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JOB OPPORTUNITIES: NASA OFFICE OF THE GENERAL COUNSEL
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Preparations for Next Moonwalk Simulations Underway (and Underwater)There are no current openings. Please check back later for opportunities to join our team.
View all current NASA job openings at USAJobs Explore More 3 min read How NASA Astronauts Vote from Space Aboard International Space Station Article 3 days ago 5 min read Facility Managers, Assemble: Protecting Johnson Space Center’s People and Places Article 4 days ago 2 min read NASA Continues Advancing STEM for Students Through New Partnership Article 6 days agoSunglint on the Alabama River
Sunglint on the Alabama River
In this June 26, 2023, photo taken from the International Space Station, sunlight shines off the smooth waters of the Alabama River in a phenomenon known as sunglint. When photographing Earth, astronauts often take advantage of sunglint’s tendency to increase the contrast between water surfaces and surrounding land surfaces.
In the 1960s, the Alabama River was dammed, creating Dannelly Reservoir (the large shining area at center left). Construction of the dam also raised water levels upriver. This resulted in flooding at several points along the river. These flooded zones are typical of floodplains—the low, flat areas immediately next to larger rivers. In this image, flooded zones appear as irregular, bright shapes extending away from the river, like at Gee’s Bend (center bottom).
Text Credit: Justin Wilkinson
Image Credit: NASA/Woody Hoburg
Science Activation’s PLACES Team Facilitates Third Professional Learning Institute
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Science Activation’s PLACES Team Facilitates Third Professional Learning InstituteThe NASA Science Activation program’s Place-Based Learning to Advance Connections, Education, and Stewardship (PLACES) project supports middle and high school educators to engage students in data-rich Earth science learning through the integration of NASA data sets, images, classroom lessons, and other assets. This project draws on a place-based approach as a means to increase “data fluency” — the ability and confidence to make sense of and use data. This means knowing when, how, and why to use data for a specific purpose, such as solving problems and communicating ideas grounded in evidence.
As part of this effort, PLACES facilitated its third Professional Learning (PL) Summer Institute (SI) for 22 educators at the Gulf of Maine Research Institute (GMRI) in Portland, Maine the week of August 12th, 2024. This is the third PL Summer Institute the PLACES team has facilitated, each focusing on engaging educators in place-based, data-rich teaching and learning with NASA data and resources.
The GMRI PL development and facilitation was a collaborative co-design effort between two NASA Science Activation projects (PLACES led by WestEd and the Learning Ecosystems Northeast project led by GMRI) and colleagues from the Concord Consortium and NASA Langley Research Center. During this PL, teachers took part in community science projects developed by GMRI to incorporate youth in ongoing research projects, including a mix of field- and classroom-based experiences that explored the phenomena of Hemlock Woolly Adelgid (HWA) and the changes to intertidal crab populations – two invasive species that are proliferating as a result of climate change. During two field-based experiences, teachers gathered primary data using protocols from GMRI’s Ecosystem Investigation Network and the NASA-sponsored program, GLOBE (Global Learning and Observations to Benefit the Environment). Teachers then explored these primary data using Concord Consortium’s Common Online Data Analysis Platform (CODAP) to better understand the geographic and temporal spread of these species. To connect their local experiences to global happenings, teachers then explored secondary data sets, including those sourced from the My NASA Data (MND – also supported by NASA Science Activation as part of the GLOBE Mission Earth project) Earth System Explorer (e.g., Normalized Difference Vegetation Index, salinity, sea surface temperature). The facilitation team also used the MND Data Literacy Cubes to encourage teachers to consider a multitude of diverse questions about place, data, and the phenomena. The GLOBE protocols supplemented existing GMRI data collection protocols, presenting new opportunities for teachers already experienced with HWA and Green Crabs. The MND data and Data Literacy Cubes moved teachers from questions they generated as part of their primary data collection towards new knowledge.
Daily feedback from teachers highlighted their appreciation for the responsiveness of the facilitation team, as well as a growing curiosity and desire for using NASA resources such as protocols from GLOBE and data from MND’s Earth System Explorer. This is exciting to see as the teachers transition from the Summer Institute into a virtual Community of Practice during the school year. The Community of Practice engages them in peer-to-peer collaboration and dialogue as they develop, test, and give feedback on their own place-based, data-rich experiences using NASA data and resources. So far, teachers are planning to tackle a variety of topics ranging from ocean chemistry to human connections to the environment. Teachers indicated their interest in “making place-based experiences meaningful to our unique populations of students and having cultural representation in the classroom,” and focusing on “cross-school collaboration.” Preliminary evaluation data indicated that 76% of teachers thought their experiences with NASA resources during the SI helped them identify ways to bring data into their classroom. 85% of teachers indicated they feel a greater connection to NASA and knowledge of NASA resources for enhancing student understanding and engagement in science. Moving into the fall, teachers will take part in a Community of Practice, where they will work to implement a place-based, data-rich moment in their individual classrooms. In the summer of 2025, teachers will take part in a second summer institute where they will continue to learn more about implementing place-based, data-rich instruction.
The PLACES GMRI Summer Institute was made possible by a large co-design, collaborative effort across our partner organizations. This included:
- Facilitation Team: Catherine Bursk (GMRI), Meggie Harvey (GMRI), Sara Salisbury (GMRI), Daniel Damelin (Concord Consortium)
- In-person Facilitation Support Team: Leigh Peake (GMRI), Karen Lionberger (WestEd), Kristin Hunter-Thomson (Dataspire), Angela Rizzi (NASA Langley)
- In-Person Team Member Participants: Janet Struble and Kevin Czaikowski (GLOBE, University of Toledo), Svetlana Darche (WestEd)
- Virtual Observers: Kirsten Daehler, Nicole Wong, Leticia Perez (WestEd), Tracy Ostrom (GLOBE, UC Berkeley), Lori Rubino-Hare (NAU)
- Additional support: Frieda Reichsman (Concord Consortium), Barbie Buckner and Jessia Taylor (NASA Langley), Sean Ryan (NAU), Lauren Shollenberger (NAU)
PLACES is supported by NASA under cooperative agreement award number 80NSSC22M0005 and is part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn
Teachers at the GMRI summer institute review NDVI data ranging from 2002 to 2022 and identify patterns and trends. Share Details Last Updated Oct 04, 2024 Editor NASA Science Editorial Team Location NASA Langley Research Center Related Terms Explore More 2 min read Culturally Inclusive Planetary Engagement in ColoradoArticle
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NASA Announces Teams for 2025 Student Launch Challenge
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Preparations for Next Moonwalk Simulations Underway (and Underwater) Students celebrate after a successful performance in the 2024 Student Launch competition at Bragg Farms in Toney, Alabama.NASANASA has selected 71 teams from across the U.S. to participate in its 25th annual Student Launch Challenge, one of the agency’s Artemis Student Challenges. The competition is aimed at inspiring Artemis Generation students to explore science, technology, engineering, and math (STEM) for the benefit of humanity.
As part of the challenge, teams will design, build, and fly a high-powered amateur rocket and scientific payload. They also must meet documentation milestones and undergo detailed reviews throughout the school year.
The nine-month-long challenge will culminate with on-site events starting on April 30, 2025. Final launches are scheduled for May 3, at Bragg Farms in Toney, Alabama, just minutes north of NASA’s Marshall Space Flight Center in Huntsville, Alabama. Teams are not required to travel for their final launch, having the option to launch from a qualified site. Details are outlined in the Student Launch Handbook.
Each year, NASA updates the university payload challenge to reflect current scientific and exploration missions. For the 2025 season, the payload challenge will again take inspiration from the Artemis missions, which seek to land the first woman and first person of color on the Moon, and pave the way for future human exploration of Mars.
As Student Launch celebrates its 25th anniversary, the payload challenge will include reports from STEMnauts, non-living objects representing astronauts. The STEMnaut crew must relay real-time data to the student team’s mission control via radio frequency, simulating the communication that will be required when the Artemis crew achieves its lunar landing.
University and college teams are required to meet the 2025 payload requirements set by NASA, but middle and high school teams have the option to tackle the same challenge or design their own payload experiment.
Student teams will undergo detailed reviews by NASA personnel to ensure the safety and feasibility of their rocket and payload designs. The team closest to their target will win the Altitude Award, one of multiple awards presented to teams at the end of the competition. Other awards include overall winner, vehicle design, experiment design, and social media presence.
In addition to the engineering and science objectives of the challenge, students must also participate in outreach efforts such as engaging with local schools and maintaining active social media accounts. Student Launch is an all-encompassing challenge and aims to prepare the next generation for the professional world of space exploration.
The Student Launch Challenge is managed by Marshall’s Office of STEM Engagement (OSTEM). Additional funding and support are provided by NASA’s OSTEM via the Next Gen STEM project, NASA’s Space Operations Mission Directorate, Northrup Grumman, National Space Club Huntsville, American Institute of Aeronautics and Astronautics, National Association of Rocketry, Relativity Space, and Bastion Technologies.
For more information about Student Launch, visit:
Student Launch WebsiteTaylor Goodwin
Marshall Space Flight Center, Huntsville, Ala.
256.544.0034
taylor.goodwin@nasa.gov
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NASA Announces Teams to Compete in International Rover Challenge
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Preparations for Next Moonwalk Simulations Underway (and Underwater) NASA MSFC HERC is the annual engineering competition – one of NASA’s longest standing challenges – held its concluding event April 19 and April 20, at the U.S. Space & Rocket Center in Huntsville, near NASA’s Marshall Space Flight Center.NASANASA has selected 75 student teams to begin an engineering design challenge to build rovers that will compete next spring at the U.S. Space and Rocket Center near the agency’s Marshall Space Flight Center in Huntsville, Alabama. The competition is one of the agency’s Artemis Student Challenges, encouraging students to pursue degrees and careers in science, technology, engineering, and mathematics (STEM).
Recognized as NASA’s leading international student challenge, the 31st annual Human Exploration Rover Challenge (HERC) aims to put competitors in the mindset of NASA’s Artemis campaign as they pitch an engineering design for a lunar terrain vehicle which simulates astronauts piloting a vehicle, exploring the lunar surface while overcoming various obstacles.
Participating teams represent 35 colleges and universities, 38 high schools, and two middle schools from 20 states, Puerto Rico, and 16 other nations from around the world. The 31st annual Human Exploration Rover Challenge (HERC) is scheduled to begin on April 11, 2025. The challenge is managed by NASA’s Southeast Regional Office of STEM Engagement at NASA Marshall.
Following a 2024 competition that garnered international attention, NASA expanded the challenge to include a remote-control division, Remote-Operated Vehicular Research, and invited middle school students to participate. The 2025 HERC Handbook includes guidelines for the new remote-control division and updates for the human-powered division.
NASA’s Artemis Student Challenges reflects the goals of the Artemis campaign, which seeks to land the first woman and first person of color on the Moon while establishing a long-term presence for science and exploration.
More than 1,000 students with 72 teams from around the world participated in the 2024 challenge as HERC celebrated its 30th anniversary as a NASA competition. Since its inception in 1994, more than 15,000 students have participated in HERC – with many former students now working at NASA, or within the aerospace industry.
To learn more about HERC, please visit:
HERC WebsiteTaylor Goodwin
Marshall Space Flight Center, Huntsville, Ala.
256.544.0034
taylor.goodwin@nasa.gov
The NASA Science Activation program’s Place-Based Learning to Advance Connections, Education, and Stewardship (PLACES) project…
Article 2 days ago 3 min read NASA Announces Teams for 2025 Student Launch Challenge Article 2 days ago 2 min read Culturally Inclusive Planetary Engagement in ColoradoIn August 2024, the NASA Science Activation program’s Planetary Resources and Content Heroes (ReaCH) project…
Article 3 days ago Keep Exploring Discover Related Topics NASA Student Launch ChallengeMiddle/high school and college-level student teams design, build, test, and launch a high-powered rocket carrying a scientific or engineering payload.
NASA Human Exploration Rover ChallengeTeams of high school and college students design, develop, build, and test human-powered rovers capable of traversing challenging terrain.
NASA STEM Opportunities and Activities For Students
Marshall Space Flight Center
Hubble Observes a Peculiar Galaxy Shape
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Hubble Observes a Peculiar Galaxy Shape This NASA/ESA Hubble Space Telescope image features the galaxy, NGC 4694. ESA/Hubble & NASA, D. ThilkerThis NASA/ESA Hubble Space Telescope image reveals the galaxy, NGC 4694. Most galaxies fall into one of two basic types. Spiral galaxies are young and energetic, filled with the gas needed to form new stars and sporting spiral arms that host these hot, bright youths. Elliptical galaxies have a much more pedestrian look, and their light comes from a uniform population of older and redder stars. But some galaxies require in-depth study to classify their type: such is the case with NGC 4694, a galaxy located 54 million light-years from Earth in the Virgo galaxy cluster.
NGC 4694 has a smooth-looking, armless disk which — like an elliptical galaxy — is nearly devoid of star formation. Yet its stellar population is still relatively young and new stars are actively forming in its core, powering its bright center and giving it a markedly different stellar profile from that of a classic elliptical. Although elliptical galaxies often host significant quantities of dust, they generally do not hold the fuel needed to form new stars. NGC 4694 is filled with the hydrogen gas and dust normally seen in a young and sprightly spiral, and a huge cloud of invisible hydrogen gas surrounds the galaxy.
As this Hubble image reveals, NGC 4694’s dust forms chaotic structures that indicate some kind of disturbance. It turns out that the cloud of hydrogen gas around NGC 4694 forms a long bridge to a nearby, faint dwarf galaxy named VCC 2062. The two galaxies have undergone a violent collision, and the larger NGC 4694 is accreting gas from the smaller galaxy. This collision helped give NGC 4694 its peculiar shape and star-forming activity that classify it as a lenticular galaxy. Lenticular galaxies lack the unmistakable arms of a spiral, but still have a central bulge and disk. They also hold more star-forming gas than an elliptical galaxy. Some galaxies, like NGC 4694, aren’t as easy to categorize as one type or the other. It takes a bit more digging to reveal their true nature, and thanks to Hubble, we have the ability to uncover their secrets.
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Sols 4323-4324: Surfin’ Our Way out of the Channel
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Sols 4323-4324: Surfin’ Our Way out of the Channel An image from NASA’s Mars rover Curiosity, looking back at the western edge of the Gediz Vallis deposit (top left) and the channel wall in the sulfate unit with unconsolidated sand/soil deposits in the foreground. This image was taken by Curiosity’s Left Navigation Camera on Sol 4321 — Martian day 4,321 of the Mars Science Laboratory mission — on Oct. 2, 2024, at 02:13:27 UTC. NASA/JPL-CaltechEarth planning date: Wednesday, Oct. 2, 2024
As a member of the group tasked with organizing our campaign to investigate the Gediz Vallis channel and deposit (informally known as the Channel Surfers), I was a little sad this morning to see that our drive had successfully taken us out of the channel, back onto the magnesium sulfate-bearing unit, into which the channel is incised. Our long-anticipated investigation of the channel has proven fruitful: Curiosity made the first definitive detection of elemental sulfur on Mars, and we have examined a variety of intriguing lithologies and relationships within the deposit over the last 4.5 months. It has been an exciting time, and I have particularly enjoyed riding this wave with my fellow Channel Surfers — a great team! Now to make sense of all the fantastic data we have collected.
We are not completely done looking at the channel and deposits though. We will be driving parallel to the western margin for a while to facilitate comparisons with what we observed from the east. Tosol we will image two areas of interest within the Gediz Vallis channel from our current vantage point with Mastcam and ChemCam long-distance RMI. But back to the sulfate unit — the team planned a number of activities to document the return to the sulfate unit. These include APXS and MAHLI of the nodular bedrock immediately in front of the rover (“Sub Dome”), ChemCam LIBS and Mastcam of another bedrock block (“Vert Lost Grove”), and Mastcam of the resistant bedrock ridge immediately adjacent to the Gediz Vallis channel (“Muah Mountain”).
Once the drive of about 25 meters (about 82 feet) hopefully executes successfully, Curiosity will look down and image the terrain between her front wheels with MARDI, acquire ChemCam LIBS on an autonomously selected target in the workspace, and then perform a series of atmospheric and environmental observations. These include a Mastcam tau to measure dust in the atmosphere, Navcam dust devil and suprahorizon movies, and a Navcam line-of-sight observation. The plan is rounded out with DAN, RAD, and REMS activities.
Written by Lucy Thompson, Planetary Geologist at University of New Brunswick
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About the Office of the General Counsel
The Office of the General Counsel (OGC) provides Agency-wide legal and strategic advice across a full spectrum of legal disciplines to further NASA’s mission. With legal leadership at Headquarters and at all NASA field installations across the country, OGC supports the Agency by identifying, mitigating, and defending against risks to the Agency. OGC works with the U.S. Department of Justice in representing the Agency before federal courts and acts as the Agency’s representative in administrative forums where appropriate, such as the U.S. Patent and Trademark Office.
Practice AreasCommercial and Intellectual Property Law
The Commercial and Intellectual Property Law Practice Group is responsible for providing Agency-wide legal advice for negotiating, drafting, and interpreting Space Act Agreements; for partnering arrangements with commercial organizations; and, for commercialization of NASA activities. The Practice Group also provides advice and counsel in patents, copyrights, and trade secrets.
- Intellectual Property Program
For the area of patents, the Practice Group has an Intellectual Property program devoted to providing functional guidance with respect to patent solicitation to ensure application of uniform criteria Agency-wide. In addition, the division supports the implementation of policies and procedures related to patent and copyright licensing and supports the U.S. Department of Justice in patent infringement-related claims.
Contracts and Acquisition Integrity Law
The Contracts and Acquisition Integrity Law Practice Group is responsible for providing Agency-wide legal advice and counsel regarding the statutes, regulations and policies governing Federal Government contracting. The Practice Group also represents the Agency, working with the U.S. Department of Justice where appropriate, in bid protests and contract-related litigation before the Government Accountability Office, the Court of Federal Claims, and the United States District Courts; disputes before the Armed Services Board of Contract Appeals; and, any appeals of these decisions.
- Acquisition Integrity Program
The Acquisition Integrity Program is responsible for providing Agency-wide legal advice and counsel regarding statutes, regulations, and policies governing fraud. The Program is responsible for addressing allegations of fraud on NASA contracts, grants, cooperative agreements, funding instruments, and other commitments of NASA.
General Law
The General Law Practice Group is responsible for providing Agency-wide legal advice and counsel in the areas of ethics, fiscal law, environmental law, personnel and labor law, civil rights and equal employment law, information disclosure law, safety and security law, and other administrative law matters. The Practice Group also represents the Agency in litigation and administrative hearings, as well as providing legislative advice and counsel .
- Ethics Program
The Ethics Program, provides Agency-wide training and counseling to employees and is responsible for the day-to-day management of OGC’s enterprise-wide ethics program, including resolving of issues at NASA Headquarters and providing support to Center ethics counselors. In addition, all Center Chief Counsel are responsible for ethics program implementation at their respective Centers. You may contact a member of the HQ Ethics Team by e-mail to hq-ethicsteam@nasa.gov or by phone at (202) 358-0550 or contact a Center Ethics Official by e-mail or by the phone number listed
International and Space Law
The International and Space Law Practice Group is responsible for providing Agency-wide legal advice and counsel regarding international matters, to This includes providing advice in the following areas of law: international law, including space law; domestic law which may impact NASA’s international cooperation; international trade law; telecommunications law; and, export control.
General CounselIris LanDeputy General CounselChristine Pham (Acting)Front Office Phone Number (202) 358-2450OGC Leadership Directory Return to OGC HomepageOGC Disclaimer: The materials within this website do not constitute legal advice. For details read our disclaimer.
Contracts and Acquisition Integrity Law
The Contracts and Acquisition Integrity Law Practice Group is responsible for providing Agency-wide legal advice and counsel regarding the statutes, regulations and policies governing Federal Government contracting. The Practice Group also represents the Agency, working with the U.S. Department of Justice where appropriate, in bid protests and contract-related litigation before the Government Accountability Office, the Court of Federal Claims, and the United States District Courts; disputes before the Armed Services Board of Contract Appeals; and, any appeals of these decisions.
- Acquisition Integrity Program
Responsible for providing Agency-wide legal advice and counsel regarding statutes, regulations, and policies governing fraud. The Program is responsible for addressing allegations of fraud on NASA contracts, grants, cooperative agreements, funding instruments, and other commitments of NASA.
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Monica Aquino-Thieman
OGC Disclaimer: The materials within this website do not constitute legal advice.
For details read our disclaimer.
Culturally Inclusive Planetary Engagement in Colorado
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Culturally Inclusive Planetary Engagement in ColoradoIn August 2024, the NASA Science Activation program’s Planetary Resources and Content Heroes (ReaCH) project held a Culturally Inclusive Planetary Engagement workshop at the Laboratory for Atmospheric and Space Physics in Boulder, Colorado for the planetary science community. These workshops are designed to enhance the ability of scientists to engage Black and Latinx youth and their families in planetary science. Workshops include discussions with local educators about evidence-based engagement strategies and experiences conducting hands-on planetary science activities, along with an opportunity to practice these approaches during an event with local partners.
Planetary scientists and engineers from Boulder, as well as scientists from Florida, Maryland, and Alaska participated. ReaCH partnered with the Boys & Girls Clubs of Metro Denver, whose staff participated in the workshop to share their perspectives. Other educators local to the Denver area also participated, along with an educational specialist from NASA@ My Library (another Science Activation program). The workshop culminated in an event at the Shopneck Boys & Girls Club in Brighton, CO; workshop participants facilitated a variety of hands-on planetary activities for approximately 120 children. Workshop participants also shared information about college pathways into science professions with teenagers at the Club.
During feedback with evaluators, workshop participants shared, “I got to have hands-on experience working with an underserved population, which I haven’t done before in a workshop. I think this is the necessary next step for me. I am tired of just learning about things. I want to DO things. This gave me the ability to do it without setting up everything myself.”
Through careful revisions to these workshops and detailed evaluation, the Planetary ReaCH project is building a replicable model that will be used to support similar workshops for other science fields. Members of the planetary and astrobiology community are invited to apply to attend future ReaCH workshops.
Planetary ReaCH is supported by NASA under cooperative agreement award number 80NSSC21M0003 and is part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn
Workshop participants experimented with activities such as this model of impact cratering. Share Details Last Updated Oct 03, 2024 Editor NASA Science Editorial Team Related Terms Explore More 2 min read New NASA eClips VALUE Bundles for Learners with Varied NeedsArticle
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