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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
5 min read
Astronomers Map Stellar ‘Polka Dots’ Using NASA’s TESS, Kepler
Scientists have devised a new method for mapping the spottiness of distant stars by using observations from NASA missions of orbiting planets crossing their stars’ faces. The model builds on a technique researchers have used for decades to study star spots.
By improving astronomers’ understanding of spotty stars, the new model — called StarryStarryProcess — can help discover more about planetary atmospheres and potential habitability using data from telescopes like NASA’s upcoming Pandora mission.
“Many of the models researchers use to analyze data from exoplanets, or worlds beyond our solar system, assume that stars are uniformly bright disks,” said Sabina Sagynbayeva, a graduate student at Stony Brook University in New York. “But we know just by looking at our own Sun that stars are more complicated than that. Modeling complexity can be difficult, but our approach gives astronomers an idea of how many spots a star might have, where they are located, and how bright or dark they are.”
A paper describing StarryStarryProcess, led by Sagynbayeva, published Monday, August 25, in The Astrophysical Journal.
Watch to learn how a new tool uses data from exoplanets, worlds beyond our solar system, to tell us about their polka-dotted stars.
NASA’s Goddard Space Flight Center
Download images and videos through NASA’s Scientific Visualization Studio.
NASA’s TESS (Transiting Exoplanet Survey Satellite) and now-retired Kepler Space Telescope were designed to identify planets using transits, dips in stellar brightness caused when a planet passes in front of its star.
These measurements reveal how the star’s light varies with time during each transit, and astronomers can arrange them in a plot astronomers call a light curve. Typically, a transit light curve traces a smooth sweep down as the planet starts passing in front of the star’s face. It reaches a minimum brightness when the world is fully in front of the star and then rises smoothly as the planet exits and the transit ends.
By measuring the time between transits, scientists can determine how far the planet lies from its star and estimate its surface temperature. The amount of missing light from the star during a transit can reveal the planet’s size, which can hint at its composition.
Every now and then, though, a planet’s light curve appears more complicated, with smaller dips and peaks added to the main arc. Scientists think these represent dark surface features akin to sunspots seen on our own Sun — star spots.
The Sun’s total number of sunspots varies as it goes through its 11-year solar cycle. Scientists use them to determine and predict the progress of that cycle as well as outbreaks of solar activity that could affect us here on Earth.
Similarly, star spots are cool, dark, temporary patches on a stellar surface whose sizes and numbers change over time. Their variability impacts what astronomers can learn about transiting planets.
Scientists have previously analyzed transit light curves from exoplanets and their host stars to look at the smaller dips and peaks. This helps determine the host star’s properties, such as its overall level of spottiness, inclination angle of the planet’s orbit, the tilt of the star’s spin compared to our line of sight, and other factors. Sagynbayeva’s model uses light curves that include not only transit information, but also the rotation of the star itself to provide even more detailed information about these stellar properties.
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This artist’s concept illustrates the varying brightness of star with a transiting planet and several star spots. NASA’s Goddard Space Flight Center “Knowing more about the star in turn helps us learn even more about the planet, like a feedback loop,” said co-author Brett Morris, a senior software engineer at the Space Telescope Science Institute in Baltimore. “For example, at cool enough temperatures, stars can have water vapor in their atmospheres. If we want to look for water in the atmospheres of planets around those stars — a key indicator of habitability — we better be very sure that we’re not confusing the two.”
To test their model, Sagynbayeva and her team looked at transits from a planet called TOI 3884 b, located around 141 light-years away in the northern constellation Virgo.
Discovered by TESS in 2022, astronomers think the planet is a gas giant about five times bigger than Earth and 32 times its mass.
The StarryStarryProcess analysis suggests that the planet’s cool, dim star — called TOI 3384 — has concentrations of spots at its north pole, which also tips toward Earth so that the planet passes over the pole from our perspective.
Currently, the only available data sets that can be fit by Sagynbayeva’s model are in visible light, which excludes infrared observations taken by NASA’s James Webb Space Telescope. But NASA’s upcoming Pandora mission will benefit from tools like this one. Pandora, a small satellite developed through NASA’s Astrophysics Pioneers Program, will study the atmospheres of exoplanets and the activity of their host stars with long-duration multiwavelength observations. The Pandora mission’s goal is to determine how the properties of a star’s light differs when it passes through a planet’s atmosphere so scientists can better measure those atmospheres using Webb and other missions.
“The TESS satellite has discovered thousands of planets since it launched in 2018,” said Allison Youngblood, TESS project scientist at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. “While Pandora will study about 20 worlds, it will advance our ability to pick out which signals come from stars and which come from planets. The more we understand the individual parts of a planetary system, the better we understand the whole — and our own.”
Facebook logo @NASAUniverse @NASAUniverse Instagram logo @NASAUniverse By Jeanette Kazmierczak
NASA’s Goddard Space Flight Center, Greenbelt, Md.
Media Contact:
Alise Fisher
202-358-2546
alise.m.fisher@nasa.gov
NASA Headquarters, Washington
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Last Updated Aug 25, 2025 Related Terms
Astrophysics Exoplanet Atmosphere Exoplanets Galaxies, Stars, & Black Holes Galaxies, Stars, & Black Holes Research Goddard Space Flight Center Kepler / K2 Stars TESS (Transiting Exoplanet Survey Satellite) The Universe View the full article
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By NASA
NASA/Kim Shiflett NASA astronauts Christina Koch, Artemis II mission specialist, and Victor Glover, Artemis II pilot, walk on the crew access arm of the mobile launcher in the Vehicle Assembly Building at NASA’s Kennedy Space Center in Florida on Tuesday, Aug. 12, 2025.
On Aug. 11 and 12, teams with the agency’s Exploration Ground Systems Program along with NASA astronauts Reid Wiseman, Victor Glover, and Christina Koch, and CSA (Canadian Space Agency) astronaut Jeremy Hansen, practiced launch day operations if launch occurs at night. They simulated putting their spacesuits on and driving to the launch pad as well as emergency procedures they would use in the unlikely event of an emergency during the launch countdown requiring them to evacuate the launch pad.
Through the Artemis campaign, NASA will send astronauts to explore the Moon for scientific discovery, economic benefits, and to build the foundation for the first crewed missions to Mars.
Image credit: NASA/Kim Shiflett
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By NASA
1 min read
NASA’s Black Marble: Stories from the Night Sky
Earth (ESD) Earth Explore Explore Earth Home Air Quality Climate Change Freshwater Life on Earth Severe Storms Snow and Ice The Global Ocean Science at Work Earth Science at Work Technology and Innovation Powering Business Multimedia Image Collections Videos Data For Researchers About Us Viewed from space, Earth at night tells endless stories. Using satellite data, we can track population growth, natural disaster damage, cultural celebrations, and even space weather. Studying these glowing patterns helps us understand human activity, respond to disasters, and witness a changing world.
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By NASA
As the Sun approaches the most active part of its eleven-year magnetic cycle this summer, NASA volunteers have been watching it closely. Now they’ve spotted a new trend in solar behavior that will have you reaching for your suntan lotion. It’s all about something called a “Type II” solar radio burst:
“Type II solar radio bursts are not commonly detected in the frequency range between 15 to 30 megahertz,” said Prof. Chuck Higgins, Co-founder of Radio JOVE. “Recently, we’re seeing many of them in that range.”
Let’s unpack that. Our Sun often sprays powerful blasts of radio waves into space. Heliophysicists classify these radio bursts into five different types depending on how the frequency of the radio waves drifts over time. “Type II” solar radio bursts seem to come from solar flares and enormous squirts of hot plasma called coronal mass ejections.
Now, Thomas Freeman, an undergraduate student at Middle Tennessee State University, and other volunteers working on NASA’s Radio JOVE project have observed something interesting about these Type II bursts: they are now showing up at lower frequencies—somewhere in between FM and AM radio.
What does it mean? It means our star is full of surprises! These Radio JOVE observations of the Sun’s radio emissions during solar maximum can be used to extend our knowledge of solar emissions to lower frequencies and, therefore, to distances farther from the Sun.
Radio JOVE is a NASA partner citizen science project in which participants assemble and operate radio astronomy telescopes to gather and contribute data to support scientific studies. Radio JOVE collaborated with SunRISE Ground Radio Lab, organized teams of high school students to observe the Sun, and recently published a paper on these Type II solar radio bursts. Learn more and get involved!
A Type II solar radio burst on April 23rd, 2024, seen as the gently sloping yellow band drifting from 17:49 to 18:02 UTC in the 15-30 MHz radio frequency-time spectrogram. Credit: Tom Ashcraft, Lamy, NM Share
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