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By NASA
Credit: NASA NASA has selected Barrios Technology, LLC, in Houston to provide technical integration services for the agency’s human space flight programs.
The Mission Technical Integration Contract is a cost-plus-award-fee and cost-plus-incentive fee contract with core and indefinite-delivery/indefinite-quantity requirements. It has a total estimated value of approximately $450 million, and a period of performance beginning Oct. 1, and ending on Sept. 30, 2027, along with four one-year option periods through 2031.
Under the contract, the contractor will provide technical integration and related services for multiple human space flight programs. These services include program, business, configuration and data management, information technology, systems engineering and integration, mission integration, safety and mission assurance, and operations.
For information about the agency and its programs, visit:
https://www.nasa.gov
-end-
Tiernan Doyle
Headquarters, Washington
202-358-1600
tiernan.doyle@nasa.gov
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Last Updated Jul 28, 2025 LocationNASA Headquarters Related Terms
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By NASA
After months of work in the NASA Spacesuit User Interface Technologies for Students (SUITS) challenge, more than 100 students from 12 universities across the United States traveled to NASA’s Johnson Space Center in Houston to showcase potential user interface designs for future generations of spacesuits and rovers.
NASA Johnson’s simulated Moon and Mars surface, called “the rock yard,” became the students’ testing ground as they braved the humid nights and abundance of mosquitoes to put their innovative designs to the test. Geraldo Cisneros, the tech team lead, said, “This year’s SUITS challenge was a complete success. It provided a unique opportunity for NASA to evaluate the software designs and tools developed by the student teams, and to explore how similar innovations could contribute to future, human-centered Artemis missions. My favorite part of the challenge was watching how the students responded to obstacles and setbacks. Their resilience and determination were truly inspiring.”
Tess Caswell and the Rice Owls team from Rice University test their augmented reality heads-up display at Johnson Space Center’s Rock Yard in Houston on May 19, 2025.NASA/James Blair Students filled their jam-packed days not only with testing, but also with guest speakers and tours. Swastik Patel from Purdue University said, “All of the teams really enjoyed being here, seeing NASA facilities, and developing their knowledge with NASA coordinators and teams from across the nation. Despite the challenges, the camaraderie between all the participants and staff was very helpful in terms of getting through the intensity. Can’t wait to be back next year!”
John Mulnix with Team Cosmoshox from Wichita State University presents the team’s design during the Spacesuit User Interface Technologies for Students (SUITS) exit pitches at Johnson on May 22, 2025.NASA/David DeHoyos “This week has been an incredible opportunity. Just seeing the energy and everything that’s going on here was incredible. This week has really made me reevaluate a lot of things that I shoved aside. I’m grateful to NASA for having this opportunity, and hopefully we can continue to have these opportunities.”
At the end of test week, each student team presented their projects to a panel of experts. These presentations served as a platform for students to showcase not only their technical achievements but also their problem-solving approaches, teamwork, and vision for real-world application. The panel–composed of NASA astronaut Deniz Burnham, Flight Director Garrett Hehn, and industry leaders–posed thought-provoking questions and offered constructive feedback that challenged the students to think critically and further refine their ideas. Their insights highlighted potential areas for growth, new directions for exploration, and ways to enhance the impact of their projects. The students left the session energized and inspired, brimming with new ideas and a renewed enthusiasm for future development and innovation. Burnham remarked, “The students did such a great job. They’re all so creative and wonderful, definitely something that can be implemented in the future.”
Gamaliel Cherry, director of the Office of STEM Engagement at Johnson, presents the Artemis Educator Award to Maggie Schoonover from Wichita State University on May 22, 2025.NASA/David DeHoyos NASA SUITS test week was not only about pushing boundaries; it was about earning a piece of history. Three Artemis Student Challenge Awards were presented. The Innovation and Pay it Forward awards were chosen by the NASA team, recognizing the most groundbreaking and impactful designs. Students submitted nominations for the Artemis Educator Award, celebrating the faculty member who had a profound influence on their journeys. The Innovation Award went to Team JARVIS from Purdue University and Indiana State University, for going above and beyond in their ingenuity, creativity, and inventiveness. Team Selene from Midwestern State University earned the Pay it Forward Award for conducting meaningful education events in the community and beyond. The Artemis Educator Award was given to Maggie Schoonover from Wichita State University in Kansas for the time, commitment, and dedication she gave to her team.
“The NASA SUITS challenge completes its eighth year in operation due to the generous support of NASA’s EVA and Human Surface Mobility Program,” said NASA Activity Manager Jamie Semple. “This challenge fosters an environment where students learn essential skills to immediately enter a science, technology, engineering, and mathematics (STEM) career, and directly contribute to NASA mission operations. These students are creating proposals, generating designs, working in teams similar to the NASA workforce, utilizing artificial intelligence, and designing mission operation solutions that could be part of the Artemis III mission and beyond. NASA’s student design challenges are an important component of STEM employment development and there is no better way to learn technical skills to ensure future career success.”
The week serves as a springboard for the next generation of space exploration, igniting curiosity, ambition, and technical excellence among young innovators. By engaging with real-world challenges and technologies, participants not only deepen their understanding of space science but also actively contribute to shaping its future. Each challenge tackled, each solution proposed, and each connection formed represents a meaningful step forward; not just for the individuals involved, but for humanity as a whole. With every iteration of the program, the dream of venturing further into space becomes more tangible, transforming what once seemed like science fiction into achievable milestones.
Are you interested in joining the next NASA SUITS challenge? Find more information here.
The next challenge will open for proposals at the end of August 2025.
The 2025 NASA SUITS teams represent academic institutions across the United States.NASA/David DeHoyosView the full article
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
Artist concept highlighting the novel approach proposed by the 2025 NIAC awarded selection of the Mapping Sub-cm Orbital Debris in LEO concept.NASA/Christine Hartzell Christine Hartzell
University of Maryland, College Park
The proposed investigation will address key technological challenges associated with a previously funded NIAC Phase I award titled “On-Orbit, Collision-Free Mapping of Small Orbital Debris”. Sub-cm orbital debris in LEO is not detectable or trackable using conventional technologies and poses a major hazard to crewed and un-crewed spacecraft. Orbital debris is a concern to NASA, as well as commercial and DoD satellite providers. In recent years, beginning with our NIAC Phase I award, we have been developing the idea that the sub-cm orbital debris environment may be monitored by detecting the plasma signature of the debris, rather than optical or radar observations of the debris itself. Our prior work has shown that sub-cm orbital debris may produce plasma solitons, which are a type of wave in the ionosphere plasma that do not disperse as readily as traditional waves. Debris may produce solitons that are co-located with the debris (called pinned solitons) or that travel ahead of the debris (called precursor solitons). We have developed computational models to predict the characteristics of the plasma solitons generated by a given piece of debris. These solitons may be detectable by 12U smallsats outfitted with multi-needle Langmuir probes.
In this Phase II NIAC award, we will address two key technical challenges that significantly effect the value of soliton-based debris detection: 1. Develop an algorithm to constrain debris size and speed based on observed soliton characteristics. Our prior investigations have produced predictions of soliton characteristics as a function of debris characteristics. However, the inverse problem is not analytically solvable. We will develop machine learning algorithms to address this challenge. 2. Evaluate the feasibility and value of detecting soliton velocity. Multiple observations of the same soliton may allow us to constrain the distance that the soliton has traveled from the debris. When combined with the other characteristics of the soliton and knowledge of the local plasma environment, back propagation of the soliton in plasma simulations may allow us to extract the position and velocity vectors of the debris. If it is possible to determine debris size, position and velocity from soliton observations, this would provide a breakthrough in space situational awareness for debris that is currently undetectable using conventional technology. However, even if only debris size and speed can be inferred from soliton detections, this technology is still a revolutionary improvement on existing methods of characterizing the debris flux, which provide data only on a multi-year cadence. This proposed investigation will answer key technological questions about how much information can be extracted from observed soliton signals and trade mission architectures for complexity and returned data value. Additionally, we will develop a roadmap to continue to advance this technology.
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Last Updated May 27, 2025 EditorLoura Hall Related Terms
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By Space Force
Secretary of the Air Force Troy Meink, alongside Air Force Chief of Staff Gen. David Allvin and Chief of Space Operations Gen. B. Chance Saltzman, testified before the Senate Armed Services Committee
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By NASA
Explore This Section Science Science Activation GLOBE Mission Earth Supports… Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 4 min read
GLOBE Mission Earth Supports Career Technical Education
The NASA Science Activation program’s GLOBE Mission EARTH (GME) project is forging powerful connections between career technical education (CTE) programs and real-world science, inspiring students across the United States to pursue careers in Science, Technology, Engineering, and Mathematics (STEM).
GME is a collaborative effort between NASA scientists, educators, and schools that brings NASA Earth science and the GLOBE Program into classrooms to support hands-on, inquiry-based learning. GLOBE (Global Learning and Observations to Benefit the Environment) is an international science and education program that provides students and the public with the opportunity to participate in data collection and the scientific process, contributing meaningfully to our understanding of the Earth system.
By connecting students directly to environmental research and NASA data, GME helps make science more relevant, engaging, and applicable to students’ futures. In CTE programs—where project-based and work-based learning are key instructional strategies—GME’s integration of GLOBE protocols offers students the chance to develop not only technical skills, but also essential data literacy and professional competencies like collaboration, critical thinking, and communication. These cross-cutting skills are valuable across a wide range of industries, from agriculture and advanced manufacturing to natural resources and public safety.
The real-world, hands-on approach of CTE makes it an ideal setting for implementing GLOBE to support STEM learning across industries. At Skyline High School in Oakland, California, for example, GLOBE has been embedded in multiple courses within the school’s Green Energy Pathway, originally launched by GLOBE partner Tracy Ostrom. Over the past decade, nearly 1,000 students have participated in GLOBE activities at Skyline. Many of these students describe their experiences with environmental data collection and interactions with NASA scientists as inspiring and transformative. Similarly, at Toledo Technology Academy, GME is connecting students with NASA science and renewable energy projects—allowing them to study how solar panels impact their local environment and how weather conditions affect wind energy generation.
To expand awareness of how GLOBE can enhance CTE learning and career preparation, WestEd staff Svetlana Darche and Nico Janik presented at the Educating for Careers Conference on March 3, 2025, in Sacramento, California. This event, sponsored by the California chapter of the Association for Career and Technical Education (ACTE), brought together over 2,600 educators dedicated to equipping students with the tools they need to succeed in an evolving job market. Darche and Janik’s session, titled “Developing STEM Skills While Contributing to Science,” showcased GLOBE’s role in work-based learning and introduced new federal definitions from the Carl D. Perkins Act (Perkins V) that emphasize:
Interactions with industry professionals A direct link to curriculum and instruction First-hand engagement with real-world tasks in a given career field GLOBE’s approach to scientific data collection aligns perfectly with these criteria. Janik led 40 educators through a hands-on experience using the GLOBE Surface Temperature Protocol, demonstrating how students investigate the Urban Heat Island Effect while learning critical technical and analytical skills. By collecting and analyzing real-world data, students gain firsthand experience with the tools and methods used by scientists, bridging the gap between classroom learning and future career opportunities.
Through GME’s work with CTE programs, students are not only learning science—they are doing science. These authentic experiences inspire, empower, and prepare students for careers where data literacy, scientific inquiry, and problem-solving are essential. With ongoing collaborations between GLOBE, NASA, and educators nationwide, the next generation of STEM professionals is already taking shape—one real-world investigation at a time.
GME is supported by NASA under cooperative agreement award number NNX16AC54A 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
GreenEnergyPathway presenting the Green Energy Pathway CTE program. Share
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Last Updated Apr 11, 2025 Editor NASA Science Editorial Team Related Terms
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