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Report Brief: 

NASA STEM Engagement Internships Outcome Assessment Evaluation – Year One 

September 2022

In order to inspire more young people to pursue STEM careers, NASA has made considerable investments 

in various NASA internship programs. These programs provide real-world, authentic, learning experiences 

for students in high school through graduate school. Through these programs, NASA aims to provide 

opportunities for diverse students to engage with NASA experts, contribute to NASA’s work, and, 

ultimately to transition into the NASA workforce (see Figure 1 for an overview of NASA’s goals for its STEM 

Engagement programs).

The NASA Office of STEM Engagement (OSTEM) Internship Program is one of the NASA internship 

programs. The OSTEM internships provides opportunities for high school and post-secondary students to

participate in six- to ten-week internships each spring, summer, and fall for a minimum of 400 hours. 

To ensure that the OSTEM internship program meets the goals outlined in Figure 1, NASA’s OSTEM

engages in continuous performance assessment and evaluation of the internship program. Annual 

investigations are conducted that seek to understand the impact of NASA’s OSTEM Internship Program 

on participants’ knowledge, skills, interest, and readiness for the STEM workforce. 

Figure 1. Goals and Objectives for NASA STEM Engagement
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Purpose of the Report Brief 

This brief includes an overview of the 2021-22 outcome assessment of NASA’s OSTEM Internship Program. 

The purpose of the annual assessment was to:

1. measure the impact of participation in NASA internships; 

2. investigate how interns are contributing to NASA’s missions; and 

3. consider how to broaden the participation of students from groups historically underrepresented 

and underserved in STEM fields.

NASA OSTEM Engagement Internship Program

NASA OSTEM interns are paired with NASA career professionals to participate in mentor-directed tasks 

that allow interns to contribute to the NASA’s operations, missions, and programs. 

NASA OSTEM interns engage in at least 400 contact hours of degree-related work. Internships can be fullor part-time and can be conducted at NASA facilities or anywhere that activities related to NASA missions 

are taking place. NASA OSTEM internship mentors can be civil servants, contractors, or academic

professionals doing work directly related to NASA’s ongoing missions. Internships are differentiated from 

other experiential educational activities in that students work one-on-one with mentors and focus on 

contributing to NASA workplace tasks. 

Evaluation Study Participants

The 2021-22 study included three cohorts of interns. A total of 2,344 interns participated in NASA 

internships during the 2021 calendar year (time of study): 465 in Spring; 1,331 in Summer; and 548 in Fall. 

This pool of NASA interns was used as the sample for this study. Additionally, 1,299 mentors worked with 

interns during the time of the study: 291 in Spring; 673 in Summer; and 335 in Fall. See Table 2 for a 

breakdown of intern survey respondents. 

Table 1. Intern Survey Respondent Profile Spring, Summer, & Fall 2021 (n=1,167)

Demographic Category Survey Respondents

Internship Cohort

Spring 2021 193 17%

Summer 2021 789 67%

Fall 2021 185 16%

Experience Format

In-person 9 <1%

Hybrid 50 4%

Virtual 1,107 95%

Do not wish to provide 1 <1%

Gender

WHO PARTICIPATED IN STUDY?
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Female 545 47%

Male 576 49%

Do not wish to provide 46 4%

Ethnicity 

Hispanic or Latino 166 14%

Not Hispanic or Latino 943 81%

Do not wish to provide 58 5%

Race

American Indian or Alaskan Native 18 1%

Asian 159 14%

Black or African American 105 9%

Native Hawaiian or Other Pacific Islander1 <1%

White 678 58%

More than one 58 5%

Do not wish to provide 148 13%

Disability

Yes 66 6%

No 1,040 89%

Do not wish to provide 61 6%

English 1st Language 

Yes 1,012 87%

No 134 11%

Do not wish to provide 21 2%

Parent Graduated from College 

Yes 921 79%

No 222 19%

Do not wish to provide 24 2%

Grade Level

High School Freshman1 <1%

High School Sophomore2 <1%

High School Junior 15 1%

High School Senior 32 3%

College Freshman 31 3%

College Sophomore 105 9%

College Junior 230 20%

College Senior 364 31%

Graduate Program 332 28%

Other

† 44 4%

Do not wish to provide 11 <1%

Pell Grant Eligible

Yes 383 33%

No 681 58%
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Not Applicable (I am not a college student) 41 4%

Do not wish to provide 62 5%

Free/Reduced Lunch Eligible in High School

Yes 265 23%

No 815 70%

Other†† 26 2%

Do not wish to provide 61 5%

High School Location

Urban 216 19%

Rural 171 15%

Suburban 728 62%

Do not wish to provide 52 4%

Underserved/Underrepresented Status (U2)

Yes – U2 592 51%

No – Not U2 405 35%

Insufficient Data††† 170 14%

Interns who had at least two demographic characteristics that are underrepresented in STEM fields were 

classified as “U2.” For example, a woman who qualified for free/reduced lunch in high school would be 

underrepresented in STEM by both gender and socio-economic status. About half (51%) of interns 

qualified as U2 participants. 

Details of the 2021-22 Evaluation

The 2021-22 OSTEM Internship Program evaluation was guided by the following evaluation questions: 

1. To what extent is participation in NASA internships associated with a) intern satisfaction with the 

program? b) interns’ self-reported gains in science and research-related outcomes? c) interns’ 

likelihood to pursue future STEM-related activities, education, and careers?

2. Are there any differences in interns’ reports based on underrepresented group status?

3. What insight do mentors provide on the intern program?

4. How do mentors characterize interns’ contributions to NASA’s missions?

5. Do interns demonstrate growth toward mastery of 21st century skills (See Figure 2) across the 

duration of the internship as assessed by their mentors?

The OSTEM Internship Program evaluation study used a utilization-focused evaluation approach (Patton, 

2015), an approach that emphasizes the use and application of evaluation findings. The goals of the 

outcome evaluation were to understand the impact of the internship experience on interns’ knowledge, 

attitude(s), and/or behavior(s) resulting from participation in the program; to understand how interns are 

contributing to NASA’s missions; and to gain insight on how to broaden the participation of students from 

groups historically underrepresented and underserved in STEM fields. 

HOW WAS STUDY CONDUCTED?
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Data were collected the spring, summer, and fall of 2021 and included participant surveys/questionnaires 

for both interns and mentors and the 21st Century Skills Assessment. Survey data were collected at the 

end of each intern cycle to provide a snapshot of the behaviors, attitudes, and beliefs of internship 

participants and mentors. The 21st Century Skills Assessment is used to measure interns’ progress toward 

mastery of important 21st Century Skills (Sondergeld & Johnson, 2019); mentors completed the 

assessment for each intern at the beginning and again at the end of the internships. 

Figure 2. 21st Century Skills Assessment Categories

These assessments were used to determine intern growth toward mastery of 21st Century Skills over the 

course of the internship. Table 1 provides a timeline for data collection for each of the three internship 

cycles.

Table 2. Data Collection Procedures

Evaluation Question Task or Milestone Timeframe Dates

To what extent is participation in 

NASA Internships associated 

with: a) intern satisfaction with 

the program? b) interns’ selfreported gains in science and 

Distribute Intern Survey

Spring Cycle – May 2021

Summer Cycle – July 2021

Fall Cycle – October 2021
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research-related outcomes? and 

c) interns’ likelihood to pursue 

future STEM-related activities, 

education, and careers?

Are there any differences in 

interns’ reports based upon 

underrepresented group status? 

Analyze Intern Survey 

Spring Cycle - June 2021

Summer Cycle – August 2021

Fall Cycle – November 2021

What insight do mentors provide 

on the intern program?

How do mentors characterize 

interns’ contributions to NASA’s 

missions?

Distribute Mentor Survey

Spring Cycle – May 2021

Summer Cycle – July 2021

Fall Cycle – October 2021

Analyze Mentor Survey 

Spring Cycle - June 2021

Summer Cycle – August 2021

Fall Cycle – November 2021

Do interns demonstrate growth 

toward mastery of 21st century 

skills across the duration of the 

internship as assessed by their 

mentors? 

21st Century Skills PreAssessment Fall Cycle – August/September 2021

21st Century Skills PostAssessmentFall Cycle – November/December 

2021

Data Analysis

This study used quantitative and qualitative methods to analyze data. Quantitative data were summarized 

using descriptive statistics. Qualitative data were manually coded to identify themes and commonalities 

in participants’ survey responses.

WHAT DID WE FIND OUT?

Summary of Findings

Findings from the NASA OSTEM internship study suggested that NASA is providing a high-quality 

internship experience for participants. The OSTEM internship programs also seem to be broadening the 

participation of underrepresented and underserved individuals in internships and pursuing future 

opportunities in STEM. The following are key findings from the study:

1. Interns were extremely satisfied with the internship program.

2. There was a strong relationship between participation in the internship program and gains in 

interns’ science and research skills and engagement. 

3. Most interns participating in the evaluation reported interest in future STEM-related activities, 

education, and careers.

4. All participants in the evaluation study demonstrated growth in 21st century skills.
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5. U2-identified participants experienced greater gains in STEM knowledge, STEM competencies, 

STEM identity, 21st century skills, future STEM interest, and overall impact of the internship 

program.

6. Mentors reported satisfaction with the internship program and positive attitudes about their 

interns’ contributions to NASA missions and had used effective mentoring practices in their 

mentorship. 

WHAT CAN THE PROGRAM DO TO IMPROVE?

Conclusions from Study

Evaluation findings indicated that NASA’s interns and mentors were overall very satisfied with their 

experiences in the internship program, however participants also noted some areas with potential for 

improvement. Interns and mentors suggested that the NASA OSTEM Internship Program could: 

1. Explore the possibility of expanding the use of virtual internships to be more inclusive of U2 

students. 

2. Provide resources to mentors on how to make virtual/hybrid internships more interactive and 

engaging. 

3. Explore how to promote NASA STEM careers more effectively via social media. 

4. Develop trainings and resources for interns for the onboarding process and for technology 

5. Develop trainings and resources for mentors to assist them with establishing clear goals and 

objectives for their interns. 

6. Identify key mentoring practices and provide training on mentoring best practices for mentors, 

including culturally responsive mentoring. 

7. Increase focus on growing interns’ STEM engagement, STEM competencies, and 21st century skills. 

8. Increase interns’ future involvement in other NASA programs by highlight other NASA pipeline 

programs, including the skills needed for participation and application processes. 

9. Create opportunities for interns to investigate and grow their STEM identities so that they can see

themselves as future NASA scientists and engineers.

10. Learn more about mentors’ demographics, experiences, current positions, and reasons for 

wanting to be a mentor. 

11. Explore and unpack the “culture of NASA” to understand how this culture could be more 

supportive and inclusive of diverse interns. 

WHAT ARE THE KEY TAKEAWAYS?

NASA’s OSTEM Internship Program engagesinternsfrom diverse backgroundsin meaningful collaboration 

with mentors to contribute to NASA’s missions.
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Through their participation in the program, interns—especially those from underrepresented and 

underserved STEM populations—make gains in the following areas: STEM knowledge; STEM 

competencies; STEM identity; 21st century skills; and interest in future STEM activities, education, and 

careers. 

NASA can continue to broaden and grow participation in its OSTEM Internship programs by doing the 

following: 

• Engaging in more effective social media marketing

• Providing more opportunities for virtual/hybrid participation in internships

• Supporting interns’ development of STEM identity 

• Providing more support to both interns and mentors in developing mentoring relationships. 

REFERENCES

Sondergeld, T.A. & Johnson, C.C. (2019). The development and validation of a 21st century skills 

assessment: Using an iterative multimethod approach. School Science and Mathematics, 119(6), 312-326.