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By NASA
Jack Kaye [NASA HQ—Associate Director for Research, Earth Science Division (ESD)] has decided to retire on April 30, 2025, following 42 years of service to NASA – see Photo 1. Most recently, Kaye served as associate director for research of the Earth Science Division (ESD) within NASA’s Science Mission Directorate (SMD). In this position, he was responsible for the research and data analysis programs for Earth System Science that addressed the broad spectrum of scientific disciplines from the stratopause to the poles to the oceans.
Photo 1. Jack Kaye [NASA HQ—Associate Director for Research, Earth Science Division (ESD)] retired from NASA on April 30, 2025, after a 42-year career. Photo credit: Public Domain A New York native, Kaye’s interest in space was piqued as a child watching early NASA manned space launches on television. He would often write to NASA to get pictures of the astronauts. In high school, he started an after school astronomy club. Despite a youthful interest in Earth science, as he explained in a 2014 “Maniac Talk” at NASA’s Goddard Space Flight Center, Kaye pursued a slightly different academic path. He obtained a Bachelor’s of Science in chemistry from Adelphi University in 1976 and a Ph.D. in theoretical physical chemistry at the California Institute of Technology in 1982. For his graduate studies, he focused on the quantum mechanics of chemical reactions with an aim toward being able to understand and calculate the activity.
Following graduate school, Kaye secured a post-doctoral position at the U.S. Naval Research Laboratory, where he studied the chemistry of Earth’s atmosphere with a focus on stratospheric ozone. It was while working in a group of meteorologists at NASA’s Goddard Space Flight Center that Kaye returned to his roots and refocused his scientific energy on studying Earth.
“NASA had a mandate to study stratospheric ozone,” Kaye said in an interview in 2009. “I got involved in looking at satellite observations and especially trying to interpret satellite observations of stratospheric composition and building models to simulate things, to look both ways, to use the models and use the data.”
Kaye has held numerous science and leadership positions at NASA. He began his career at GSFC as a researcher for the Stratospheric General Circulation and Chemistry Modeling Project (SGCCP) from 1983–1990 working on stratospheric modeling. In this role, he also worked on an Earth Observing System Interdisciplinary proposal. His first role at NASA HQ was managing as program scientist for the Atmospheric Chemistry Modeling and Analysis Program (ACMAP), as well as numerous other missions. In this role, he was a project scientist for the Atmospheric Laboratory for Applications and Science (ATLAS) series of Shuttle missions. While managing ATLAS, Kaye oversaw the science carried out by a dozen instruments from several different countries. He also managed several other Earth Science missions during this time. See the link to Kaye’s “Maniac Talk.”
Kaye entered the Senior Executive Service in 1999, where he continued to contribute to the agency by managing NASA’s Earth Science Research Program. In addition, Kaye has held temporary acting positions as deputy director of ESD and deputy chief scientist for Earth Science within SMD. Throughout his career he has focused on helping early-career investigators secure their first awards to establish their career path—see Photo 2.
Photo 2. Throughout his career, Jack Kaye has been an advocate for young scientists, helping them get established in their careers. Here, Kaye speaks with the Climate Change Research Initiative cohort at the Mary W. Jackson NASA Headquarters building in Washington, DC on August 7, 2024. The Earth Science Division’s Early Career Research Program’s Climate Change Research Initiative is a year-long STEM engagement and experiential learning opportunity for educators and students from high school to graduate level. Photo Credit: NASA/Joel Kowsky On numerous occasions, Kaye spoke to different groups emphasizing the agency’s unique role in both developing and utilizing cutting-edge technology, especially remote observations of Earth with different satellite platforms – see Photo 3. With the launch of five new NASA Earth science campaigns in 2020, Kaye stated, “These innovative investigations tackle difficult scientific questions that require detailed, targeted field observations combined with data collected by our fleet of Earth-observing satellites.”
Photo 3. Jack Kaye hands out eclipse posters and other outreach materials to attendees at Eclipse Fest 2024. Photo credit: GRC https://science.nasa.gov/science-research/earth-science/looking-back-on-looking-up-the-2024-total-solar-eclipse/ Kaye has also represented NASA in interagency and international activities and has been an active participant in the U.S. Global Change Research Program (USGCRP), where he has served for many years as NASA principal of the Subcommittee on Global Change Research. He served as NASA’s representative to the Subcommittee on Ocean Science and Technology and chaired the World Meteorological Organization Expert Team on Satellite Systems. Kaye was named an honorary member of the Asia Oceania Geoscience Society in 2015. He previously completed a six-year term as a member of the Steering Committee for the Global Climate Observing System and currently serves an ex officio member of the National Research Council’s Roundtable on Science and Technology for Sustainability and the Chemical Sciences Roundtable, as well as a member of the Roundtable on Global Science Diplomacy.
NASA has honored Kaye with numerous awards, including the Distinguished Service Medal in 2022 and the Meritorious Executive in the Senior Executive Service in 2004, 2010, and 2021. In 2024 he was awarded the NASA-USGS Pecora Individual Award honoring excellence in Earth Observation. He was named a Fellow by the American Meteorological Society in 2010 and by the American Association of the Advancement of Science (AAAS) in 2014. Kaye was elected to serve as an office of the Atmospheric and Hydrospheric Science section of the AAAS (2015–2018). AGU has recognized him on two occasions with a Citation for Excellence in Refereeing.
Over the course of his career Kaye has published more than 50 papers, contributed to numerous reports, books, and encyclopedias, and edited the book Isotope Effects in Gas-Phase Chemistry for the American Chemical Society. In addition, he has attended the Leadership for Democratic Society program at the Federal Executive Institute and the Harvard Senior Managers in Government Program at the John F. Kennedy School of Government at Harvard University.
“The vantage point of space provides a way to look at the Earth globally, with the ability to observe Earth’s interacting components of air, water, land and ice, and both naturally occurring and human-induced processes,” Kaye said in a November 2024 article published by Penn State University. “It lets us look at variability on a broad range of spatial and temporal scales and given the decades of accomplishments, has allowed us to characterize and document Earth system variability on time scales from minutes to decades.”
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By NASA
Christina Zeringue is the chief safety and mission assurance officer at NASA’s Stennis Space Center. She is responsible for the safety and mission success of all activities, including rocket propulsion testing and operation of the NASA Stennis federal city.NASA/Danny Nowlin Christina Zeringue remembers being 10 years old, looking to the sky through her new telescope to view the Moon and planets on Christmas night. It opened her eyes to space and inspired her journey from the backyard to NASA’s Stennis Space Center near Bay St. Louis, Mississippi.
“I became fascinated with astronomy and learning about stars and constellations, the solar system and planetary orbits, solar and lunar eclipses, and challenging myself to find stars and nebula at different distances from Earth,” Zeringue said. “I was able to do and learn so much just from my own yard.”
She became obsessed with following the development and images produced from the Hubble Space Telescope, which launched on a space shuttle that featured three main engines tested at NASA Stennis.
Zeringue desired to learn more about the universe and find a way to be part of the effort to continue exploring. The Kenner, Louisiana, native ultimately made her way to NASA Stennis following graduation from the University of New Orleans.
As the NASA Stennis chief safety and mission assurance officer, Zeringue is responsible for safety and mission success of all site activities. These include both rocket propulsion testing and operation of the NASA Stennis federal city, where NASA and more than 50 federal, state, academic, public, and private aerospace, technology, and research organizations located onsite share in operating costs while pursuing individual missions.
Christina Zeringue enjoys viewing the partial solar eclipse on Oct. 14, 2023, from Slidell, Louisiana. NASA/Danny Nowlin “I have a broad range of responsibilities, which allows me to work with many talented people, pushes me to learn and develop new skills, and keeps my work interesting every day,” Zeringue said.
Zeringue’s work has supported NASA’s Artemis campaign to return astronauts to the Moon through her contributions to RS-25 engine testing and Green Run testing of NASA’s SLS (Space Launch System) core stage ahead of the successful launch of Artemis I.
The Pearl River, Louisiana, resident often encounters engineering or safety challenges where there is not a clear answer to the solution.
“We work together to understand new problems, determine the best course of action, and create new processes and ways to handle every challenge,” she said.
In total, Zeringue has worked 28 years at NASA Stennis – 14 as a contractor and 14 with NASA.
As a contractor, Zeringue initially worked as test article engineer for the Space Shuttle Main Engine Program. She followed that by serving as the quality systems manager, responsible for the quality engineering and configuration management of various engine systems, such as the space shuttle main engine, the RS-68 engine or Delta IV vehicles, and the J-2X upper stage engine.
Zeringue transitioned to NASA in 2011, first as a facility systems safety engineer and then as chief of the operations support division within the NASA Stennis Safety and Mission Assurance Directorate.
Her proudest career moment came early when working on final inspection of a new high pressure fuel turbopump. She noted a piece of contamination lodged behind the turbine shroud, which had been missed in previous inspections. Ultimately, the part was returned for disassembly before its next flight.
“While our post-test inspections can sometimes become routine, that day still stands out to me as a way that I really knew I directly contributed to the safety of our astronauts,” she said.
From the time Zeringue first looked through her new telescope, to her role as NASA Stennis chief safety and mission assurance officer, each moment along the way has contributed to the advice Zeringue shares with anyone considering a career with NASA. “Stay curious, invest in your own development, share your expertise with others, and try something new every day,” she said.
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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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By NASA
4 Min Read Career Spotlight: Technologist (Ages 14-18)
What does a technologist do?
Technologists are professionals who research, develop, and test emerging technologies. They also find useful ways to put new technologies to work. A technologist is an expert in a specific type of technology, often within a specific field. Many industries rely on innovations developed by technologists. Some of these include aerospace, research, manufacturing, healthcare, and information technology.
NASA technologists make use of technological advancements to improve NASA’s capabilities and better meet the needs of its missions. They also oversee how technologies developed by NASA can improve life on Earth through commercial products. These products are called spinoffs. For examples of how NASA shows up in your everyday life, visit: https://spinoff.nasa.gov.
What are some technology careers at NASA?
Instrument scientist: Works to improve or develop instruments that collect data. In aerospace, an instrument is a sensor or other device that takes measurements or gathers scientific information. This role may include working with other specialties to design, create, and test scientific instruments.
Data scientist: Uses computer science to create tools that manage data. Some of the tasks a data scientist might perform include developing predictive models, machine learning algorithms, or software to extract useful information from large sets of data.
Information technology (IT) specialist: Designs, maintains, implements, and protects IT systems across the agency. Develops software, manages IT projects, and develops applications to support both organizational and mission operations.
One of three small lunar rovers that are part of a NASA technology demonstration called CADRE (Cooperative Autonomous Distributed Robotic Exploration) is prepared for shipping in a clean room at the agency’s Jet Propulsion Laboratory in Southern California.NASA/JPL-Caltech How can I become a technologist?
There are many different types of careers in technology, and the requirements vary. While you’re in high school, explore the possibilities and learn about the specialties and roles that will fit your interests. Then, investigate the academic path and experience you’ll need to eventually be hired into those roles. Current job openings, guidance counselors, and mentors can shed light on the types of certifications or degrees required. With this information, you can begin planning for the skills and education you’ll need.
It’s important to remember that technology is always advancing. Even after you’ve launched your technologist career, a “lifelong learning” mindset will help you keep up with new innovations and skills.
How can I start preparing today to become a technologist?
Start growing your technology skills today with hands-on activities created by NASA STEM. Looking for something more involved? Many of NASA’s student challenges, competitions, and activities offer authentic experience in aerospace technology, computer science, and more.
Students aged 16 and up who are U.S. citizens are eligible to apply for a paid NASA internship. 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.
Frank Pena, test director, checks on the 10-foot Mock Truss-Braced Wing at NASA’s Armstrong Flight Research Center in Edwards, California. The aircraft concept involves a wing braced on an aircraft using diagonal struts that also add lift and could result in significantly improved aerodynamics.NASA Advice from NASA technologists
“Think about your personal interests and passions, and also the impact you’d like your work to have. What do you feel personally interested in when it comes to science and technology? Is there a problem that you think is very important for our society to solve? Often there is a research or technology field that can combine those two things!” – Olivia Tyrrell, NASA research engineer
What do you feel personally interested in when it comes to science and technology?
Olivia Tyrrell
NASA Research Engineer
“If you like to create things or find solutions to problems, working in technology is a great choice. Scientists identify problems, engineers solve problems, but ultimately, we need to create new technologies, new things, new gadgets. Technologists are building the next generation toolbox for engineers and scientists to pull from, enabling everyone to solve problems in more effective and innovative ways. (Technologists invent things… what’s cooler than that?!)” – Kristen John, technical integration manager for lunar dust mitigation
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