51st Lunar and Planetary Science Conference (2020) 1787.pdf

NASA’S GEOSCIENCE TRAINING PROGRAM FOR . T. G. Graff 1, K. E. Young2,3, C. A. Evans2, J. E. Bleacher3,4, 1Jacobs, NASA/JSC, Houston, TX 77058 ([email protected]), 2NASA/JSC, 3NASA/GSFC, 4NASA/HQ.

Introduction: Geoscientists have been training and instructors from several university, institute, other gov- preparing astronauts to observe the Earth from space ernmental, and NASA covering fundamental and explore other planetary surfaces with a legacy that topics in atmosphere and climate science, land cov- reaches back to the early days of the space program [1- er/use, remote sensing, and cratering. Additionally, this 8]. Continuing this legacy and critical function, a core week covered the planetary science and missions train- NASA team has been closely coordinating with the ing modules including small planetary bodies, , (JSC) Flight Operations Direc- astrobiology, and an extensive module on Earth’s torate (FOD) as well as academic, institute, and other . To reinforce and apply their new geoscience and governmental partners to conduct a comprehensive planetary fundamental knowledge, the class geoscience training program that ranges from initial completed a capstone exercise focusing on two case astronaut candidate training [9-12] to preparing crew study regions. Teams analyzed volcanic, structural, for Artemis missions. Described below are the three impact cratering, and surface features at two key loca- program training phases (summarized in Figure 1), tions on the Moon (Aristarchus Plateau) and Mars along with recent program highlights and forward (Jezero Crater) and addressed the questions of what’s planning. there, what happened, when, and why. Teams present- Phase 1 - Initial Training: The initial training, or ed their regional analyses and rationale to the rest of Phase 1, of the program is conducted during the inten- the class and to instructors at the conclusion of the cap- sive two-year astronaut candidacy period. This phase stone. The remainder of the 2019 classroom training of the training program has been developed based on consisted of a block of instruction covering field in- feedback from the 2009 and 2013 astronaut classes, strumentation, tools, and sampling techniques, as well input from the Lunar Exploration Analysis Group as a pre-fieldwork mapping exercise that prepared them (LEAG), and findings from a NASA HQ commis- for their field activities. sioned Strategic Action Team on Geologic Astronaut The 2019 field training took place from Septem- Training. Approved by the NASA Astronaut Office ber 15th to 20th, immediately following the classroom and the Astronaut Candidate Training Working Group, training. Basecamp was established near Flagstaff, Ari- the Phase 1 content is comprised of a comprehensive 4- zona, with logistics support provided by the New Mex- week training curriculum that includes classroom and ico Bureau of Geology and Mineral Resources and field components. Classroom training modules include local area expertise by the USGS Astrogeology Sci- Geoscience Fundamentals (tectonics, structural geolo- ence Center. The field mapping area was located in the gy, remote sensing, geomorphology, and volcanism), San Francisco Volcanic Field (SP Crater region) north Earth Systems (land cover and land use, atmospheric of Flagstaff. This region was selected based on a num- and climate sciences), and Planetary Science and Mis- ber of training objectives and has a long history of sions (Moon, Mars, and small bodies, as well as astro- NASA training and operational activities. For the three ). Field training activities include expeditions to days of mapping activities, the class was divided into geologically-relevant locations that are particularly three teams with field objectives to 1) observe and ap- well-suited to introductory geoscience training and ply classroom geoscience fundamental concepts, 2) mapping activities. In addition, these field activities construct a geologic map and cross section, 3) conduct serve as a mechanism for expeditionary skill set devel- detailed traverse planning/re-planning, 4) collect a rep- opment by providing a platform for operations, team, resentative sample suite using a set of planetary explo- and leadership experiences. ration-relevant sample collection tools, and 5) present Group 22 (the NASA and Canadian Space Agency their finished products and interpretations of geologic class selected in 2017 and nicknamed “The Turtles”) history at the conclusion of the field mapping exercise. was the most recent group of astronaut candidates to After the field mapping days, the class visited Barrin- complete Phase 1 of the geoscience training program. ger Meteorite Crater for a day of guided instruction and The overall training curriculum for Group 22 is de- activities in the processes and products of impact cra- tailed in [11] and their 2018 geoscience training activi- tering. The class concluded the field week with a guid- ties are highlighted in [12]. Their 2019 activities in- ed instructional hike into the Grand Canyon along a cluded a classroom training week that took place Sep- portion of the Grandview Trail. tember 9th to 13th at JSC. This week featured prominent 51st Lunar and Planetary Science Conference (2020) 1787.pdf

Figure 1 (above): Schematic demonstrating the three phases of Astronaut training, starting from candidacy and moving through mission specific training. Phase 2 - Intermediate Training: Phase 2 of this selected crew for planetary missions. A successful program strives to build upon the foundational Phase 1 of this training program was recently complet- knowledge gained during Phase 1. This training takes ed training the Group 22 Astronaut class. Phase 2 train- place post candidacy and prior to flight assignment and ing opportunities have been given to a number of consists of a variety of training opportunities. These crewmembers over the last several years through field include training for flight on the International Space assistantships, crew slots on analog missions, and Station in Crew Earth Observations (conducted by JSC classroom training in Crew Earth Observations. As Earth Science and Remote Sensing experts), slots for NASA moves forward with an eye on the Artemis pro- crewmembers in high-fidelity operational mission ana- gram, Phase 3 development is underway that will in- logs (like the undersea NASA Extreme Environment clude extensive destination-specific, field, and class- Mission Operations – NEEMO project), and opportuni- room training. ties to accompany field scientists on expeditions to Acknowledgments: We would like to acknowledge accomplish cutting-edge science objectives. These op- the contributions, hard work, and dedication of all the portunities give crew a chance to maintain and develop individuals and organizations that have made this pro- the knowledge built during Phase 1 training as well as gram possible and successful including The University deploy that knowledge in operationally relevant set- of Texas at El Paso, University of Western Ontario, tings. These field and analog mission opportunities also Hamilton College, University of Texas at Austin, give crewmembers that opportunity to develop team USGS Astrogeology Science Center Flagstaff, USGS skills while conducting science operations. Denver, New Mexico Bureau of Geology and Mineral Phase 3 - Intensified Training: Planning is cur- Resources, Lunar and Planetary Institute, and numer- rently underway for Phase 3, or training that will take ous NASA centers and organizations. place once a crew is assigned for a planetary explora- References: [1] Lofgren G. et al. (2011) GSA tion mission. Similar to the training that the Apollo SP483, 33-48. [2] Schmitt H. H. et al. (2011) GSA astronauts received prior to their lunar surface mis- SP483, 1-16. [3] Hodges K. V. and Schmitt H. H. sions, future astronauts, once assigned to a mission, (2011) GSA SP483, 17-32. [4] El Baz F. (2011) GSA will receive destination-specific training once a landing SP483, 49-66. [5] Phinney W. C. (2015) NASA/SP- site has been selected. Training will also include addi- 2015-626. [6] Evans C. A. et al. (2011) GSA SP483, tional classroom training as well as extensive fieldwork 67-74. [7] Eppler D. et al. (2016) GSA Today v.26 geared toward processes relevant to their future mis- no.8, 34-35. [8] Bleacher J. E. et al. (2017) Planetary sions, including operationally-relevant scenarios and Science Vision 2050 Workshop, 8088, [9] Young K. E. science training. et al. (2017) HRP IWS, [10] Evans C. A. et al. (2018) Conclusions: A comprehensive multi-phased geo- AGU, P31H-3798, [11] Graff T. G. et al. (2018) 49th science training program is well-established for train- LPSC, 2547, [12] Graff T. G. et al. (2019) 50th LPSC, ing astronauts from initial candidates all the way to 2139.