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.

Community college students across the U.S. now have another opportunity to discover how their education can lead to fulfilling roles at the forefront of aerospace, science, engineering, and technology. The updated NASA Community College Aerospace Scholars (NCAS) student challenge invites students to learn about the agency and its missions, engage with NASA experts, and explore aerospace jobs while competing for monetary awards.

The applications period is currently open. The deadline to register is Monday, Sept. 28.

“What makes this opportunity unique is that it’s one of few that is specifically for community college students,” said Alicia Baturoni Cortez, project manager for NASA’s Minority University Research and Education Project, which administers NCAS. “The NCAS student challenge is designed to meet their needs and broaden their career awareness so they can either go right into the workforce or expand their goals to include a four-year degree in STEM.”

A launch pad for new possibilities

For NASA interns Kim Alexander and Ashley Rodriguez, NCAS became an unexpected springboard from community college to new careers.

After eight years as a bartender, Alexander was looking for a way to launch her career. She enrolled at Riverside Community College in Riverside, California, originally intending to pursue graphic design – but fell in love with math instead. Alexander participated in NCAS hoping it would look good on her resume and university transfer application. She ended up on a winning team that designed a human mission to Mars. The experience influenced her entire career trajectory.

“I was just completely overwhelmed by how amazing the program was,” said Alexander, who went on to participate in other NASA student opportunities. “But NCAS was the most monumental, because I really started thinking, ‘Hey, I could pursue a career in this. This is feasible.’”

Rodriguez grew up in South Florida, where she watched space shuttle launches but never considered a career at NASA. Instead, she gained experience in various roles and was parenting a toddler by the time she went back to school at Miami-Dade Community College seeking an IT degree. That’s where she first heard about NCAS, which ultimately set her on a path to a career in strategic communications.

The experience showed her the importance of strategic communications at NASA and helped her to discover a field she enjoys.

In January 2024, Rodriguez and Alexander started NCAS-funded NASA internships in the agency’s Aerosciences Evaluation and Test Capabilities Portfolio Office, where they met their mentor, Data and Analytics Manager Erik Lopez.

Today, both have earned university degrees and are starting NASA Pathways internships that could lead directly to full-time NASA employment. Rodriguez is working as a strategic communications intern in the Engineering Performance Management Office at the agency’s Kennedy Space Center in Florida, while Alexander is beginning an engineering role supporting the Flight Demonstrations and Capabilities Project at the agency’s Armstrong Flight Research Center in Edwards, California.

“They were the first two NCAS alumni interns; they literally onboarded together,” Lopez said. “And the fact that they now both get to come back to the agency as Pathways interns just brings me so much joy.”

NCAS relaunches with updated mission, prize potential

Stories like Alexander’s and Rodriguez’s illustrate the impact NCAS can have, and underscore why the program’s updated mission aims to reach even more community college students.

This school year, NCAS is launching with a two-part mission. The cohort phase, which runs through fall, calls on students to participate in live virtual experiences with NASA experts and submit materials detailing a connection between their current coursework and a role at NASA. Faculty members are key to encouraging students who might not envision themselves in a NASA role. Up to 1,000 submissions will be eligible for a $500 award.

Those who successfully complete this phase will be invited to take part in the next phase, a spring virtual NCAS career fair linking them to experts and industry career opportunities. Upon completion of the career fair, students may submit additional materials for prizes of $250, for up to 500 of the top submissions.

To explore NCAS timelines and eligibility requirements and take your education to the next level, visit: https://nasa-ncas.org/student-overview/.

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.

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.