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Matthew Kowalewski: Aerospace Engineer and Curious About Everything
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By NASA
2 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
NASA Systems Engineer Daniel Eng serves his second year as a judge for the Aerospace Valley Robotics Competition at the Palmdale Aerospace Academy in Palmdale, California, in 2019. NASA/Lauren Hughes As a child in the 1960s, Daniel Eng spent his weekends in New York City’s garment district in Manhattan’s Lower East Side, clipping loose threads off finished clothing. He worked alongside his mother, a seamstress, and his father, a steam press operator, where he developed an eye for detail and a passion for learning. Now, he applies these capabilities at NASA, where he works as an engineer for the Air Mobility Pathfinders project.
“I often wonder whether the NASA worm magnet that someone left on my refrigerator in college, which I kept all these years, may have something to do with me ending up at NASA,” Eng said.
His route to NASA was not straightforward. Eng dropped out of high school to join the U.S. Army during the Vietnam War. He earned a GED certificate while on active duty and after his service earned a bachelor’s degree in electrical engineering from the University of Pennsylvania.
After college, Eng worked as a researcher investigating laser communications for the U.S. Navy, work which launched his career in aerospace. He then held jobs at several global corporations before landing at NASA.
NASA systems engineer, Daniel Eng, right, talks with student participants at the 2019 Aerospace Valley Robotics Competition at the Palmdale Aerospace Academy in Palmdale, California.NASA/Lauren Hughes “Looking back now, the Navy was ‘my launching point’ into the aerospace industry,” Eng said. “In more than four decades, I held various positions rising through the ranks ranging from circuit card design to systems analyst to production support to project and program management for advanced technology systems on a multitude of military and commercial aircraft projects.”
Today, he uses virtual models to plan and develop flight test requirements for piloted and automated aircraft, which will help guide future air taxi operations in cities.
“Engineers can virtually test computer models of designs, concepts, and operations before they are in place or even built, providing a safe and cost-effective way to verify the processes work the way they should,” Eng said.
He tells his grandkids to stay curious and ask a lot of questions so they can learn as much as possible.
“Be courteous, humble, kind, and respectful of people, and always remind yourself that you are just one human being among many ‘Earthlings,’” Eng said. “Teamwork is a very important aspect of success because rarely, if ever, does one person succeed on their own without help from others.”
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Last Updated Jun 09, 2025 EditorDede DiniusContactLaura Mitchelllaura.a.mitchell@nasa.govLocationArmstrong Flight Research Center Related Terms
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By NASA
Explore This Section Science NASA STEM Projects NASA Interns Conduct Aerospace… Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 3 min read
NASA Interns Conduct Aerospace Research in Microgravity
The NASA Science Activation program’s STEM (Science, Technology, Engineering, and Mathematics) Enhancement in Earth Science (SEES) Summer Intern Program, hosted by the University of Texas Center for Space Research, continues to expand opportunities for high school students to engage in authentic spaceflight research. As part of the SEES Microgravity Research initiative, four interns were selected to fly with their experiments in microgravity aboard the ZERO-G parabolic aircraft. The students had 11 minutes of weightlessness over 30 parabolas in which to conduct their experiments.
This immersive experience was made possible through a collaboration between SEES, Space for Teachers, the Wisconsin Space Grant Consortium, and the International Space Station National Laboratory (CASIS). Together, these partners provide students with access to industry-aligned training and direct experience in aerospace experiment design, testing, and integration.
Congratulations to the 2025 SEES Microgravity Research Team:
Charlee Chandler, 11th grade, Rehobeth High School (Dothan, AL): Galvanic Vestibular Stimulation (GVS) and Vestibular-Ocular Reflex (VOR) in Microgravity Aya Elamrani-Zerifi, 11th grade, Hereford High School (Parkton, MD): Thermocapillary-Induced Bubble Dynamics Lily Myers, 12th grade, Eastlake High School (Sammamish, WA): Propellant Slosh Damping Using Polyurethane Foam Nathan Scalf 11th grade, Lexington Christian Academy (Lexington, KY): Wound Irrigation System for Microgravity Selected from nearly 100 proposals submitted by 2024 SEES interns, these four students spent months preparing for flight through weekly technical mentorship and structured milestones. Their training included proposal development, design reviews, safety assessments, hardware testing, and a full payload integration process, working through engineering protocols aligned with industry and mission standards.
In addition to their individual experiments, the students also supported the flight of 12 team-designed experiments integrated into the ZQube platform, a compact research carrier co-developed by Twiggs Space Lab, Space for Teachers, and NASA SEES. The ZQube enables over 150 SEES interns from across the country to contribute to microgravity investigations. Each autonomous experiment includes onboard sensors, cameras, and transparent test chambers, returning valuable video and sensor data for post-flight analysis.
This microgravity research opportunity supports the broader SEES mission to prepare students for careers in aerospace, spaceflight engineering, and scientific research. Through direct engagement with NASA scientists, academic mentors, and commercial aerospace experts, students gain real-world insight into systems engineering and the technical disciplines needed in today’s space industry.
The SEES summer intern program is a nationally competitive STEM experience for 10th-11th grade high school students. Interns learn how to interpret NASA satellite data while working with scientists and engineers in their chosen area of work, including astronomy, remote sensing, and space geodetic techniques to help understand Earth systems, natural hazards, and climate. It is supported by NASA under cooperative agreement award number NNH15ZDA004C 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/
Nathan Scalf, one of four NASA SEES interns, from Lexington KY, tests his Wound Irrigation System for Microgravity experiment aboard the ZERO-G G-FORCE ONE® in May 2025. Steve Boxall, ZERO-G Share
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Last Updated May 27, 2025 Editor NASA Science Editorial Team Related Terms
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By NASA
NASA Glenn Research Center senior materials research engineer Kim de Groh, who conducted research for Hubble Space Telescope servicing missions, shared her experiences during a presentation at Great Lakes Science Center, home of the NASA Glenn Visitor Center, in Cleveland on Thursday, May 8, 2025. Credit: NASA/Dennis Brown April 24 marked the 35th anniversary of the launch of NASA’s Hubble Space Telescope. The iconic space observatory remains a household name —the most well-recognized and scientifically productive telescope in history. Engineers at NASA’s Glenn Research Center in Cleveland played a significant role in how the telescope functions today.
NASA’s Glenn Research Center researchers Kim de Groh, left, and Joyce Dever conducted research for Hubble Space Telescope servicing missions. De Groh shared her experiences during a presentation at Great Lakes Science Center, home of the NASA Glenn Visitor Center, in Cleveland on Thursday, May 8, 2025. Credit: NASA/Sara Lowthian-Hanna NASA Glenn researchers assisted in all five Hubble servicing missions by testing damaged insulation, determining why it degraded in space, and recommending replacement materials.
One of those researchers, Kim de Groh, senior materials research engineer, shared some of that research in a special presentation at Great Lakes Science Center, home of the NASA Glenn Visitor Center, in Cleveland on May 8. She chronicled her Hubble experience with a presentation, a show-and-tell with samples directly from the telescope, and a Q&A addressing the audience’s Hubble-related questions.
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By NASA
NASA’s Office of STEM Engagement at Johnson Space Center offers Texas high school students a unique gateway to the world of space exploration through the High School Aerospace Scholars (HAS) program. This initiative gives juniors hands-on experience, working on projects that range from designing spacecraft to planning Mars missions.
Nearly 30 participants who have been hired by NASA in the past five years are HAS alumni. Their stories highlight the program’s impact on students—inspiring innovation, fostering collaboration, unlocking their potential as they move forward into STEM careers.
Discover how the HAS experience has shaped these former students’ space exploration journey.
Jaylon Collins: Designing the Future of Spaceflight
Jaylon Collins always knew he wanted to study the universe but HAS shifted his perspective on what a STEM career could be.
“HAS brought a newfound perspective on what my STEM career could look like, and that shift led me to where I am today,” Collins said. “The coursework, NASA-led seminars, and space exploration research showed me that I could do direct design work to aid humanity’s exploration of the cosmos. I didn’t want to only learn about our universe—I wanted to help explore it.”
Jaylon Collins with his parents at the University of Texas at Austin after being accepted as a student class of 2028. “HAS showed me that a career in STEM doesn’t require a label, only your passion,” Collins said. “I saw that STEM could lead to endless career paths, and the guide was whatever I was most passionate about.”
He saw firsthand how engineers tackle the challenges of spaceflight, from designing spacecraft to solving complex mission scenarios. His strong performance in the program earned him an invitation to Moonshot, a five-day virtual challenge where NASA scientists and engineers mentor students through an Artemis-themed mission. His team developed a Mars sample return mission, an experience that taught him valuable lessons in teamwork.
“We combined our knowledge to design solutions that fit our mission profile, and I learned how problem-solving goes beyond the obvious tools like math and science,” he said. “Instead, it entails finding unique methods that trade off certain elements to bolster others and finding the optimal solution for our problem. HAS taught me to listen more than talk and take constructive feedback to create a solid plan.”
Now studying aerospace engineering at the University of Texas at Austin, Collins credits HAS with building his professional network and opening doors to NASA internship opportunities.
“I learned so much from seminars, my peers, and my Moonshot mentors about not only my academic future but also my prospective career,” he said. “My HAS experience has granted me a web of internship opportunities at NASA through the Gateway Program, and I hope that I can leverage it soon in L’Space Academy’s Lucy Internship.”
Jaylon Collins at Johnson Space Center with the 2024 astronaut graduate class. Collins hopes to contribute to NASA’s mission by developing solutions for deep space travel. Beyond that, he wants to inspire the next generation.
“I believe that the goal of universal knowledge is to reverberate the passions I have onto other curious dreamers,” he said. “Having mentors who teach the curious is the way we progress and innovate as a society, and I am dedicated to being one of those mentors one day.”
Erin Shimoda: Guiding Astronauts to Safety
Erin Shimoda’s path to becoming an aerospace engineer did not start with a clear vision of her future. Growing up in a family full of engineers and scientists, she was already on the STEM path, but she did not know where to focus. HAS changed that.
“HAS exposed me to so many different things that an aerospace engineer does,” she said. “I learned about the history of humans in space, NASA’s missions, how to design 3D models, how to apply equations from math class to real-life scenarios.”
During the program’s summer experience, she and her team designed a mission to send humans to Mars. She credits the program with inspiring her to earn an aerospace engineering degree.
Official portrait of Erin Shimoda. NASA/Josh Valcarcel The HAS program also reshaped her understanding of what a STEM career could look like. “My mentors were incredible. They talked about their projects with such energy and passion. It made me want to feel that way about my own work,” she said. “I didn’t realize before how exciting and innovative working in STEM could be.”
Shimoda said every person she met through HAS was inspiring. “Just knowing that those people existed and worked at NASA helped push me to persevere and succeed in my undergraduate career. I had plenty of bumps in the road, but I had a goal in mind that others had achieved before me, so I knew I could, too.”
One of the biggest lessons she took from the program was the power of collaboration. In high school, she often felt like she was carrying the load on group projects, which left her with a negative view of working on a team. HAS changed that perspective.
“During HAS, everyone was very passionate about accomplishing our goal, so I was consistently supported by my peers,” she said. “That’s so true at NASA, too. Not one single person can build an entire mission to the Moon. We’re all so passionate about accomplishing the mission, so we always support each other and strive for excellence.”
Shimoda also saw firsthand how diverse perspectives lead to better results. “There are many ways to come to a solution, and not every solution is right,” she said. “Collaboration leads to innovation and better problem-solving.”
Erin Shimoda stands in front of a presentation on the Launch Abort System for NASA’s Orion spacecraft and Space Launch System rocket.NASA/Robert Markowitz Now, Shimoda plays a key role in NASA’s Orion Program, ensuring astronaut safety through comprehensive ascent abort planning and procedures, and supporting Artemis recovery operations. She works on guidance, navigation, and control, predicting where the crew module and recovery hardware will land so teams—including the U.S. Navy—are in the right place at the right time.
“It’s exciting because we get to go ‘in the field’ on a U.S. Navy ship during training. Last year, I spent a week on a Navy ship, and seeing everything come together was incredible,” she said.
Her advice for students exploring STEM? “Try every opportunity possible! I joined almost every club imaginable. When I saw the HAS poster in front of my high school’s library, I thought to myself, ‘Well, I’m not in anything space-related yet!’ and the rest is history.”
Looking ahead, she is eager for what is to come. “I’m especially excited for Artemis III, where I’ll be directly involved in recovery operations,” Shimoda said. “I hope that all this work propels us to a future with a sustained human presence on the Moon.”
Hallel Chery: Aspiring Astronaut and Emerging Leader
Hallel Chery is a high school senior who will pursue a degree in mechanical engineering and materials science at Harvard College, with her sights set on becoming both an engineer and an astronaut.
She completed all three stages of HAS: the online course, the virtual Moonshot challenge, and the five-day on-site experience at Johnson. Balancing the program with academics and leading a school-wide tutoring club pushed her limits—but also broadened her confidence.
“I learned that I could take on a tremendous amount of work at one time,” she said. “This realization has helped me become more ambitious in my future plans.”
A portrait of Hallel Chery during her time in the High School Aerospace Scholars program. Moonshot was her proving ground. Tasked with redesigning a module for NASA’s future Gateway lunar space station, she led a team of eight HAS scholars—none of whom she had met before—through an intense, weeklong mission. Their work was presented to NASA scientists and engineers and her group landed among the top teams in the challenge.
“The experience strengthened my confidence in my abilities as a leader,” said Chery. “I learned that I thrive under pressure and am well prepared to tackle any challenge, technical or interpersonal, no matter how difficult it is.”
“Moonshot exposed me for the first time to true, deep teamwork,” she said. “Interacting almost non-stop with the same people over one week in a high stakes situation truly taught me about the dynamics of how teams work, the value of teamwork, and being an effective leader. This, coupled with the program’s emphasis on the importance of teamwork have firmly ingrained in me the essentiality of this core NASA value.”
While at Johnson, Chery toured the Space Vehicle Mockup Facility, watched astronauts suit up at the Neutral Buoyancy Laboratory, and visited the Mission Control Center. “Spending only a few days at Johnson, I can truly say that as an aspiring astronaut, being there felt just like home,” Chery said.
Hallel Chery in a spacesuit mockup at Johnson Space Center. “Because of HAS, I directly visualize myself working in a team to solve the problems I wanted to tackle instead of primarily focusing on the individual accomplishments that will solve them,” she said. “The program taught me how essential teamwork is to effective problem solving and innovation.”
The advice she has for the next generation is to keep exploring and to answer the question: What do you want to contribute for the good of the world?
HAS also introduced her to professional networking early in her academic career. Engaging with NASA professionals provided insight into the agency’s work culture and internship opportunities.
Now, as she prepares for her future in mechanical engineering and materials science, Chery is determined to apply what she has learned.
She is particularly grateful for the mentorship of NASA consultant Gotthard Janson, who provided encouragement and guidance throughout the HAS journey.
“The opportunity to connect with great professionals like him has provided additional wisdom and support as I grow through my academic and professional career,” she said.
Looking ahead, Chery aims to design space habitats, create innovative exercise solutions, and develop advanced materials for use in space.
“I want to help propel humanity forward—on Earth, to the Moon, Mars, and beyond—while inspiring others in the Artemis Generation,” she said. “Building and launching my rocket at Johnson felt like launching my future—one dedicated to contributing to NASA and humanity.”
Johnson Space Center will showcase its achievements at the Texas Capitol for Space Day Texas on Tuesday, March 25. The High School Aerospace Scholars program will have a booth, and NASA will have interactive exhibits highlighting the programs and technologies that will help humanity push forward to the Moon and Mars.
Learn more about NASA’s involvement here.
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By NASA
3 Min Read Career Spotlight: Engineer (Ages 14-18)
What does an engineer do?
An engineer applies scientific principles to design, build, and test machines, systems, or structures to meet specific needs. They follow the steps of the engineering design process to ensure their designs work as planned while meeting a variety of requirements, including size, weight, safety, and cost.
NASA hires several types of engineers to help tackle a range of missions. Whether it’s creating quieter supersonic aircraft, building powerful space telescopes to study the cosmos, or developing spacecraft to take humanity to the Moon, Mars, and beyond, NASA pushes the boundaries of engineering, giving us greater knowledge of our universe and a better quality of life here on Earth.
What are the different types of engineering?
Aerospace engineer: Applies engineering principles to design hardware and software specific to flight systems for use in Earth’s atmosphere or in space. Chemical engineer: Uses chemistry to conduct research or develop new materials. Civil engineer: Designs human-made structures, such as launch pads, test stands, or a future lunar base. Electrical engineer: Specializes in the design and testing of electronics such as computers, motors, and navigation systems. Mechanical engineer: Designs and tests mechanical equipment and systems, such as rocket engines, aircraft frames, and astronaut tools. How can I become an engineer?
High school is the perfect time to build a solid foundation of science and math skills through challenging academic courses as well as extracurricular activities, such as science clubs, robotics teams, or STEM camps in your area. You can also start researching what type of engineering is right for you, what colleges offer those engineering programs, and what you need to do to apply to those colleges.
Engineering roles typically require at least a bachelor’s degree.
How can I start preparing today to become an engineer?
Looking for some engineering experiences you can try right away? NASA STEM offers hands-on activities for a variety of ages and skill levels. Engineering includes iteration – repeating something and making changes in an effort to learn more and improve the process or the design. When you try these activities, make a small change each time you repeat the process, and see whether your design improves.
NASA’s student challenges and competitions give teams the opportunity to gain authentic experience by taking on some of the technological challenges of spaceflight and aviation.
NASA also offers paid internships for U.S. citizens aged 16 and up. Interns work on real projects with the guidance of a NASA mentor. Internship sessions are held each year in spring, summer, and fall; visit NASA’s Internships website to learn about important deadlines and current opportunities.
Advice from NASA engineers
“A lot of people think that just because they are more artistic or more creative, that they’re not cut out for STEM fields. But in all honesty, engineers and scientists have to be creative and have to be somewhat artistic to be able to come up with new ideas and see how they can solve the problems in the world around them.” – Sam Zauber, wind tunnel test engineer
“Students today have so many opportunities in the STEM area that are available to them. See what you like. See what you're good at. See what you don't like. Learn all there is to learn, and then you can really choose your own path. As long as you have the aptitude and the willingness to learn, you're already there.”
Heather Oravec
Aerospace and Geotechnical Research Engineer
“Joining clubs and participating in activities that pique your interests is a great way to develop soft skills – like leadership, communication, and the ability to work with others – which will prepare you for future career opportunities.” – Estela Buchmann, navigation, guidance, and control systems engineer
Additional Resources
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