NASA Minority University Research and Education Project (MUREP

NASA MINORITY UNIVERSITY RESEARCH AND EDUCATION PROJECT (MUREP) FOR AMERICAN INDIAN AND ALASKA NATIVE SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM) ENGAGEMENT (MAIANSE)

FY 2019 ANNUAL PERFORMANCE REPORT

FUNDING SOURCE: OFFICE OF STEM ENGAGEMENT MINORITY UNIVERSITY RESEARCH AND EDUCATION PROJECT (MUREP)

MANAGING ORGANIZATION: NASA GODDARD SPACE FLIGHT CENTER OFFICE OF STEM ENGAGEMENT

ACTIVITY MANAGER: DR. ALICIA JOSEPH 301-614-5804 [email protected]

ACTIVITY DESCRIPTION

NASA provides financial assistance (grants and cooperative agreements) to the Nation’s Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs), Tribal Colleges and Universities (TCUs), American Indian and Alaskan Native Serving Institutions (AIANSIs), Predominantly Black Institutions (PBIs) and eligible community colleges. The Administration recognizes the valuable role that these institutions play in educating our citizens, as reflected in the five Minority-Serving Institutions (MSI) focused Executive Orders signed by the President.

NASA’s Minority University Research and Education Activity (MUREP) investments enhance the research, academic, and technology capabilities of MSIs through multi-year awards. Awards assist faculty and students in research and provide authentic STEM engagement related to NASA missions. These competitive awards provide NASA specific knowledge and skills to learners who have been historically underrepresented and underserved in STEM. MUREP investments also assist NASA in meeting the goal of a diverse workforce through student participation in internships, scholarships, and fellowships at NASA Centers and JPL.

NASA Minority University Research and Education Project (MUREP) for American Indian and Alaska Native STEM Engagement (MAIANSE) is a science, technology, engineering and mathematics (STEM) engagement cooperative agreement that specifically targets TCUs as well as supporting American Indian and Alaska Native (AI/AN) institutions. This project seeks to expand NASA-related education and research activities between NASA and tribal colleges and universities to increase access to NASA's unique science and exploration assets and data in the creation of experiential learning opportunities for students, faculty and staff; and high school students who are likely to matriculate to TCUs.

In July 2017, NASA's Minority University Research and Education Project (MUREP) awarded approximately $1.8 million in new three-year cooperative agreements to three Tribal Colleges and Universities (TCUs). These agreements provide opportunities for TCU students, faculty and staff to engage in NASA-related science, technology, engineering and math (STEM) research and activities. The award was made jointly through both the NASA MUREP for American Indian and Alaskan Native STEM Engagement (MAIANSE) and the Earth Systems, Technology, and Energy Education for MUREP (ESTEEM) activities.

The selected institutions, in July 2017, were: • Southwest Indian Polytechnic Institute, Albuquerque, New Mexico • Chief Dull Knife College, Lame Deer, Montana • Northwest Indian College, Bellingham, Washington

NASA MAIANSE continued to support these institutions throughout FY2019.

MAIANSE also continued to support and maintain relationships with the following previous MAIANSE/ESTEEM awardees: • Salish Kootenai College, Pablo, Montana • Fond du Lac Tribal and Community College, Cloquet, Minnesota • Turtle Mountain Community College, Belcourt, North Dakota

ACTIVITY GOALS The goals of MAIANSE are to utilize NASA’s unique contributions in collaboration with tribal colleges and universities and tribal-serving institutions to improve the overall quality of the Nation’s Science, Technology, Engineering and Mathematics (STEM) education.

To achieve these goals, MAIANSE seeks to:

• Increase the capacity to connect research to science, pre-engineering, and mathematics offerings through designed integration of math-science curricula in STEM • Increase the number of students choosing STEM majors upon enrollment in the Tribal College. • Increase the number of students choosing STEM majors and continuing in those majors upon matriculation to four-year colleges. • Increase learners’ involvement and interest in STEM, educate them on the value of STEM in their lives, and positively influence the perception of their ability to participate in STEM • Strengthen efforts to attract and retain increased numbers of students in NASA STEM programs • Increased student enrollment in STEM based classes.

ACTIVITY BENEFIT TO PERFORMANCE GOALS

FY 2019 Performance Goals

Performance Goal 3.3.3: Provide opportunities for students to engage with NASA’s aeronautics, space, and science people, content, and facilities in support of a diverse future NASA and aerospace industry workforce.

Annual Performance Indicator 3.3.3 STEM-19-1: Provide significant, direct student awards in higher education to (1) students across all institutional categories and levels (as defined by the U.S. Department of Education), (2) racially or ethnically underrepresented students (Hispanics and Latinos, African Americans, American Indians, Alaska Native, Native Hawaiians and Pacific Islanders), (3) women, and (4) persons with disabilities, at percentages that meet or exceeded at the national percentages for the science and engineering graduates, as determined by the most recent, publicly available data from the U.S. Department of Education’s National Center for Education Statistics for a minimum of two of the four categories.

The MAIANSE activity contributed to this goal by awarding Tribal Colleges and Universities, which are Minority Serving Institutions, with NASA cooperative agreement funding in order to increase their institutional capacity to deliver STEM degrees to their students. As a part of each award, students are directly engaged in STEM curriculum that utilizes NASA’s unique assets. Students at each MAIANSE awarded institution participate in NASA internship opportunities throughout the school year.

In FY 2019 MAIANSE engaged 990 undergraduate students attending Tribal Colleges and Universities in unique NASA related STEM Engagement experiences. Of those 990 students, 22 of them received direct higher education student awards. During FY 2019, nine Tribal College and University students participated in NASA internships at a NASA center.

Performance Goal 3.3.5: Provide opportunities for students to contribute to NASA’s aeronautics, space, and science missions and work in exploration and discovery.

The MAIANSE activity engaged students in experiences that provided opportunities for them to participate in NASA’s mission driven work. Unique to the MAIANSE program is the ability it has to allow the experiential learning opportunities tied to NASA’s missions to be embedded in the context of indigenous communities and ways of knowing, creating cultural relevancy and improving outcomes. Summer intern/externships allowed for an increase in the number of TCU and AI/AN students exposed to STEM activities.

For example, at the 2019 American Indian Science and Engineering Society national conference, MAIANSE engaged 65 indigenous students in a NASA STEM Engagement activity that directly taught the students about the fundamentals of aeronautics while also helping them learn about the current NASA mission to go to mars. Instead of just providing the activity, MAIANSE realized the importance of a deeper engagement with the students and allowed time for a pre-activity and a post- activity with reflection on what students leaned. In addition, MAIANSE worked with the school to present a panel made up of Native American NASA employees who shared their stories with the students. This extra activity increased the relevancy for the students and increased the potential for a genuine connection to NASA. It also provided the students with STEM role models who looked like the students and came from similar backgrounds.

ACTIVITY ACCOMPLISHMENTS

MAIANSE sought to contribute to the Agency’s efforts in broadening participation of underrepresented groups in STEM.

Activity accomplishments are representative of events that took place during the 2019 fiscal year. These accomplishments are reflected in the following highlights:

Highlights of some of the MAIANSE/ESTEEM PIs in FY 2019

Northwest Indian College, Bellingham WA, Misty Peacock (Principal Investigator)

• Forty-one NWIC students completed GIS/remote sensing related courses, and four students completed summer NASA internship programs. • Three students participated in a summer 2019 research program through the Salish Sea Research Center at Northwest Indian College, which is 8-weeks in length. These were paid internships for Northwest Indian College tribal students. Three weeks took place in Bellingham, WA, followed by two weeks at NASA Ames Research Center in Moffett Field, CA, and then three weeks in Bellingham, WA. Dr. Arques is the faculty mentor for these students in Bellingham, WA, and Dr. Palacios (NASA Co-I) will mentor the students at NASA Ames. The students worked at the Salish Sea Research Center at Northwest Indian College when not at NASA Ames Research Center. Dr. Arques, Peacock, and Palacios worked with the students to complete a detailed summer work plan, and both Drs. Arques and Peacock traveled to NASA Ames to work with the students during the summer.

Northwest Indian College, Bellingham WA, Bernice Portervint (Principal Investigator)

• NWIC hired a full-time faculty member in November 2018 to design and implement the pre- engineering program. • NWIC launched a sustainable 4-week long summer camps for rising high school seniors and first year college students. Students worked in a team environment to understand the interplay between science and technology in relation to tribal and community needs and the needs of NASA missions.

Southwest Indian Polytechnic Institute

• We have completed the second year of the project, October 1, 2018 – September 30, 2019. The elements for this year were: SIPI Mars Yard Test Bed site development and technology research; SIPI site development and implementation, test and verification; Virtual Mission development and testing; and module, laboratory, and high school curriculum development, and teacher recruitment, training and support. The SIPI Team has made significant progress and anticipates completing all grant objectives for the year on schedule. • Navajo Technical University (NTU) Subaward (Item 7.3) • Navajo Technical University is working to create an improved version of the Roadrunner robot platform and to add a design to allow the attachment of an Amazon “Alexa” voice module to the robot. As instructed by SIPI, NTU was to help improve, the manufacturability using the Makerbot platform 3D printers. NTU purchased a MakerBot Replicator + model 3D printer in order to complete the tasks required for redesign to ensure proper printing on similar machines used by the partner K-12 schools. Student, Aaron Sansosie, used the online .stl files and downloaded the available files in order to reverse engineer the individual parts so that the parts could be reworked within SolidWorks. Having all the parts in SolidWorks files will also help the students learn how to create a high quality .stl file if needed so that they will learn the effects of different qualities of .stl files on the final print quality. Poor quality .stl files will result in poor replication of CAD models. • The results of the reverse engineering and redesign of the parts have a few benefits. First there will be virtually no need for hot glue as the tolerances have been tightened so that there is a “snap” fit of the parts that were previously glued. Other improvements were the hinges that had the fits tightened so that there was less play in the cover as well as some improvement in the stands so that they fit a little better. The Alexa portion of the redesign will take just a little longer as we have not established the actual size of the module being used but the model has been set up for quick editing. • Several instruments were used to verify the models and the printed model including a FaroArm portable Coordinate Measurement Machine as well as calipers. NTU will continue to work to develop a module for inspection/verification of the printed parts so that metrology can be introduced to the K-12 students.

Chief Dull Knife College

• Students participated in a genomics workshop at Carroll College in Helena, MT during July of 2019. Nine students traveled to Helena and stayed on the campus of Carroll College. Two faculty members accompanied the students. • Students studied Zebra Fish embryo development at Montana State University in Bozeman, Montana during the summer 2019 field season.

• The 2019 summer session began with CodeChangers Consulting group visiting the CDKC campus and running a four-day workshop on computer programming and virtual reality. This was attended by 11, six of which were funded by NASA. • CDKC visited Goddard Space Flight Center and Wallops Island in the summer of 2019. Ten students participated in the RockOn rocket competition and launched a successful payload mission into space and back.

Highlights of some of the MAIANSE Management Team in FY 2019

NASA MAIANSE supported the agency’s presence at American Indian and Alaska Native higher education conferences throughout FY 2019. The goal was to increase American Indian and Alaskan Native (AIAN) students’ interest in STEM and to share opportunities for students to engage in NASA's work and missions. MAIANSE supported the following conferences in FY 2019 with pertinent outcomes listed below:

• December 2018: The 2018 AGU American Geophysical Union Fall Meeting: The 2018 AGU Fall Meeting will take place on Dec 10th-14th in Washington, DC. Native Science activities at the meeting will include both poster and oral sessions, along with an evening reception. In March of 2018, robust planning for these efforts began as session proposals were submitted along with abstracts to sessions. The efforts were then moved forward by a collaborative group comprised of several members of NASA Science and OSE staff, along with other federal agencies, NOAA and NSF, members from academia, and private organization such as Olohana Organization in Hawaii. Focus was on raising the voice of Native Science at AGU. The final product includes five poster sessions and two oral session, several of which will be education focused within the sector format of AGU. Each of the poster sessions will include time for a group gathering to walk through the posters together and hear from each presenter. There will also be a Native Science reception at the nearby Embassy Suites Hotel on Thursday, Dec 13th from 6:30-8:30pm. Support for these efforts included funding to Indigenous scholars, to support their travel, thereby enabling them to participate the AGU Fall Meeting. Several of the scholars will be presenting research during the sessions. The MAIANSE team has played a lead role throughout the planning and implementation of these AGU efforts.

• March 2019: The 2019 American Indian Higher Education Consortium (AIHEC) Student Conference was held March 16-19 in Billings, MT. The NASA team directly engaged 105 participants at the conference over the course of three days at the exhibit booth and conference competitions. MAIANSE team members spoke with many Tribal College students and faculty about various ways to engage in NASA's missions at the NASA MAIANSE booth. MAIANSE also collaborated with the NASA Community College Aerospace Scholars (NCAS) team in order to bring a NCAS Rover Competition to the conference. Six Tribal Colleges and Universities participated in the competition, building model lunar rovers using robotics kits and then presenting on ways in which the rover technology could be used to help solve issues in their home communities. The NCAS Lunar rover competition directly engaged 27 students from 6 different TCUs.

• October 2019: The 2019 American Indian Science & Engineering Society (AISES) National Conference was held October 9-12, 2019 in Milwaukee, WI. NASA Minority University Research and Education Project (MUREP) partnered with NASA's Office of Diversity and Equal Opportunity (ODEO) to sponsor the AISES conference. The goal was to increase 5

American Indian and Alaskan Native (AIAN) students’ interest in STEM and to share opportunities for students to engage in NASA's work and missions. On October 9th the NASA team, with participants from 5 NASA Centers, along with teams from Boeing and General Motors (GM) engaged with Native American 7th and 8th grade students at the Indian Community School in Franklin, Wisconsin. During the event, the NASA team directly engaged 65 students through a NASA engineering design challenge called "Drag Race to Mars" where students worked with engineers from NASA, Boeing and GM to develop a mars capsule landing system. A NASA MAIANSE STEM Engagement specialist tied the engineering design challenge to the current NASA Artemis Mission before the students started. Following the engineering design challenge the Boeing and GM teams departed and the NASA team stayed to engage with the same 65 students in a moderated panel. Five of the six panel members were Native American employees at NASA. Following the panel, the NASA team was able to receive a tour from two 8th grade student ambassadors of the Indian Community School. As a part of the conference engagement NASA MUREP for American Indian and Alaska Native STEM Engagement (MAIANSE) delivered a plenary session to an audience of 130 AISES participants. The session featured a panel of three current Native American NASA employees from various centers and one previous Native American NASA intern from Sinte Gelska University- a Tribal College and University in South Dakota. A NASA MAIANSE team member also presented on various ways in which students could engage with NASA and shared resources such as websites, brochures and social media sites. NASA MUREP and ODEO also participated in a full day college and career fair which engaged 170 AISES participants throughout the day. NASA employees shared a variety of resources with college students and recent graduates looking for opportunities to engage with NASA's work and missions. Former NASA astronaut (the first and only Native American to fly in space), John Herrington, stopped by the NASA booth and took some time to engage with students. All resources were aligned to the Office of STEM Engagement and ODEO, with particular focus placed on NASA internships, pathways opportunities and the Artemis Mission. The conference engagement wrapped up with a listening session that was jointly coordinated by NASA, Boeing, GM, Intel, 3M, and Raytheon. Each organization had Native American employees share their own stories on how they got their foot in the door. Two Native American NASA employees were able to share during that portion. The remainder of the session was delivered in a workshop format with groups of 5-8 at tables, each with at least one representative from each organization present. The groups went through a series of questions provided to them in order to facilitate a discussion about how Native American students perceive major STEM companies and agencies. Overall NASA was able to directly engage 278 students during the AISES National Conference. NASA was also able to reach 202,319 people through NASA official social media accounts with posts related to the NASA AISES engagement.

NASA MAIANSE also maintained its commitment to American Indian and Alaska Native student engagement through the following FY 2019 activities:

• March 2019: Fond du Lac Tribal and Community College took a group of American Indian students to visit both the Langley and Goddard Space Flight Centers. During this trip, the students had a chance to explore careers in NASA that ranged from engineering, biology, ecology, remote sensing, and art. The meetings with both the scientists, engineers, and project directors made a profound impact on the students. As one of them stated, “I never thought of NASA as a career option but now I could really see myself working here.” The success of this

visit has created student ambassadors that will be able to recruit Fond du Lac Tribal and Community College students into applying for NASA internships in the future.

• April 2019: MAIANSE, travelled to various tribal-serving higher education institutions, including three Tribal Colleges and Universities, throughout New Mexico and Arizona from April 7- April 12, 2019. A Global Learning and Observations to Benefit the Environment (GLOBE) Program Scientist joined the MAIANSE team on the trip and collaborated with MAIANSE to share GLOBE program resources, specifically those related to the GLOBE Observer citizen science app. The goal of the trip was to build relationships and to share resources and information with each institution. The institutions visited were as follows, Navajo Technical University, Diné College, Northern Arizona University, Institute of Tribal Environmental Professionals, Tohono Oʼodham Community College, and the University of Arizona. Outcomes of this trip include feedback from on current engagement with NASA at the institutions visited and ideas for improving future engagement, stronger relationships to key faculty members and student leaders who can encourage indigenous students to engage in NASA programs and internships and building trust between NASA MAIANSE and these institutions by visiting in person. In total, over the weeklong trip, the MAIANSE team met with 25 faculty members and 47 students.

• April 2019: NASA Minority University Research and Education Project (MUREP) for American Indian and Alaska Native Science, Technology, Engineering and Math (STEM) Engagement (MAIANSE) and Applied Sciences collaborated to offer session at the National Adaptation Forum (NAF) focused on Cross-Cultural Scientific Investigation and connecting Indigenous Knowledge with satellite data. This session was formatted as a working group/training session that brought together Indigenous and non-Indigenous scholars, Indigenous Knowledge Holders, and multiple government agencies for presentations on specific examples of projects that are based in Indigenous knowledge and incorporate ground based and satellite Earth observations and discussion of opportunity for extension of this work to other areas. Outcomes included ideas for collaborations on protocols, ways to braid Indigenous Knowledge and satellite data for natural resource monitoring and a better understanding of changes to land and environment over time and suggestions for working more meaningfully with Tribal Nations. The session was attended by 56 people, many of whom are Tribal Gov't and other Gov't agency representatives.

• May 2019: MAIANSE participated in the 2019 Rising Voices conference. Rising Voices seeks to diversify scientific research and inform culturally appropriate solutions to weather and climate extremes with a focus on Indigenous science. The theme of the seventh Rising Voices workshop was “Converging Voices: Building relationships and practices for intercultural science.” The theme reflects the meeting objectives which were to: o What does intercultural research collaboration look like in practice? o What are the appropriate steps on the path to intercultural collaboration? o How can the elements of intercultural collaboration be put into practice?

• Summer 2019: Out of 18 Tribal College applicants for NASA summer 2019 internships, 9 Tribal College students were selected across NASA. MAIANSE aided in the recruitment and placement of these interns through the relationships established with MAIANSE’s network of TCUs. An example of just one of these TCU student’s experiences:

o Navajo Technical University student American Indian College Fund Ambassador and Scholar, Nylana Murphy, received support from the MAIANSE grant awarded to Southwest Indian Polytechnic Institute to participate in the 2019 summer internship program at NASA JSC. An article about Nylana's experience was recently published by the American Indian College Fund in their online blog. Nylana's thoughts were shared most succinctly in the article and captured in the following quote: "Murphy wants to influence more young Native students to take their own exploratory steps into the world of STEM and show them that they are capable of being an astronaut, engineer, or a flight manger. "There's a career for everyone, where their dreams can become reality," Murphy shared. With a focus on education, and the help of other technologically inquisitive Native students, those dreams WILL become a reality."

• June 2019: Arctic and Earth SIGNs collaboration with MAIANSE team member: MAIANSE attended an Alaska Native Science and Engineering Program (ANSEP) (http://www.ansep.net/) event. Participants at the event, hosted at both at Anchorage and Fairbanks campuses included Iḷisaġvik Tribal College, Alaska Space Grant, NOAA Observatory in Utiavik/Barrow Collaboration, Tribal College and Hawaii representation at Alaska GLOBE workshop

• July 2019: The 2019 Native Youth Community Adaptation and Leadership Congress was held from July 6th-13th. NASA Minority University Research Education Project (MUREP) for American Indian and Alaska Native STEM Engagement or MAIANSE collaborated with NASA Goddard Science Mission Directorate, specifically GPM and the GLOBE Observer program, to deliver 3-hour long workshops on GLOBE Observer protocols. MAIANSE also supported a career fair at the Congress. MAIANSE was able to engage with a total of around 40 high school juniors and seniors as well as 15 university level students, some of which were graduate students. The purpose of this engagement was to inform more American Indian and Alaska Native students about MAIANSE and the unique NASA opportunities MAIANSE can connect them to as well as engage the native youth participants present at the congress in NASA science through the hands on experience of completing a GLOBE Observer workshop and educating the participants on NASA's Science Missions on board satellites, collecting data similar to the data they collected during the workshop. Also, this event was an excellent opportunity to engage with various federal agency partners who are executing similar work with this specific community.

ACTIVITY CONTRIBUTION TO ANNUAL PERFORMANCE INDICATORS (APIs)

FY 2019 Annual Performance Indicators

• In the 2019 fiscal year, MAIANSE provided 22 significant direct higher education student awards to students attending Tribal Colleges and Universities, 9 of whom were women. These significant direct awards totaled a combination of $93,419 and 6,208 hours. This contributes to the 3.3.3 STEM-19-1 by providing these awards to students attending Tribal Colleges and Universities and ensuring that awards went to women.

ACTIVITY IMPROVEMENTS MADE IN THE PAST YEAR (e.g. activity management, cost efficiencies)

• MAIANSE made improvements in integration of the MAIANSE activity with other MUREP programs. MAIANSE and MIRO entered into a collaboration during FY 2019. MAIANSE helped to bring on Navajo Technical University and Sitting Bull College, two Tribal Colleges and Universities, onto the MIRO award. • MAIANSE continued to build a relationship between MAIANSE and the HQ Communication office. Throughout FY 2019 MAIANSE worked with HQ Communication in order to set up structure and protocol for sharing MAIANSE content and stories. • In terms of conference engagement MAIANSE made improvements in the following ways: o AGU 2018: MAIANSE worked to ensure co-creation of session proposals and presentations in order to include vital voices such as Tribal College students and faculty. MAIANSE also worked to coordinate a Native Science networking event at the AGU conference in order to better establish the indigenous community at the conference and create a space for Native science topics to be shared and discussed. o AISES 2019: MAIANSE improved the implementation and impact of their conference engagement at AISES in 2019 in a few ways: . Collaborated with General Motors and Boeing to deliver a NASA STEM engagement educational activity. This partnership was very effective and showed the indigenous students a united front in the STEM career fields. The activity itself had a pre and post activity content and teachers were provided resources to prep students before the event and to continue learning after NASA left. This is different from years past where MAINSE has engaged students in multiple short activities that had no pre-engagement or follow-up. . More sessions by NASA at the conference: • One session focused on pathways for students to NASA and included a panel of Native American NASA employees who shared their stories and answered questions from students. NASA received extremely positive feedback from participants and had full attendance. • NASA collaborated with GM, Boeing, Raytheon and other STEM companies to deliver a joint session at the AISES conference. The focus of the session was to hold a listening session for students and professionals to discuss their views of the large STEM organizations and companies.

• MAIANSE worked to integrate TCU students into the Arctic Earth SIGNS workshop in Alaska in order to move toward the enterprise model and create more integration between the Science Mission Directorate and MUREP.

ACTIVITY PARTNERS AND ROLE OF PARTNERS IN ACTIVITY EXECUTION

MAIANSE engages a multi-faceted approach in order to build strategic partnerships. These partnerships act as a collective unit to foster inter connectivity and knowledge sharing, in both physical and virtual settings, through which American Indian and Alaska Native serving institutions grow their networks, technical base, and professional connections and develop a sense of community. Our goal is to provide an environment for the MAIANSE community to collaborate in a niche group, encouraging expansion into larger and broader interactions.

The following American Indian and Alaska Native advocacy partners were instrumental in activity execution: American Indian Higher Education Consortium (AIHEC) and American Indian Science and Engineering Society (AISES).

MAIANSE activities engage directly with various NASA Mission Directorates. The work completed by MAIANSE awardees incorporates data and resources related to the NASA mission directorates, thus strengthening the awardees’ institutional capacity and complimenting the work of the mission directorates.

MAIANSE also works closely with the Space Grant Consortium in each state. Below is a list of some examples of Space Grant opportunities:

• Wisconsin Space Grant - First Nation Rocket Launch • Colorado Space Grant - RockOn Rocket Competition

Other NASA Programs MAIANSE collaborates with to meet activity goals:

• The Global Learning and Observations to Benefit the Environment (GLOBE) Program • NASA Applied Sciences • Arctic and Earth STEM Integrating GLOBE and NASA (SIGNs)

Our network continues to grow with the addition of other Governmental entities looking to support the Minority Serving Institution community that MAIANSE has established.

These other entities consist of, but are not limited to:

• Bureau of Indian Affairs (BIA) • Fish and Wildlife Service - Native Youth Community Adaptation and Leadership Congress • Federal Emergency Management Administration (FEMA) • NOAA Sea Grant