 National Coalition for Aviation Education website, http://www.aviationeducation.org/html/utilities/aboutncae.htm (April 5, 2010); 

NASEA: National Aviation and Space Education Alliance, Draft Report, First Meeting, June 19, 1998,” FAA History Archives, File III 11i.

82 “History and Goals,” National Aviation and Space Education Alliance, http://www.nasea.org/goals.htm (April 6, 2010).

83 Alfred L. and Constance C. Wolf Aviation Fund, http://www.wolf-aviation.org/education.htm (April 6, 2010).

84 Julie Seltsam email to Theresa L. Kraus, August 17, 2010.

85 National Aeronautics Association, “Brewer Trophy,” http://www.naa.aero/html/awards/index.cfm?cmsid=146 (March 31, 2010).

86 Memorandum of Agreement between Assistant Administrator for Human Resource Management and Assistant Administrator for 

Regions and Centers Regarding The Aviation Education/Garrett A. Morgan Outreach Program, February-March 2000, FAA History 

Archives, File III 11i.

87 Order 1250.2 referenced in Memorandum of Understanding Between the Federal Aviation Administration Associate Administrator for 

Commercial Space Transportation and SPACETEC, October 27, 2004, FAA History Archives, File III 11i.)

88 “A Message from Secretary Mineta,” no date, FAA History Archives, File III 11i; Shelia Bauer, phone conversation with Theresa Kraus, 

August 17, 2010.

89 U.S. Centennial of Flight Commission, “Final Report for the Centennial of Flight Commemoration,” Section 3, April 2004 http://www.

centennialofflight.gov/about/2004NtlPlan/sec3.htm (August 30, 2010).

90 Anything, Anytime, Anywhere, Final Report of the Commission on the Future of the United States Aerospace Industry, November 2002, 

8-1, 8-12, http://trade.gov/static/aero_rpt_aero_commission.pdf (August 18, 2010).
Aviation and Space Education Outreach Program 44

91 Duty Status of Employees Engaged in Aviation Education Program Activities: AVED Guidance Memo – 001,” November 6, 2000, FAA 

History Files, File III 11.i.

92 Memorandum of Understanding Between the Federal Aviation Administration and the Organization of Black Airline Pilots (January 24, 

2008), FAA History Archives, Folder III 11i.

93 Memorandum of Understanding Between Federal Aviation Education Outreach Program and Civil Air Patrol Aerospace Education 

Program (October 12, 2004), FAA History Archives, Folder III 11i.

94 Memorandum of Understanding Between the Federal Aviation Administration and Youth Aviation Adventure (April 22, 2009), FAA 

History Archives, Folder III 11i.

95 “A Strong Partnership,” Remarks Prepared for Delivery, Marion C. Blakey, Administrator Federal Aviation Administration, AOPA 

Annual Convention Video link (Washington, DC, October 21, 2004), http://www.faa.gov/Newsroom/speeches/Blakey/2004/speeches_

blakey_041021.htm (April 6, 2010); “FAA Signs Star Aviator to Promote Aerospace Careers,” FAA Aviation News (March/April 2005), 

http://www.faa.gov/news/aviation_news/2005/media/marapr2005.pdf (April 6, 2010).

96 FAA Order 1250.2A (January 12, 2005), http://www.faa.gov/documentLibrary/media/directives/ND/ND1250-2A.pdf (April 5, 2010).

97 “Commercial Space Transportation Education Outreach,” http://www.faa.gov/about/office_org/headquarters_offices/ast/education/ (April 

6, 2010).

98 Memorandum of Understanding Between the Federal Aviation Administration and the National Aeronautics and Space Administration 

Concerning a Partnership to Promote Aviation and Space Education (May 9, 2007), FAA History Archives, Folder III lli.

99 FAA, FY 2007 Performance and Accountability Report (Washington, DC: Federal Aviation Administration, 2008), 10, http://www.faa.

gov/about/plans_reports/media/FAA%20FY%2007%20PAR%20FINAL.pdf (April 6, 2010).

100 Ibid.

101 For additional information, see http://www.realworlddesignchallenge.org.

102 For additional information, see http://www.buildaplane.org/.

103 “Director’s Guide, FAA Aviation Career Education Academy,” 2007, FAA History Archives, File III 11i.

104 Mary Lou Dordan, e-mail to Theresa Kraus, May 5, 2010.

105 National Aeronautics Association, “Brewer Trophy,” http://www.naa.aero/html/awards/index.cfm?cmsid=146 (March 31, 2010).
41 Celebrating a History of Excellence

106 “Dordan Wins National Education Award,” FAA Press Release, March 12, 2001, http://www.faa.gov/news/press_releases/news_story.

cfm?newsId=6344 (May 5, 2010).

107 “Shelia Bauer Recognized for Achievement in Aerospace Education,” 99 News (September/October 2008), 23, http://www.ninety-nines.

org/pdf/newsmagazine/20080910.pdf (May 5, 2010); National Coalition for Aviation Education Brochure, n.d. FAA History Archives, 

Folder III lli; James Brough, e-mail to author, June 17, 2010.

108 FAA Human Resource Policy Manual, HRPM LWS 8.8, https://employees.faa.gov/org/staffoffices/ahr/policy_guidance/hr_policies/

hrpm/lws/lws-8-8/ (April 7, 2010).

109 FAA Flight Plan 2007-2011 (Washington, DC: Federal Aviation Administration, 2007), 46, http://www.faa.gov/about/plans_reports/

media/flight_plan_2007.pdf (April 6, 2010).

110 Federal Education Funding: Overview of K-12 and Early Childhood Education Programs (Washington, DC: General Accountability 

Office, GAO-10-51, January 2010), 29.

111 Marion Blakey, “Remarks at Town Hall 2007,” http://www.faa.gov/news/speeches/news_story.cfm?newsId=9492 (April 5, 2010).

112 “President Obama Launches ‘Educate to Innovate’ Campaign for Excellence in Science, Technology, Engineering & Math (STEM) 

Education,” White House Press Release (November 23, 2009), http://www.whitehouse.gov/the-press-office/president-obama-launcheseducate-innovate-campaign-excellence-science-technology-en (April 7, 2010).

113 “President Obama Signs Historic Health Care and Education Legislation,” White House Press Release (March 10, 2010), http://www.

whitehouse.gov/the-press-office/president-obama-signs-historic-health-care-and-education-legislation (April 7, 2010).