Kategori: Opportunities For Students to Get Involved

When students actively participate in scientific investigations that connect to their everyday lives, something powerful happens: they begin to see themselves as scientists. This sense of relevance and ownership can spark a lifelong interest in science, technology, engineering, and math (STEM), paving the way for continued education and even future careers in these fields. Opportunities to engage directly with NASA science—like the one you’ll read about in this story—not only deepen students’ understanding of STEM concepts, but also nourish their curiosity and confidence. With the support of passionate educators, these moments of participation become stepping stones to a future in which students see themselves as contributors to real-world science.

In September 2021, Ms. Deanna Danke, a Monsignor McClancy Memorial High School mathematics teacher in Queens, New York, began teaching her students how to measure tree heights using trigonometry. Soon enough, Ms. Danke discovered the Global Learning and Observations to Benefit the Environment (GLOBE) Observer Trees Tool, and with her 150+ students, began taking tree height observations around the school, an activity that Ms. Danke and her students continue to participate in today. Her and her students’ hundreds of repeat tree height observations have provided student and professional researchers with clusters of measurements that can coincide with measurements made by NASA satellite instruments, allowing for a comparison of datasets that can be analyzed over time.

Due to the consistent tree height data collection resulting from this effort, Ms. Danke was asked to be a co-author on a peer-reviewed research paper that was published on June 21, 2022 in the Environmental Research Letters special journal “Focus on Public Participation in Environmental Research.” The paper, “The potential of citizen science data to complement satellite and airborne lidar tree height measurements: lessons from The GLOBE Program,” included data from the tree height observations reported by Ms. Danke and her students—an incredible achievement for everyone involved.

On March 21, 2025, Ms. Danke’s former and current students continued their inspiring adventures with NASA science by taking a trip to the NASA Wallops Flight Facility in Wallops Island, Virginia. Highlights from this trip included science and technology presentations by personnel from the Ice, Cloud, and land Elevation Satellite-2 (ICESat-2) and Global Precipitation Measurement (GPM) Missions, the Wallops Balloon Program Office, and the Wallops Machine Shop for Fabrication and Testing. The ICESat-2 presentation, in particular, included a discussion on the student-collected tree height data and how the ICESat-2 satellite makes tree height observations from space.

Ms. Danke’s work is a testament to the incredible impact educators can have when they connect classroom learning to authentic scientific discovery. By introducing her students to tools like the GLOBE Observer Trees Tool and facilitating meaningful contributions to NASA science, she opened the door to experiences most students only dream of—from collecting data that supports satellite missions to co-authoring peer-reviewed research and visiting NASA facilities. Stories like this remind us that when students are empowered to be part of real science, the possibilities—for learning, inspiration, and future careers in STEM—are truly limitless.

The GLOBE Observer app, used by Ms. Danke and her students, is made possible by the NASA Earth Science Education Collaborative (NESEC). This free mobile app includes four tools that enable citizen scientists to participate in NASA science: Clouds, Mosquito Habitat Mapper, Land Cover, and Trees. Learn more about ways that you can join and participate in this and other NASA Citizen Science projects. Through these projects, sometimes called ”participatory science” projects, volunteers and amateurs have helped make thousands of important scientific discoveries, and they are open to everyone around the world (no citizenship required).

NESEC is supported by NASA under cooperative agreement award number NNX16AE28A 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

I know this was an experience they will remember forever and they have already told me that they cannot wait to tell their future children about it. It was wonderful meeting you in person and being on site to get a real sense of what you are working on. The boys were especially fascinated by the last two stops on the tour and appreciated learning a little more about how tree height is measured. Thank you again for this incredible opportunity.”

Ms. Deanna Danke
Monsignor McClancy Memorial High School Läs mer…

Within the scientific community, peer review has become the process norm for which an author’s research or ideas undergo careful examination by other experts in their field. It encourages each scientist to meet the high standards that they themselves, as writers and reviewers, have aided in setting. It has become essential to the academic writing practice.

Historically, the peer review process has been limited to higher education and scholars more established in their academic careers. It has been required by only the more reputable publications, which can mean that lesser-known journals that don’t require this rigorous peer review process contain lower quality or less reliable information.

In an effort to give scientists of all ages the opportunity to participate in and contribute to the advancement of human knowledge in a meaningful and reliable way, the Gulf of Maine Research Institute (GMRI) began publishing Findings from the Field, a journal of student ecological and environmental science, launched in 2017. Students conduct authentic scientific inquiry, subject their research to the peer review process, and submit their revised work for editorial board review before publication—the same process a NASA scientist must go through! This hands-on, real-world experience in scientific communication sharpens these young scientists’ skills and immerses them in the collaborative nature of research—an essential foundation for the next generation of scientists.

After 7 years and 7 published volumes, Findings from the Field was ready to expand, and the Findings Student Research Symposium was launched. The Symposium was a success from the start, with 65 student scientists joining the event the first year and attendance climbing to 95 for year two. On March 10, 2025, GMRI (the anchor institution for the NASA Science Activation program’s Learning Ecosystems Northeast (LENE) project) welcomed nearly 100 young scientists, ranging from grades 5-12. These students, representing eight schools across Maine and New Hampshire, came together to share their research and engage in an evolving, intergenerational scientific community—one that fosters curiosity, collaboration, and scientific discovery.

Students presented their research through posters and live presentations, covering topics ranging from invasive green crab species, to the changing landscapes of Ash and Hemlock trees, and more. By connecting students with professional researchers, fostering peer discussions, and providing a platform for publishing legitimate scientific work, the Findings Symposium is a launch pad for the future of the scientific community.

One important element of the Symposium is the opportunity for young scientists to dialogue with professional scientists. Students engaged with researchers from Markus Frederich’s lab at the University of New England, volunteers from local organizations like Unum and Avangrid, and expert staff from GMRI.

Student Madalyn Bartlett from Sacoppee Valley Middle School shared, ”It makes me feel really proud, because I get to talk to professional scientists that have a lot of experience in this, and it make me feel like I am contributing to something bigger than my school and my community.”

These interactions emphasize that science isn’t confined to white coats and labs—it’s about curiosity, observation, and shared knowledge. The keynote speaker, Kat Gardner-Vandy from a former NASA Science Activation project team, Native Earth | Native Sky, reinforced this message, inspiring students to see themselves as vital contributors to science and our collective knowledge about the world.

The Learning Ecosystems Northeast project is supported by NASA under cooperative agreement award number NNX16AB94A and is part of NASA’s Science Activation Portfolio. Learn more about Learning Ecosystems Northeast: https://www.learningecosystemsnortheast.org/ Läs mer…