Space Grant Consortium Lead Institution: The Director: Timothy D. Swindle Telephone Number: 520-621-4128 Consortium URL: Spacegrant.arizona.edu Grant Number: NNX15AJ17H Lines of Business (LOBs): NASA Internships, Fellowships, and Scholarships; Stem Engagement; Institutional Engagement; Educator Professional Development

A. PROGRAM DESCRIPTION The National Space Grant College and Fellowship Program consists of 52 state-based, university- led Space Grant Consortia in each of the 50 states plus the District of Columbia and the Commonwealth of Puerto Rico. Annually, each consortium receives funds to develop and implement student fellowships and scholarships programs; interdisciplinary space-related research infrastructure, education, and public service programs; and cooperative initiatives with industry, research laboratories, and state, local, and other governments. Space Grant operates at the intersection of NASA’s interest as implemented by alignment with the Mission Directorates and the state’s interests. Although it is primarily a higher education program, Space Grant programs encompass the entire length of the education pipeline, including elementary/secondary and informal education. The Arizona Space Grant Consortium is a Designated Consortium funded at a level of $760,000 for fiscal year 2017. B. PROGRAM GOALS The Arizona Space Grant Consortium (AZSGC) Strategic Plan, Mission, Vision, Goals and SMART Objectives were redefined and approved by the State Management team (managers from all member universities), in March 2017. The Mission statement is reviewed and re- approved annually at the AZSGC’s Statewide Meeting. The AZSGC mission is to expand opportunities for Americans to learn about and participate in NASA's aeronautics and space programs by supporting and enhancing science and engineering education, research, and outreach programs that integrate research with education to help build a diverse, scientifically literate citizenry and a well-prepared STEM workforce. Our vision is to extend the arms of NASA--expanding our universities' and state aerospace research enterprise’s capacity to conduct research while educating the next generation of scientists and engineers. Program area goals are: NASA Internships, Fellowships, Scholarships (NIFS): To help build a diverse, and a well- prepared science, engineering and technology workforce by funding “significant” awards for (≥126.5) Undergraduate (mentored) Research and Graduate (outreach) Scholars. Awardees will learn about, participate in, and share with others, the broad-based science, engineering and education research priorities of NASA’s Mission Directorates. To insure topical diversity of research projects, placements will be made in a variety of (>30) NASA-related disciplines. • Incorporate students into Arizona’s distinguished space science/engineering research enterprises on campus, and with industry, at Federal research facilities and at NASA Centers (>4 placements in industry/NASA Centers)—and in related outreach through formal and informal education channels (>15 publications and/or presentations at professional meetings). • Use NIFS programs to expand representation among active scientists and engineers of our nation’s diverse population (30% diversity of participants, 45% female participation). 100% of significant awardees will be tracked to next steps after graduation, >90% of awardees will complete college degree programs and 85% of program graduates will pursue advanced degrees in NASA-related STEM fields, and/or enter the nation’s STEM workforce. Research (RI): • Support (>10) multi-disciplinary flight and (≥2) non-flight programs with space science/engineering focused research and design, associated hands-on opportunities to apply classroom knowledge to real-world problems that promote "cooperative programs among community colleges, universities, aerospace industry and Federal, state and local governments" as articulated in the National SG objectives. • Provide Arizona university and community college students a variety of team research, engineering and design programs, with opportunities to work as team members, be held to industry standards for deliverables, complete tasks on schedule, communicate about technical work to professionals, peers, and the public through oral and written presentations, and to work side-by-side with science and engineering faculty, and researchers in industry. • Use Research programs to expand representation among active scientists and engineers of our nation’s diverse population (35% diversity of participants, 45% female participation). • Focus on providing opportunities to Arizona’s MSI Community Colleges that insure NASA and STEM opportunities are made available to the diverse population of our state. Higher Education (HE): • Support faculty, student, and community college initiatives to develop interdisciplinary courses/curriculum, training for pre- and in-service teachers, and activities designed to enhance, compliment and grow the workforce development potential of AZSGC programs. • Recruit and support a diverse group of participants (35% diversity of participants, 45% female participation), and sponsor (>8) group educational activities for NIFS students and others to complement and enhance learning, to foster a sense of community by building linkages and promoting networking among students, faculty, researchers, industry professionals and the public, and to provide a diverse group of students opportunities for educational/professional growth and promotion. Precollege (PC): • Support initiatives that align with AZ and National standards to improve STEM education, encourage underrepresented groups into STEM, and encourage professionals and students to undertake public and school outreach. • Deliver NASA-related STEM and leading-edge educational technology to Arizona’s remote, underrepresented, under-served, and struggling schools. • Align all efforts with Arizona Common Core STEM Standards and support systemic reform. Informal Education (IE): • Engage, interest and educate the general public in NASA topics through outreach programs. • Involve NIFS students in public outreach through formal and informal educational channels at a variety of locations/venue types (>4).

2 C. PROGRAM/PROJECT BENEFIT TO PROGRAM AREAS AZSGC 2017 re-tracking effort EVAL and NIFS: On December 31, 2017, Gage Hintzen, ASU Undergraduate Research Scholar, wrote: “I graduated in 2015 with a Bachelor of Science in Electrical Engineering. Soon after I graduated I went to work in Aeronautics with Lockheed Martin and have had the opportunity to work on many exciting futuristic projects for NASA, DARPA, and the US Air Force. I am very aware that only a small percentage of African American women graduate with a degree in electrical engineering…I was the only African American female in my graduating class walking up to the podium to receive the BSEE in May 2015 at ASU. It was a little lonely up there….I am loving life and enjoying my work….It is a joy and privilege to have earned the type of education that allowed me to work with a top rated company like Lockheed and it really speaks to the education I received at ASU, and the excellence of my college professors like Dr. Rogier Windhorst who sponsored me as a NASA Space Grant Intern [now Undergraduate Research Scholar]. He encouraged me to be resilient…[and] made me see that my future is worth fighting for, [giving] me both professional and academic advice that led to my success….I am living my dream, Lockheed Martin hired me because of my entrepreneurial spirit, my professors at ASU nurtured my creativity, being part of programs like the NASA Space Grant Internship inspired me!” AZSGC 2017 re-tracking effort EVAL and NIFS: On January 15, 2017 Alexandria Stanton, Ph.D. wrote: “I was a UA/NASA Space Grant intern [i.e. ‘scholar’] from 2010-2011 and an intern advisor from 2011-2012…the program changed my life in so many positive ways. When I applied to the program, I had just transferred from ….My first semester at UA…was especially rough as I was in Junior-level chemistry and physics classes, and getting less than stellar grades wasn't compensated for by my 2 years of previous success. My UA GPA was embarrassing, and I had no research experience. By some miracle, I was accepted into the Space Grant program anyway. That first year of my internship saw an immediate and dramatic improvement in my performance as a student and a researcher. I can't even describe the confidence boost - that a program associated with NASA had selected me as an intern! - and I made it my mission to be top of my classes and top of the research pool in chemistry. I presented at every opportunity and seized upon every chance to expand my knowledge…. I applied to several graduate schools, and was accepted to five of the top graduate chemistry program in the country. Beyond this, I was one of the few undergraduates to win a NSF Graduate Research Fellowship. At my interviews, it was frequently mentioned that I was one of the few students to have had not only research experience, but also to have publicly presented my research, lead a research team, and mentored other students…. I went to the University of Illinois at Urbana-Champaign and immediately sought out other mentoring opportunities. I was a non-flying member of another successful Microgravity University team, I was president of the Society for the Advancement of Native Americans and Chicanos in Science, and I was a team leader for two summers of the minority-serving Summer Research Opportunities Program/Summer Pre-doctoral Institute…. In the fall of 2016… I had one phone interview and was hired as a chemist to the Environmental Protection Agency in January 2017. I completed my Ph.D. in 2017…. I owe so much to the UA/NASA Space Grant program. It changed me as a person and a scientist, and I recognize I wouldn't have been able to accomplish half as much without the internship. I am glad to see the program going strong, and I hope it continues that way. It made a huge difference in my life and I am forever appreciative of that.”

3 AZSGC NIFS: Rayanna Benally transferred to UA from Diné (Navajo Tribal) College in 2015, and was awarded a 2015-16 UA/NASA Space Grant Mentored Undergraduate Research Scholarship with Dr. Steve Archer in the UA School of Natural Resources and the Environment (SNRE). After her successful scholarship experience, she continued to be employed in her Space Grant Mentor’s research group for the duration of her undergraduate career. She completed a BS degree from the UA in December 2017, and was named SNRE's Fall 2017 Outstanding Graduating Senior. She has accepted a job with the U.S. Bureau of Land Management near her Navajo Reservation home. D. PROGRAM ACCOMPLISHMENTS (See Section F. below for program participants) NIFS: In FY 2017, AZSGC sponsors 6 programs designed to address NIFS goals with accomplishments measured against SMART objectives and awarded 117 undergraduate and 10 graduate scholarships. Of 127 total NIFS awardees, 36 (28.3%) are underrepresented minorities, 62 (48.8%) are female, 4 have disabilities and 3 are veterans. Awardees report 34 distinct academic majors. We support 10 Graduate Scholars who designed and deliver outreach programs to a variety of user groups, and 40 (ASU) Undergrad Scholars are contributing 20 or more hours to STEM outreach in local schools or other venues through PC, HE, and IE components. Undergraduate Scholars from UA, ASU, NAU, ERAU, Pima Community College (PCC), and Coconino Community College (CCC), work with 97 researchers from Arizona’s universities and public and private research sectors, in hands-on professional work experiences across 38 NASA-related topical disciplines. In FY 2017 to date, 14 AZSGC authors supported by NIFS efforts published articles, 4 have papers in-press, 3 presented invited papers, and 9 delivered self-submitted papers with a review process. In addition, one proposal was generated for $46,000; notice of funding is pending. Undergrad participants must complete written program evaluations and present at a Statewide Symposium. Graduate Scholars make formal outreach program review presentations. Tracking records were generated for all program awardees, and will be maintained/updated. Of 1,362 total AZSGC 2006-2017 NIFS significant award recipients: 1170 have completed degree programs, 57 seeking STEM work are still-to-be tracked. The remaining 1113 have taken next steps, and of these, 1038 (93.26%) are employed in STEM fields or are pursuing additional, advanced STEM degrees. We met or exceeded NIFS program area goals and SMART objectives but one: with (28.34%) underrepresented awardees, we fell short of the (30%) NIFS racial/ethnicity diversity target by 1.65%. RI: In FY 2017 to date, 316 students participate in 10 programs—8 flight and 2 non-flight— that address the RI goals (above), with accomplishments measured against the SMART objectives. Of these, 100 participants (31.6%) are from under-represented ethnic/racial groups and 77 (24.3%) are women. The 8 student team flight projects are: 1) Statewide balloon-satellite program, ASCEND! 2) Solar Eclipse Ballooning; 3) Daedalus Astronautics Rocketry; 4) ASU Sun Devil Sat Lab; 5) ASU Phoenix (USIP); 6) ERAU EagleSat CubeSat (USIP); 7) ERAU Eagle Space Flight Team; 8) and ERAU HiBal. All flight programs are conducted in partnership with NASA centers and/or aerospace industry. Nine college and university teams (including 6 MSIs/HSIs/TCUs) participate in our statewide balloon-satellite program ASCEND!, with opportunities to experience the full design-build-fly-operate-analyze cycle of space missions. The AZ team successfully launched/recovered two instrumented balloon payloads from Glendo, WY, as part of the National Solar Eclipse Ballooning effort. Two non-flight programs include: 9) ASU Robotics Team Projects; and 10) NAU SG awarded travel grants for competitively selected National Undergraduate Research Observatory (NURO) (astronomy) students to travel to

4 Arizona with mentors, and observe on a 31-inch telescope owned by Lowell Observatory, administered by NAU; 8 NURO Space Grant authors have been published to date in FY 2017. All programs met the AZSGC RI goal of providing authentic, hands-on student (team engineering, research, and design) experiences rooted in NASA-related topics and incorporating real-life problem solving and needs with a strong workforce development focus. We met most RI SMART objectives but fell short (31.6%) in ethnic and in gender diversity (24.3%). We note, however, that 63.3% of funded RI students are from underrepresented groups, far exceeding our goals. HE: AZSGC sponsored 13 higher education programs in FY 17 to date, with 1,956 student participants. Programs address the HE goals (above) and accomplishments are measured against the SMART objectives. 495 participants (25.30%) are from underrepresented groups and 1009 (51.58%) are female. 7 MSIs: Pima Community College Downtown Campus, Glendale Community College (GCC), (CAC), Estrella Mountain Community College (EMCC), Phoenix College (PCC), and Tohono O’Odham (TOCC) and Diné tribal colleges participate in FY 2017 programs. Programs include a: 1) Statewide Symposium: In April 2017, the 26th Annual AZ/NASA Statewide Undergraduate Research Internship Program Symposium featured 162 student presentations relevant to all NASA Mission Directorates; 2) SEDS; 3) Two revised planetary geosciences graduate field courses at UA; 4) Education, networking and promotion activities for Space Grant Community members including: a private show at Flandrau Planetarium, interactive lunch sessions with expert speakers from university and industry, professional skills building workshops (how to write an abstract, build and deliver PowerPoint presentations, etc.). ASU sponsored a Professional Poster Design Workshop. 5) STEM Lab-courses enhancements at TOCC; 6) Campus STEM outreach and program promotion events (ASU, NAU), including an annual Northern AZ Planetary Science Alliance Poster Session each fall where local scientists and student researchers from NAU, Lowell Observatory, USGS and US Naval Observatory present posters about their work and discuss research opportunities with NAU students; 7) ASU Interns’ poster session showcased research to the campus community via a professional posters and hands-on scientific demonstrations; 8) a Symposium at NAU (spring 2018), will provide NAU Undergrad Research Scholars and others a venue to present and promote research via posters to peers, faculty and industry representatives; 9) Competitive travel awards to attend Women in Physics Conference (NAU, ASU); 10) NAU sponsorship of Physics & Astronomy student clubs; and 11) NAU AISES (including support for participation in First Nation’s Launch Program—the team will not compete in 2018 due to student lead illness)--and Hispanic Engineering Clubs. Two revised NASA STEM focused courses are offered at UA, 4 are sponsored at TOCC and 6 at MSI ASCEND community colleges. These activities and others contribute directly to AZ HE goals. We met all HE SMART objectives but missed our ethnic/racial diversity goal of 35% with a 25.3% participation while exceeding our 45% gender diversity goal with 51.5% female participation. PC: AZSGC sponsored or contributed to 12 PC programs that cumulatively served 144 Arizona formal and informal educators and 7,597 precollege students. Activities are conducted with partners (including museums/science centers) to leverage funding and extend reach. Programs address the PC goals (above) and accomplishments are measured against area SMART objectives. Programs are strategically directed to underrepresented/underserved groups and areas of greatest need: 1) NAU supports the Navajo-Hopi Outreach program with affiliate Lowell Observatory, which delivers NASA space science content to 7 Navajo and Hopi reservation schools. 2) NAU’s American Indian Mobile Education Resource (AIMER) traveling science

5 classroom and educators worked directly with 762 students during 7 visits to 5 rural reservation schools and communities. Additionally, they conducted star parties at a Navajo-Hopi Outreach school, the Grand Canyon National Park and at Navajo Bridge, that included students and members of the general public alike. They helped sponsor 3) Nizhoni Academy, a four-week summer residential STEM program at NAU for Native high schoolers. UA and ASU Graduate Scholars developed and deliver programs to schools with large underrepresented populations including: a UA Graduate Scholar-led effort 4) “Earth Science STEM Lessons Development” (with and for high school teachers at the Santa Rita Experimental Range), has produced STEM inquiry-based lessons, supplemental videos, worksheets, grading rubrics, and a lessons website-- used and tested in teacher/participant classrooms; another UA Grad Outreach Scholar is developing a 5) STEM Education Modular Platform to allow teachers to implement in-class “Makerspaces”; 6) ASU Undergrad Scholars led a variety of precollege outreach activities on campus and at local schools through activities including “Astronomy Nights”, a “Girl Scout Astronomy Camp”, “Science Day at Centennial Elementary School”, “Girls Make-A-Thon— Young Engineers Shape the World”, and more. ASU Grad Outreach Scholars developed and led three programs 7) Analyzing Accessible Astronomy: Tactile Learning in an Introductory Laboratory Course for vision impaired students, 8) Young Engineers Shape the World, an engineering integration program for girls and 9) and led Greenway Middle School’s Mission to Mars. 10) NAU supports and helps provide programs and speakers for two Flagstaff Middle School Science Clubs; 11) UA/AIAA Kids Club integrates NASA material in a Saturday hands- on club to excite, educate and build skills to pursue NASA STEM in school. And finally, an AZSGC grant to 12) Teachers in Industry gives long-term sustained professional development training to educators, resulting in deeper content understanding and/or competence and confidence in teaching STEM disciplines while completing Master’s degrees. All programs focus on NASA-relevant research/skills-building topics, incorporate NASA data, curricular materials and/or expertise, and align with state common core STEM standards. These and other activities contribute directly to PC goals; we met all program area SMART objectives. IE: In FY 2017, AZSGC sponsored 6 IE programs, collaborating with partnering organizations to leverage resources and to extend reach. Programs build strategic partnerships with formal and informal STEM education providers to share NASA research. NAU Space Grant participates in the annual 1) Flagstaff Festival of Science, a large, 10-day community event and longest running science festival in the country celebrating all things STEM. 2) ASU’s Space Grant Intern Informal Education Outreach fosters leadership in a variety of community STEM educational events--including Earth and Space Exploration Day, the Arizona SciTech Festival and more, to inform community members of leading-edge NASA research and development. In addition, ASU Space Grant 3) Alumni Night, is an opportunity for present and past Space Grant awardees to network, and for current students aspiring to join the STEM aerospace workforce, to receive advice and coaching from alumni who have successfully joined these workforce sectors. 4) Science Speakers, a program with 28 speakers offering 67 different talk topics, provides renowned experts at no charge to schools and community organizations (UA). 5) Graduate Scholar led Top to Bottom—Stories of the Critical Zone created a Critical Zone Discovery Exhibit at Flandrau Planetarium and Science Center, complete with videos of researchers to put voices/faces and personal stories to the science. Finally 6) Pima Air and Space Gallery is receiving a long-overdue exhibits/content update by a UA Graduate Research Scholar. These and other IE activities contribute directly to AZ IE goals and all SMART objectives were met. E. PROGRAM CONTRIBUTIONS TO NASA EDUCATION PERFORMANCE GOALS

6 • Diversity: AZSGC involves Arizona’s four, four-year research universities as members--two of these, UA and ASU, are emerging HSIs, and NAU ranks near the top of non-tribal institutions across the country in graduating Native American students from more than 125 distinct tribes. Members work with 30 affiliate partners including 7 MSI/HSI/TCU community colleges, federal research organizations, private industry, and for- and not-for- profit research enterprises. The state management team has 9 active members in 2017, (55.5% women, 22.2% underrepresented) representing 9 diverse NASA/educational disciplines. We fell short of our ethnic-racial diversity goals for significant awardees at 28.3% (goal 30%), and exceeded our (45%) gender diversity goal with 48.3%. Most RI, PC and IE programs serve schools/groups with large percentages of underrepresented/underserved participants; bridging from two- to four-year university programs is encouraged across all areas (see C: Stanton and Benally highlights). • Minority-Serving Institutions: AZSGC includes 7 MSI/HSI/TCU community college affiliates: PCC DT, GCC, Diné (Navajo Tribal), TOCC (Tribal), CAC, EMCC and PCC). Two member universities, UA and ASU, are emerging HSIs. • Office of Education Annual Performance Indicators: o API ED-15-1: 108 o API ED-15-2: 144 o API ED-15-4: 13* o API ED-15-5: 7,772 *Flandrau Planetarium/Science Center: “Desert Moon” (Space Grant funded video) runs in gallery throughout the day and was featured in private group showings; Exhibit: “Puzzles, Proofs and Patterns (created by UA Graduate Outreach Scholar) was available to about 44,870 visitors in 2017, “Critical Zone Discovery Exhibit” (featuring 7 Space Grant produced videos) ran through 8 special events to date in FY 17 and were available for view by 44,870 regular science center visitors; Biosphere 2: features our Lunar Greenhouse Outreach Teaching Module; and the Pima Air and Space Museum’s space gallery (still exhibiting NASA Phoenix Mission material) is receiving a desperately-needed, complete overhaul and update by a (IE) Space Grant Graduate Outreach Fellow this reporting year. F. IMPROVEMENTS MADE IN THE PAST YEAR Each year, AZSGC managers and partners work to update and improve programs and evolve systems for conducting daily business more efficiently and effectively. In 2017, the AZSGC website continued to be redesigned to enhance readability, clarity of content and composition, to provide a greater focus on student imagery, enable mobile-friendly access to web pages, and to improve accessibility throughout the site. A significant improvement in FY 2017 was a concerted search for previously tracked and untracked AZSGC alumni (1989-present) to add “where they are now” to “next steps” information. This effort, an action item from the 2016 AZ Statewide meeting, was more geared to help us evaluate and assess longer-term program impacts than assessing first moves out of college alone. Undergraduate and graduate degrees, workforce positions and promotions were researched; 1,392 alumni records--undergraduate and graduate NIFS awardees--were updated. Periodically, additional research will be conducted to continue to refine, build, and maintain alumni records, and statewide website alumni page listings are being updated with the new

7 information. This information allows us to demonstrate to NASA, Congress, and Arizona stakeholders, that AZSGC is accomplishing goals/objectives set forth in the Space Grant Act. Significant improvements were made in the FY17 ASCEND! High-Altitude Balloon programs. At ASU, Undergraduate Scholars, motivated by lessons learned in past ASCEND and Solar Eclipse Ballooning team work, led a process to modify team recruitment processes to ensure participant dedication and maintain program longevity. They constructed and taught a new curriculum to instill a strong, uniform knowledge base amongst members and developed and led a series of meticulously planned hands-on training workshops. The new methodology resulted in very successful payload performance in November’s balloon flight and great prospects for future launches. An important improvement spearheaded by balloon-sat team members at PCC (HSI), is an ASCEND! program Facebook page and YouTube videos on C++, Arduino programming and decision making, and a week-long team training program, created/led by student team leads, helped program participants across Arizona deal with common software and coding issues. “It’s hard to find people with strong backgrounds in coding at our community colleges.” Finally, ANSR/Orbital AKT (launch provider) Space Grant leads developed a template for student teams use to systematize and expedite pre-launch workshop presentations to be tested in March 2018. G. CURRENT AND PROJECTED CHALLENGES In 2017, we lost our key faculty representative at Diné College. Two new (Navajo) instructors assumed responsibilities for leading ASCEND! program participation and mentoring teams of “significant awardees” in spring-summer 2018. Still, working through complicated Diné HR, purchasing regulations and more, has severely slowed program momentum. An AZSGC alumna/ ANSR employee, the NAU AZSGC Coordinator, the SG Faculty Lead at PC and others have come forward to advise, assist, and mentor the new participants. The relatively new ASU Coordinator who assumed program responsibilities with little cross-over training, continues to climb a steep learning curve, especially in program reporting, but brings positive and creative program enhancements. Susan Brew, 27+ years AZSGC and UA Manager, is training a program alumna in Consortium management. This monumental undertaking is motivated by a need to spread the knowledge base, and to train a smart, motivated young woman to assume management responsibilities when Brew reduces her time commitment and prepares to retire. H. PROGRAM PARTNERS AND ROLE OF PARTNERS IN PROJECT EXECUTION MEMBERS (4): Maintain program offices, staff, local steering committees, and sponsor/manage Space Grant programs. Managers from each form the AZSGC State Management team. University of Arizona (Lead): Public PhD degree granting Research University and emerging HSI. Provides AZSGC leadership, Director, Manager, website support, distributes funding to membership and affiliates, OEPM and other reporting, leads statewide proposal teams, interacts with NASA, helps develop and implement policy and provides a significant portion of AZSGC cost sharing. UA sponsors programs in all activity areas; NIFS - Undergraduate (mentored research) Scholarships, and NASA outreach-based Graduate Scholarships; RI - leads a statewide balloon-sat program; HE - Planetary Geology graduate field courses, advises/supports UA SEDS, hosts statewide symposium alternate years; PC - Grad Scholar led outreach to local schools, AIAA/Space Grant Kids’ Club, Teachers in Industry (in service teacher STEM research/training to Masters Degrees; IE – Various effort to maintain/sustain partnerships with Museums/Science Centers. Arizona State University: Public PhD degree granting Research University and emerging HSI. Provides Associate Director,

8 Coordinator, and Specialist. Sponsors programs in all areas; NIFS - Undergraduate (mentored research) Scholarships, and NASA outreach-based Graduate Scholarships; RI – team engineering programs: balloon-sats, robotics, rocketry and satellites development; HE – alternate years statewide symposium host, campus poster session/recruiting, NIFS led outreach to HE audiences; PC-NIFS-led outreach to schools; IE- Alumni night, lead variety of NASA-related IE programs on campus and in community. Northern Arizona University; Public PhD degree granting Research University. Provides Associate Director, Coordinator. Sponsors programs in all areas; NIFS - Undergraduate (mentored research) Scholarships; RI – NURO; HE – Undergrad Research/Design Day, Women in Physics travel scholarships, Physics/Astronomy science clubs, AISES and Hispanic Engineer clubs and AISES 1st Nations Launch program team support/mentors, Statewide Symposium participant; PC- American Indian Mobile Ed Resource (AIMER), Navajo-Hopi Outreach program with Lowell, Nizhoni (native high school summer academy), supports two middle school STEM clubs; IE - Partners in Flagstaff Festival of Science. Embry-Riddle Aeronautical University: Private MS granting aeronautical university. Provides Associate Director. Sponsors programs in NIFS - Undergraduate (mentored research) Scholarships; RI –variety of student team flight and non-flight programs (NASA CubeSat development, balloon-sats, Eagle Space Flight Team); HE – Statewide Symposium participant. AFFILIATES (30): Each provides a representative to the AZSGC Statewide Steering/Advisory Committee; most collaborate in programs. 2017 program participants are indicated with (*). Higher Education affiliates (9) The National Undergrad Research Observatory Consortium (NURO)*, (11 small colleges/universities from across the country): RI NURO program to share observing time on Lowell Observatory’s 31-inch telescope and collaborate on key astronomical research, and eight two-year community and tribal colleges: Diné College (TCU)*: RI Balloon-sat program, and HE Statewide Symposium. Tohono O’odham CC (TCU)*: Annual STEM faculty defined HE projects to enhance campus STEM courses/programs. Central Arizona CC (HSI)*, Estrella Mountain CC (HSI)*, Glendale CC (HSI)*, Phoenix College (HSI)*, and Pima CC DT (HSI)*: RI Balloon-sat program, and HE Statewide Symposium and Phoenix and Glendale students participate on AZ Solar Eclipse Ballooning team (RI), and Coconino CC*: NIFS Undergrad (mentored research) scholarships at NAU. Industry affiliates (7): Iridium Satellite LLC (AZSGC Alumnus Rep): IE ASU Space Grant Alumni Night. Orbital ATK, Inc. (AZSGC Alumnus Rep)* ASCEND lead, Solar Eclipse Ballooning, IE ASU Space Grant Alumni Night. Paragon Space Development Corp: NIFS selects UA Undergrad and Grad Scholars, occasional mentor placements for students, HE working in industry talks to UA SG students. Raytheon Corp: HE working in industry talks to UA SG students, Rincon Research*: NIFS selects UA Undergrad and Grad Scholars, mentors students, Solar Eclipse Ballooning, M2S2 Technologies* (AZSGC Alumnus Rep): RI Advisor for ASU robotics and Phoenix teams, World View* (AZSGC Alumnus Rep): occasional mentor placements for students and working in industry talks to UA SG students. Outreach affiliates (7)-AZ Daily Star AZ Daily Sun* (Tucson and Flagstaff, AZ daily newspapers): NIFS, provides mentored, science writing placements for students. Biosphere 2* (Earth science research, education, and science center): HE: Educational tour for TOCC AISES, IE: displays AZSGC Lunar Greenhouse Outreach and Teaching Module, NIFS and IE supports and provides cost sharing for Graduate Scholars’ outreach. Flandrau Planetarium and Science Center*: supports and provides cost sharing for NIFS and IE Graduate Scholars’ outreach. Hungry Planets Systems & Services: NIFS has mentored Undergrad Scholar. Mt. Lemmon Sky Center*: NIFS selects UA

9 Undergrad and Grad Scholars, occasional mentor placements for students, PC/IE Grad Scholars lead STEM educational programs at facility, contribute curriculum, etc. Prescott Astronomy Club*: IE open invite to all club events/activities, AZ Solar Eclipse Ballooning Support/Outreach in WY.. Research affiliates (7) AZ Near Space Research*, a 501(c)(3) organization, promotes science, technology, engineering and mathematics (STEM) through Amateur Radio and High-Altitude Balloons), RI balloon-sat program and AZSGC Eclipse Ballooning effort. Lowell Observatory*: NIFS mentored research projects for Undergrad Scholars, HE Statewide Symposium Moderators, PC Navajo/Hopi program, National Optical Astronomy Observatories* (Federal) NIFS occasionally mentored research for Undergrad Scholars, IE educational programs and tours for Space Grant groups. Planetary Science Institute* (NPO) NIFS mentored research projects for Undergraduate Scholars, HE lead discussion sessions with Undergrad and Grad Scholars and others about employment in private aerospace research sector; USDA Southwest Watershed Research Center* (Federal): Provides UA Space Grant Associate Director, NIFS mentored research projects for Undergrad Scholars, leads Scholars’ Peer Advisors program, HE helps lead Undergrad Scholarship program orientation, abstract writing and PowerPoint development/presentation workshops; and United States Geological Survey Astrogeology Science Center* (Federal) NIFS mentored research projects for Undergrad Scholars, HE Statewide Symposium Moderators. NAPSA* talks and research posters presentations and involve NAU NIFS students in leading-edge planetary science. 2017 Non-Affiliate Program Partners and Collaborators: Served by Graduate and Undergraduate Scholars’ 2017 Programs: Anza trail K-8, Arizona Cooperative Extension, AZ Department of Education, Bloom Elementary, Continental Middle School, Copper View Elementary, Davidson Elementary School, Davis Bilingual Magnet School, DeGrazia Elementary, Desert Sky Middle School, Esmond Station K-8, Harelson Elementary, Immaculate Heart High School, Innovation Academy, Instituto Cervino & Bachillerato Anahuac, Guaymas, SO, MX, Jenez River Basin- Santa Catalina Mountains Critical Zone Observatory, John B. Wright Elementary, Keeling Elementary, Kellond Elementary, Marana High School, McCorkle K-8, Ocotillo Ridge Elementary, Pima Air and Space Museum, Pistor Middle School, Quail Run Elementary, Rincon Vista Middle School, Sahuarita High School, Sahuarita Intermediate, Tanque Verde Elementary School, Thornydale Elementary, Tucson Country Day School, Tucson High School, Walden Grove High School, Greenway Middle School, and Young Engineers Shape the World. Lowell Navajo-Hopi Outreach: Shonto Prep School, Tiis Nazbas Community School, Wingate Elementary School, Ojo Encino Day School, Tuba City Boarding School, First Mesa Elementary School, and Saint Michael's Indian School. Middle School Science Clubs: Little Singer Community School and Sinagua Middle School. AIMER: Dilcon Community School, Hotevilla Bacavi Schools, Kaibeto Boarding Schools, Kinlani Boarding School, Leupp Elementary School, Little Singer Community School, Tuba City Boarding School. STAR School, Tonalea Schools, Coconino County Board of Supervisors, Glen Canyon Natural History Association, Grand Canyon National Park, Land of the Yankee Fork State Park, ID, Challis Messenger. Festival of Science: APS, Arizona Community Foundation of Flagstaff, Babbitt Ranches, City of Flagstaff, Center for Science Teaching and Learning at NAU, Flagstaff Cultural Partners, Flagstaff Medical Center, Grand Canyon National Park, Museum of Northern Arizona, National Weather Service, US Naval Observatory, and W.L. Gore and Associates.

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