More than 1,000 visitors explored NASA sea level science firsthand during World Ocean Day at the University of Georgia Aquarium on Skidaway Island on June 6, 2026. The free event was supported by NASA’s Science Activation program through the Sea Level Education, Awareness, and Literacy (SEAL) project – a national effort that connects NASA sea level rise data with educators and coastal communities, particularly those historically underserved and already experiencing sea level impacts.

SEAL is a partnership between NASA and four NOAA Sea Grant programs working together to expand sea level rise understanding across U.S. coastal regions. By co-developing lesson plans, interactive activities, and place‑based learning experiences, SEAL helps educators engage learners with real NASA observations, models, and projections while strengthening community resilience to climate change.

During World Ocean Day, SEAL partners at Marine Extension and Georgia Sea Grant and the Coastal Equity and Resiliency Hub at Georgia Tech led hands‑on activities that brought sea level science to life. Visitors played the “Tumbling Tower” game, where removing blocks represents different community impacts from rising seas, and made “sea level friendship bracelets” that used colored glass beads to represent observed sea level rise along local coastlines.

The event also marked the debut of a new augmented reality sand box developed through SEAL. Guests shaped sand into coastal landscapes and watched NASA-informed sea level rise projections transform their creations in real time. Participants could experiment with resilience strategies, such as adding dunes or relocating homes, to see how adaptations might help communities prepare for future change.

Educators – formal, informal, home-based, and more – attending the event were able to take home four different SEAL lesson plans designed for both classrooms and informal learning settings. These materials help students explore sea level rise processes, modeling, variation, and impacts through NASA data and interactive STEM activities. SEAL aims to make all lesson plans developed through the project available online, but until then, please email Shannon Matzke to request digital copies.

“World Ocean Day is an annual tradition at the UGA Aquarium,” said Shannon Matzke, Marine Educator and Public Program Coordinator at UGA Marine Extension and Georgia Sea Grant. “With the support of NASA’s Science Activation program, this year’s event was free, which allowed us to reach more people and different audiences than we typically see. Incorporating SEAL activities made the day even more impactful for visitors – many of whom live in coastal communities already experiencing the effects of sea level rise.”

The SEAL project is supported by NASA cooperative agreement award number NNH21ZDA001N-SCIACT and is part of the NASA Science Activation Program portfolio, which connects learners with authentic NASA science experiences through partnerships with educators and community organizations.

The Orbital Clarity Challenge — the sixth in the NASA TechLeap Prize series — is a collaborative effort between NASA’s Heliophysics Division, Flight Opportunities program, and Center of Excellence for Collaborative Innovation. The Heliophysics Division studies space weather, including how it heats and expands Earth’s outer atmosphere during intense solar activity, creating orbital drag through atmospheric density changes. The challenge calls for low-cost methods of measuring thermospheric density, pressure, or drag in low Earth orbit. NASA is seeking approaches that are inexpensive and scalable enough to be produced in quantity and flown as hosted payloads across the commercial fleet. The challenge will unfold across three phases, advancing up to four winners’ concepts to a flight-ready solution within 12 months. At the conclusion of the challenge, NASA intends to offer each winning team a test flight at no cost.

Award: Up to four winners may receive up to $500,000 in prizes across three phases

Challenge Open Date: August 19, 2026

Phase 1 Registration Close Date: October 28, 2026

Phase 1 Submission Close: November 11, 2026

For more information, visit: https://occ.nasatechleap.org/

NASA’s next Gateways to Blue Skies competition invites collegiate teams to imagine innovative new ways aircraft could inspect land-based infrastructure, such as bridges and tunnels, to improve safety, reliability, and costs by 2035 or sooner.

Infrastructure is the foundation of the nation’s strong economy, global competitiveness, and daily quality of life. When that infrastructure is damaged or in disrepair, it restricts the movement of people, goods, and critical resources like water and energy. Inspections are important throughout the lifetime of infrastructure projects, but they often come with challenges.

Structures such as tunnels, bridges, highways, railways, and electric grids can be massive in size and difficult to reach. They can require disruptive shutdowns to access, or force workers to navigate extreme heights, confined spaces, and hazardous environments. As infrastructure ages and expands, there are opportunities to use innovative airborne platforms to improve current inspection practices.

“The demands for creative solutions like airborne platforms to improve the infrastructure sector are increasing exponentially,” said Steven Holz, Gateways to Blue Skies competition lead, NASA’s Langley Research Center in Hampton, Virginia. “The time is ripe for innovative students to transform how we work with our critical infrastructure, and this competition gives talented students the opportunity to do so.”

Sponsored by NASA’s University Innovation Project, the 2027 Gateways to Blue Skies competition encourages multidisciplinary teams of college students to conceptualize innovations in the world of aviation. Each year, the competition selects a new theme based on a complex challenge facing the Nation. It aims to engage as many students as possible from all backgrounds, majors, and collegiate levels.

The competition is open to teams of two to six students and divided into two phases. In Phase 1, teams will submit a proposal and an accompanying two-minute video, which will be judged by NASA and industry experts. Up to eight finalist teams will each receive a $9,000 prize and advance to Phase 2, where they will present their updated work to a panel of NASA and industry experts at a forum in May 2027. Winners will be offered the opportunity to intern with NASA Aeronautics in the academic year following the forum.

Teams interested in participating in the competition can review guidelines and eligibility requirements posted on the competition website. Teams are encouraged to submit a non-binding Notice of Intent by Monday, Oct. 12, via the website to stay apprised of competition news. Proposal and video submissions are due Feb. 22, 2027. The Gateway to Blue Skies Competition is run by the Aeronautics Division in NASA’s Research and Technology Mission Directorate. NASA’s Center of Excellence for Collaborative Innovation, part of the Prizes, Challenges, and Crowdsourcing Program within the Research and Technology Mission Directorate, manages the challenge contract. The National Institute of Aerospace administers the challenge on behalf of NASA.

The NASA Science Mission Directorate (SMD) Community of Practice for Education (SCoPE) – part of the NASA Science Activation (SciAct) Program portfolio – enables Earth and Space Science and Engineering Subject Matter Experts (SMEs) – especially NASA-funded SMEs – to efficiently and effectively share their science with support from SciAct education experts. 

In Summer 2026, NASA SCoPE partnered with Arizona State University’s Facility for Open Research in a Compressed Environment (FORCE) Summer School to help seven undergraduate student interns build the science communication skills needed to share their research with a variety of audiences. FORCE is a world-class laboratory that uses high-pressure experimental equipment to recreate the extreme conditions found deep within Earth and other planetary bodies, enabling researchers to better understand how planets form, evolve, and behave under immense pressures.

As part of the Summer School, SCoPE facilitated two hands-on workshops on June 25 and 26, followed by office hours the following week, to help interns translate their technical research into compelling stories for non-expert audiences. The training focused on identifying the central themes of their work, developing clear and engaging messages, planning effective visitor interactions, and thinking through the logistics of public engagement. Interns also received guidance on preparing both their research posters and individual outreach stations.

The training culminated in two complementary outreach experiences. The first was the FORCE Open House, which welcomed approximately 50 members of the general public for an inside look at the laboratory. Visitors toured the facility, met the research team, explored the specialized equipment used to simulate the interiors of Earth and other planets, and interacted with interns at themed outreach stations designed to explain the science behind the experiments in accessible, engaging ways.

At the second event, a poster session for ASU faculty, staff, and students, the interns presented their research, providing an opportunity to discuss their scientific findings with members of the university community and receive feedback on their presentations.

By integrating science communication training into the Summer School experience, NASA SCoPE helped equip emerging planetary scientists with practical skills for engaging both scientific peers and public audiences. The poster session and Open House demonstrated how thoughtful communication training can strengthen researchers’ confidence while building stronger connections between cutting-edge planetary science and the communities it serves.
NASA SCoPE is supported by NASA cooperative agreement award number 80NSSC21M0006 and helps enrich and enhance the impact of the NASA Science Activation Program portfolio, which connects learners with authentic NASA science experiences through partnerships with educators and community organizations.

NASA is asking U.S.-based collegiate teams to submit bold, original concepts to the 2027 edition of a student challenge focused on aerospace innovation that could help the agency envision a future on the Moon shaped by new technology. 

The latest NASA Revolutionary Aerospace Systems Concepts – Academic Linkage (RASC-AL) competition invites student teams to explore new operations paradigms and advance the technologies needed to support sustained operations in the lunar South Pole region. 

“This competition showcases the technical excellence and creativity of the next generation of explorers and innovators,” said Chris Jones, chief technologist, Systems Analysis and Concepts Directorate, NASA’s Langley Research Center in Hampton, Virginia. “The concepts students develop through RASC-AL demonstrate exceptional talent and contribute to the body of work that advances NASA’s missions.”   

Since 2002, the annual RASC-AL competition has helped foster aerospace concepts, technology, and prototyping by making connections among universities, NASA, and industry. This year’s competition includes themes ranging from the development of concepts to support prospecting in the permanently shadowed regions of lunar craters to the advancement of critical and expandable infrastructure for future astronauts. 

“NASA’s RASC-AL competition connects top university researchers with the agency’s technology and engineering challenges,” said Gabe Merrill, acting cross-program integration lead for the Advanced Research and Technology Division in NASA’s Research and Technology Mission Directorate. “By asking student innovators to design concepts for what our future on the Moon might look like, this competition accelerates the technology we need to explore the Moon and provides a development opportunity for future aerospace innovators and leaders.” 

Teams interested in participating are required to submit a non-binding notice of intent by Tuesday, Oct. 13, and will be invited to a Q&A session with NASA experts on Oct. 27.  

Challenge proposals and accompanying video submissions are due Feb. 24, 2027. Proposals should demonstrate innovative solutions supported by original engineering and analysis in response to one of the four 2027 RASC-AL themes: 

• Enabling extreme exploration 

• Transit pathway construction 

• Lunar resource exploration 

• Smart and resilient lunar habitat 

The competition will select as many as 14 teams to advance to its final phase, which involves further developing their concepts, writing a technical paper, and creating a technical poster. Each finalist team will receive a $7,500 award to facilitate its full participation. Finalists will present their concepts to a panel of NASA and industry experts at the 2027 RASC-AL Forum in Cocoa Beach, Florida, June 7 to 10, 2027. 

The top two overall teams will receive an additional monetary award and an invitation to attend and present their concept at an aerospace conference later in 2027. 

Interested student teams are encouraged to visit the official RASC-AL competition website for detailed guidelines and eligibility requirements. 

The 2027 NASA RASC-AL Competition is administered by the National Institute of Aerospace on behalf of NASA’s Advanced Research and Technology Division within the Research and Technology Mission Directorate. NASA’s Center of Excellence for Collaborative Innovation, part of the Prizes, Challenges, and Crowdsourcing Program within the Research and Technology Mission Directorate, manages the challenge contract.

Teaching the beautiful and inspirational science of astronomy using only the conceptual framework offered by a traditional textbook – without incorporating the wealth of incredible resources, images and activities from NASA – falls short of the more modern, active learning experience that could better serve students evolving learning strategies. Three project teams from the NASA Science Activation (SciAct) program – NASA Community College Network (NCCN, led by the SETI Institute) and five of their expert community college instructors; Infiniscope (led by Arizona State University, ASU); and NASA Treks – set out to address this challenge. 

In June 2026, these teams gathered for a virtual workshop to lay the groundwork for incorporating active learning components drawn from NASA’s extensive education and visualization resource pool and the widely used but traditionally structured OpenStax Astronomy 101 textbook into Relevant Engaging Active Learning (REAL) courseware for introductory Astronomy, while preserving the core content and clear explanatory narrative of the text. 

Over the following two weeks, the instructors each adopted one of the opening five chapters of OpenStax, enhancing the content with active learning modules with an emphasis on materials developed by SciAct project teams, such as NASA Treks, Universe of Learning, and Cosmic Data Stories, to name a few. The results of their efforts were presented in a wrap-up presentation in July and will be field-tested in community college classrooms in Fall 2026.

This workshop served as a proof of concept for exploring whether an existing textbook can be effectively adapted into an active learning tool that will enhance students’ understanding of fundamental astronomical concepts. Next steps will include expanding the program and diving back into OpenStax to systematically reimagine the material into an active learning tool that covers the entire book – and therefore, the entire Universe! Importantly, this effort highlights new and highly impactful possibilities for the dissemination of NASA SciAct resources.

Special thanks to the five community college instructors and their invaluable wisdom, experience, and skills: Carver Bierson (Scottsdale Community College, Scottsdale Arizona), Dan Chase (Modesto Community College, Modesto, California), Dennis Just (Pima Community College, Pima, Arizona), Steve Tuckey (Jackson College, Jackson, Michigan) and Sally Watt (Glendale Community College, Glendale, Arizona).

NCCN, Infiniscope, NASA Treks, and many of the projects that contributed learning materials are supported by NASA cooperative agreement awards and are part of the NASA Science Activation Program portfolio, which connects learners with authentic NASA science experiences through partnerships with educators and community organizations.

The NASA Science Activation Program’s Cosmic Storytelling with NASA Data (CosmicDS) project, led by Harvard University in Cambridge, Massachusetts, works to bring authentic NASA data into the hands of educators and learners. From July 27–29, 2026, the CosmicDS team partnered with the Smithsonian Institution’s BEST AQI (Breathing Easier: Supporting Teen Air Quality Investigations) project to host a Leadership Institute at the Center for Astrophysics | Harvard & Smithsonian (CfA) in Cambridge, MA. The Institute brought together 13 formal and informal educators who serve as advisors to BEST AQI, an initiative that guides teens through their own air quality research to support actions that improve air quality in their communities.

On Day 1 of the Institute, the CosmicDS Science Principal Investigator Pat Udomprasert led a hands-on immersion session introducing educators to TEMPO-Lab, a free online tool built with NASA Science Activation Program funding. TEMPO-Lab lets learners explore and analyze near-real-time air quality measurements collected by NASA’s TEMPO (Tropospheric Emissions: Monitoring of Pollution) mission, which measures pollution across North America hourly during daylight hours. During Days 2 and 3 of the Institute, as educators worked together to co-develop BEST AQI curriculum and resources, they used TEMPO-Lab to build case studies covering a variety of real-world air quality scenarios, including wildfire smoke and emissions from rush-hour traffic, power plants, and agriculture. These case studies will give the teens in their programs a strong foundation for investigating air quality where they live and deciding what actions they might take in their own communities.

One moment made the workshop especially memorable. During a science briefing, TEMPO scientist Heesung Chong shared that a new beta-version ground-level ozone data product had recently become available. TEMPO-Lab’s flexible design made it possible for CosmicDS software developer and educator John Lewis to integrate the new data product into the tool overnight, letting workshop participants explore cutting-edge ozone data themselves the very next morning. It was a striking example of how CosmicDS’s data tools can match the pace of active NASA science, giving educators and their learners access to data almost as soon as scientists themselves do.

“The BEST AQI Leadership Institute reinforced the value of the TEMPO-Lab as a tool for empowering youth to investigate local air quality issues using authentic NASA data. Educators were excited not only by the scientific capabilities of the platform, but by its potential to help young people use evidence to make informed decisions and contribute to positive change in their communities.”

— Erika Wright, Education Specialist, Smithsonian Astrophysical Observatory (SAO), and BEST AQI Principal Investigator

Equipping educators with both the technical skills and the curriculum to bring NASA air quality data into their classrooms matters because it builds data literacy skills that teens can carry into any career, while also giving them the tools to investigate issues that affect their health and their own communities. Air quality is a subject teens can see, smell, and feel the effects of — and BEST AQI is designed to help them turn that lived experience into evidence-based understanding and, ultimately, action.

The CosmicDS team will continue supporting these efforts in the year ahead. The 13 educators who attended this Leadership Institute plan to share the BEST AQI toolkit and TEMPO-Lab with approximately 100 additional educators across their partner sites in South Dakota, Maryland, and New York, potentially extending this work to thousands of teen air quality researchers.

Experience TEMPO-Lab at https://projects.cosmicds.cfa.harvard.edu/tempo-lab and learn more about the CosmicDS project at https://cosmicds.cfa.harvard.edu.

Cosmic DS is supported by NASA cooperative agreement award number 80NSSC21M0002 and is part of the NASA Science Activation Program portfolio, which connects learners with authentic NASA science experiences through partnerships with educators and community organizations.