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By NASA
One of the challenges many teachers face year after year is a sense of working alone. Despite the constant interaction with students many questions often linger: Did the lesson stick? Will students carry this knowledge with them? Will it shape how they see and engage with the world? What can be easy to overlook is that teaching does not happen in isolation. Each classroom, or any other educational setting, is part of a much larger journey that learners travel. This journey extends through a network of educators, where each experience can build on the last. These interconnected networks, known as Connected Learning Ecosystems (CLEs), exist wherever learning happens. At their core, CLEs are the collective of people who contribute to a young person’s growth and education over time.
Educators at the August 2025 Connected Learning Ecosystems Gathering in Orono, ME engaged in discussion around using NASA data in their learning contexts. Recognizing this, NASA’s Science Activation Program launched the Learning Ecosystems Northeast (LENE) project to strengthen and connect regional educator networks across Maine and the broader Northeast. With a shared focus on Science, Technology, Engineering, and Mathematics (STEM), LENE brings together teachers, librarians, 4-H mentors, land trust educators, and many others committed to expanding scientific understanding, deepening data literacy, and preparing youth to navigate a changing planet. To support this work, LENE hosts biannual Connected Learning Ecosystem Gatherings. These multi-day events bring educators together to share progress, celebrate achievements, and plan future collaborations. More than networking, these gatherings reinforce the collective impact educators have, ensuring that their efforts resonate far beyond individual classrooms and enrich the lives of the learners they guide.
“I am inspired by the GMRI staff and participants. I never expected to get to do climate resilience-related work in my current job as a children’s librarian. I am excited to do meaningful and impactful work with what I gain from being part of this the LENE community. This was a very well-run event! Thank you to all!” -anonymous
This year’s Gathering took place August 12 and 13, 2025, in Orono, ME at the University of Maine (a LENE project partner). Nearly 70 educators from across the northeast came together for two amazingly energized days of connection, learning, and future planning. While each event is special, this summer’s Gathering was even more remarkable due to the fact that for, the first time, each workshop was led by an established LENE educator. Either by self-nomination or request from leadership (requiring little convincing), every learning experience shared over the conference days was guided by the thoughtful investigation and real life application of LENE Project Partners, CLE Lead Educators, and community collaborators.
Brian Fitzgerald and Jackie Bellefontaine from the Mount Washington Observatory in New Hampshire, a LENE Project Partner, led the group through a hands-on activity using NASA data and local examples to observe extreme weather. Librarian Kara Reiman guided everyone through the creation and use of a newly established Severe Weather Disaster Prep Kit, including games and tools to manage climate anxiety. Katrina Heimbach, a long time CLE constituent from Western Maine taught how to interpret local data using a creative and fun weaving technique. Because of the established relationship between Learning Ecosystems Northeast and the University of Maine, attendees to the Gathering were able to experience a guided tour through the Advanced Structures and Composites Center and one of its creations, the BioHome3D – the world’s first 3D printed house made entirely with forest-derived, recyclable materials.
Two full days of teachers leading teachers left the entire group feeling energized and encouraged, connected, and centered. The increased confidence in their practices gained by sustained support from their peers allowed these educators to step up and share – embodying the role of Subject Matter Expert. Seeing their colleagues take center stage makes it easier for other educators to envision themselves in similar roles and provides clear guidance on how to take those steps themselves. One educator shared their thoughts following the experience:
“This was my first time attending the LENE conference, and I was immediately welcomed and made to feel ‘part of it all’. I made connections with many of the educators who were present, as well as the LENE staff and facilitators. I hope to connect with my new CLE mates in the near future!” Another participant reported, “I am inspired by the … staff and participants. I never expected to get to do climate resilience-related work in my current job as a children’s librarian. I am excited to do meaningful and impactful work with what I gain from being part of the LENE community. This was a very well-run event! Thank you to all!”
Even with the backing of regional groups, many educators, especially those in rural communities, still struggle with a sense of isolation. The biannual gatherings play an important role in countering that, highlighting the fact that this work is unfolding across the state. Through Connected Learning Ecosystems, educators are able to build and reinforce networks that help close the gaps created by distance and geography.
These Gatherings are part of ongoing programming organized by Learning Ecosystems Northeast, based at the Gulf of Maine Research Institute, that fosters peer communities across the Northeast, through which teachers, librarians, and out-of-school educators can collaborate to expand opportunities for youth to engage in data-driven investigations and integrate in- and out-of-school learning. Learn more about Learning Ecosystems Northeast’s efforts to empower the next generation of environmental stewards: https://www.learningecosystemsnortheast.org.
The Learning Ecosystems Northeast project is supported by NASA under cooperative agreement award number NNX16AB94A 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/about-science-activation/.
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Last Updated Sep 15, 2025 Related Terms
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By NASA
6 Min Read Upcoming Launch to Boost NASA’s Study of Sun’s Influence Across Space
Soon, there will be three new ways to study the Sun’s influence across the solar system with the launch of a trio of NASA and National Oceanic and Atmospheric Administration (NOAA) spacecraft. Expected to launch no earlier than Tuesday, Sept. 23, the missions include NASA’s IMAP (Interstellar Mapping and Acceleration Probe), NASA’s Carruthers Geocorona Observatory, and NOAA’s SWFO-L1 (Space Weather Follow On-Lagrange 1) spacecraft.
The three missions will launch together aboard a SpaceX Falcon 9 rocket from NASA’s Kennedy Space Center in Florida. From there, the spacecraft will travel together to their destination at the first Earth-Sun Lagrange point (L1), around one million miles from Earth toward the Sun.
The missions will each focus on different effects of the solar wind — the continuous stream of particles emitted by the Sun — and space weather — the changing conditions in space driven by the Sun — from their origins at the Sun to their farthest reaches billions of miles away at the edge of our solar system. Research and observations from the missions will help us better understand the Sun’s influence on Earth’s habitability, map our home in space, and protect satellites and voyaging astronauts and airline crews from space weather impacts.
The IMAP and Carruthers missions add to NASA’s heliophysics fleet of spacecraft. Together, NASA’s heliophysics missions study a vast, interconnected system from the Sun to the space surrounding Earth and other planets to the farthest limits of the Sun’s constantly flowing streams of solar wind. The SWFO-L1 mission, funded and operated by NOAA, will be the agency’s first satellite designed specifically for and fully dedicated to continuous, operational space weather observations.
Mapping our home in space: IMAP
The IMAP mission will study the heliosphere, our home in space.
NASA/Princeton University/Patrick McPike As a modern-day celestial cartographer, IMAP will investigate two of the most important overarching issues in heliophysics: the interaction of the solar wind at its boundary with interstellar space and the energization of charged particles from the Sun.
The IMAP mission will principally study the boundary of our heliosphere — a huge bubble created by the solar wind that encapsulates our solar system — and study how the heliosphere interacts with the local galactic neighborhood beyond. The heliosphere protects the solar system from dangerous high-energy particles called galactic cosmic rays. Mapping the heliosphere’s boundaries helps scientists understand our home in space and how it came to be habitable.
“IMAP will revolutionize our understanding of the outer heliosphere,” said David McComas, IMAP mission principal investigator at Princeton University in New Jersey. “It will give us a very fine picture of what’s going on out there by making measurements that are 30 times more sensitive and at higher resolution than ever before.”
The IMAP mission will also explore and chart the vast range of particles in interplanetary space. The spacecraft will provide near real-time observations of the solar wind and energetic particles, which can produce hazardous conditions not only in the space environment near Earth, but also on the ground. The mission’s data will help model and improve prediction capabilities of the impacts of space weather ranging from power-line disruptions to loss of satellites.
Imaging Earth’s exosphere: Carruthers Geocorona Observatory
An illustration shows the Carruthers Geocorona Observatory spacecraft. NASA/BAE Systems Space & Mission Systems The Carruthers Geocorona Observatory, a small satellite, will launch with IMAP as a rideshare. The mission was named after Dr. George Carruthers, creator of the Moon-based telescope that captured the first images of Earth’s exosphere, the outermost layer of our planet’s atmosphere.
The Carruthers mission will build upon Dr. Carruthers’ legacy by charting changes in Earth’s exosphere. The mission’s vantage point at L1 offers a complete view of the exosphere not visible from the Moon’s relatively close distance to Earth. From there, it will address fundamental questions about the nature of the region, such as its shape, size, density, and how it changes over time.
The exosphere plays an important role in Earth’s response to space weather, which can impact our technology, from satellites in orbit to communications signals in the upper atmosphere or power lines on the ground. During space weather storms, the exosphere mediates the energy absorption and release throughout the near-Earth space environment, influencing strength of space weather disturbances. Carruthers will help us better understand the fundamental physics of our exosphere and improve our ability to predict the impacts of the Sun’s activity.
“We’ll be able to create movies of how this atmospheric layer responds when a solar storm hits, and watch it change with the seasons over time,” said Lara Waldrop, the principal investigator for the Carruthers Geocorona Observatory at the University of Illinois at Urbana-Champaign.
New space weather station: SWFO-L1
SWFO-L1 will provide real-time observations of the Sun’s corona and solar wind to help forecast the resulting space weather.
NOAA/BAE Systems Space & Mission Systems Distinct from NASA’s research satellites, SWFO-L1 will be an operational satellite, designed to observe solar activity and the solar wind in real time to provide critical data in NOAA’s mission to protect the nation from environmental hazards. SWFO-L1 will serve as an early-warning beacon for potentially damaging space weather events that could impact our technology on Earth. SWFO-L1 will observe the Sun’s outer atmosphere for large eruptions, called coronal mass ejections, and measure the solar wind upstream from Earth with a state-of-the-art suite of instruments and processing system.
This mission is the first of a new generation of NOAA space weather observatories dedicated to 24/7 operations, working to avoid gaps in continuity.
“SWFO-L1 will be an amazing deep-space mission for NOAA,” said Dimitrios Vassiliadis, SWFO program scientist at NOAA. “Thanks to its advantageous location at L1, it will continuously monitor the solar atmosphere while measuring the solar wind and its interplanetary magnetic fields well before it impacts Earth — and transmit these data in record time.”
With SWFO-L1’s enhanced performance, unobstructed views, and minimal delay between observations and data return, NOAA’s Space Weather Prediction Center forecasters will give operators improved lead time required to take precautionary actions that protect vital infrastructure, economic interests, and national security on Earth and in space.
By Mara Johnson-Groh
NASA’s Goddard Space Flight Center, Greenbelt, Md.
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Last Updated Sep 04, 2025 Related Terms
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By NASA
NASA Glenn Research Center High School Engineering Institute participants, left to right: Evan Ricchetti, Edan Liahovetsky, and Doris Chen, prepare to add weights to their rover to test the effectiveness of their wheel grouser designs on Friday, July 18, 2025. Credit: NASA/Jef Janis This summer, NASA’s Glenn Research Center in Cleveland hosted the NASA Glenn High School Engineering Institute, a free, work-based learning experience designed to prepare rising high school juniors and seniors for careers in the aerospace workforce.
“The institute immerses students in NASA’s work, providing essential career readiness tools for future science, technology, engineering, and mathematics-focused academic and professional pursuits,” said Jerry Voltz of NASA Glenn’s Office of STEM Engagement.
Throughout the five-day sessions (offered three separate weeks in July), students used authentic NASA mission content and collaborated with Glenn’s technical experts. They gained a deeper understanding of the engineering design process, developed practical engineering solutions to real-world challenges, and tested prototypes to address key mission areas such as:
Acoustic dampening: How can we reduce noise pollution from jet engines? Power management and distribution: How can we develop a smart power system for future space stations? Simulated lunar operations: Can we invent tires that don’t use air? NASA Glenn Research Center High School Engineering Institute participants, left to right: Adriana Pudloski, Anadavel Sakthi, Aditya Rohatgi, and Alexa Apshago, make modifications to the control system program for their rover on Friday, July 18, 2025. Credit: NASA/Jef Janis Voltz said he hoped students left the program with three key takeaways: a deeper curiosity and excitement for STEM careers, firsthand insight into how cutting-edge technology developed in Cleveland contributes to NASA’s most prominent missions, and most importantly, a feeling of empowerment gained from engaging with some of NASA’s brightest minds in the field.
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By NASA
Explore This Section Science Courses & Curriculums for… STEM Educators Are Bringing… Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 4 min read
STEM Educators Are Bringing Hands-On NASA Science into Virginia Classrooms
Professional learning experiences are integral to the enhancement of classroom instruction. Teachers, at the forefront of Science, Technology, Engineering, & Mathematics (STEM) education, play a key role in the advancement of STEM learning ecosystems and citizen science.
On June 24-25, 2025 – despite a major east coast heat wave – twenty-four educators from eight school districts in the Hampton Roads region of southeastern Virginia (Newport News, Hampton City, Virginia Beach City, Isle of Wight County, Poquoson City, Norfolk, York County, and Suffolk Public Schools) converged at the National Institute of Aerospace (NIA) in Hampton, VA for a professional development workshop led by experts from NASA Langley Research Center and the NASA Science Activation program’s NIA-led NASA eClips team. Developed in collaboration with another NASA Science Activation team, GLOBE (Global Learning and Observations to Benefit the Environment) Mission Earth, and with support from the Coastal Virginia STEM Hub (COVA STEM) – a “STEM learning ecosystem targeting pre-K to adult residents in Coastal Virginia” – this two-day training, also provided comprehensive resources, including lesson plans, pacing guides, classroom activities, and books, all designed for integration into Hampton Roads classrooms.
The NASA Langley team led workshop participants through a training about GLOBE, a program dedicated to advancing Earth System science through data collected by volunteer members of the public, also known as ‘citizen scientists’. GLOBE invites educators, students, and members of the public worldwide (regardless of citizenship) to collect and submit cloud, surface temperature, and land cover observations using the GLOBE Observer app – a real-time data collection tool available right on their smartphones. These observations are then used to help address scientific questions at local, regional, and global scales. Through this training, the educators participated in K-20 classroom-friendly sample lessons, hands-on activities, and exploring the GLOBE Observer app, ultimately qualifying them as GLOBE Certified Educators. Earth System science lessons, activities, and information on how to download the GLOBE Observer citizen science app are available on the GLOBE website. Similarly, NASA eClips, which focuses on increasing STEM literacy in K-12 students, provided educators with free, valuable, standards-based classroom resources such as educator guides, informational videos, engineering design packets, and hands-on activities, which are available to educators and students alike on the NASA eClips’ website. Throughout the training, educators collaborated in grade-level groups, brainstorming new ways to integrate these standards-based NASA science resources.
One educator envisioned incorporating GLOBE’s cloud resources and supportive NASA eClips videos into her energy budget unit. Others explored modifying a heat-lamp experiment to include humidity and heat capacity. One teacher enthusiastically noted in response to a GLOBE urban heat island lesson plan, “The hands-on elements are going to be really great deliverables!” The creative energy and passion for education were palpable.
The dedication of both NIA and NASA Langley to education and local community support was evident. This professional learning experience offered educators immediately-applicable classroom activities and fostered connections among NASA science, NASA eClips, the GLOBE Program, and fellow educators across district lines. One educator highlighted the value of these networking opportunities, stating, “I do love that we’re able to collaborate with our colleagues so we can plan for our future units during the school year”. Another participant commented, “This is a great program…I am going to start embedding [this] in our curriculum.”
GME (supported by NASA under cooperative agreement award number NNX16AC54A) and NASA eClips (supported by NASA under cooperative agreement award number NNX16AB91A) are 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
GLOBE educator Marilé Colón Robles demonstrates a kinesthetic activity. Share
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Last Updated Aug 04, 2025 Editor NASA Science Editorial Team Location NASA Langley Research Center Related Terms
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NASA eClips STEM Student Ambassadors Light Up CNU’s 2025 STEM Community Day
More than 2,000 curious visitors from Newport News and the surrounding Hampton Roads region of Virginia flocked to Christopher Newport University (CNU) on May 31, 2025 for their annual STEM (Science, Technology, Engineering, & Mathematics) Community Day, and the NASA eClips team from the National Institute of Aerospace’s Center for Integrative STEM Education (NIA-CISE) made sure every one of them left with their eyes—and imaginations—fixed on the Sun.
At the heart of the NASA eClips exhibit were NIA’s STEM Student Ambassadors—a team of carefully selected high school students from the Tidewater region of Virginia who underwent extensive training with NASA eClips educators during the summer of 2024. These bright, enthusiastic young leaders are passionate about communicating about and advocating for STEM. The STEM Student Ambassador program is made possible through a Coastal Virginia STEM Hub grant from the Virginia General Assembly and is already having an impact.
Throughout the day, the Ambassadors engaged learners of all ages with two creative, hands-on experiences that connected STEM and the arts:
Chalk Corona – Using black construction paper and vibrant chalk, participants recreated the Sun’s corona—the super-hot, gaseous “crown” that’s visible during a total solar eclipse. While they shaded and smudged, the Ambassadors explained why the corona is so important to solar research and handed out certified solar viewers for safe Sun-watching back home. Pastel Auroras – Visitors also discovered how solar wind, storms, and coronal mass ejections (aka Sun “sneezes”) spark Earth’s dazzling auroras. Guided by the Ambassadors, budding artists layered pastels to capture swirling curtains of light, tying recent mid-Atlantic aurora sightings to real-time space weather. Throughout the day, the Ambassadors’ energy was contagious, turning complex heliophysics into hands-on fun and opening eyes to the opportunities and careers that await in STEM. Judging by the smiles—and the dusting of chalk and pastels—NASA eClips’ presence was, quite literally, the “crowning” touch on an unforgettable community celebration of STEM.
The NASA eClips project provides educators with standards-based videos, activities, and lessons to increase STEM literacy through the lens of NASA. It is supported by NASA under cooperative agreement award number NNX16AB91A 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
Two STEM Student Ambassadors engage a young girl while she creates her own Pastel Aurora artwork. Share
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