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Register a new userThe NASA/IPAC Teacher Archive Research Program (NITARP)
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NITARP, the NASA/IPAC Teacher Archive Research Program, partners small groups of predominantly high school educators with research astronomers for a year-long research project. This paper presents a summary of how NITARP works and the lessons learned over the last 13 years. The program lasts a calendar year, January to January, and involves three ~week-long trips: to the American Astronomical Society (AAS) winter meeting, to Caltech in the summer (with students), and back to a winter AAS meeting (with students) to present their results. Because NITARP has been running since 2009, and its predecessor ran from 2005-2008, there have been many lessons learned over the last 13 years that have informed the development of the program. The most critical is that scientists must see their work with the educators on their team as a partnership of equals who have specialized in different professions. NITARP teams appear to function most efficiently with approximately 5 people: a mentor astronomer, a mentor teacher (who has been through the program before), and 3 new educators. Educators are asked to step into the role of learner and develop their question-asking skills as they work to develop an understanding of a subject in which they will not have command of all the information and processes needed. Critical to the success of each team is the development of communication skills and fluid plan of action to keep the lines of communication open. This program has allowed more than 100 educators to present more than 60 total science posters at the AAS.
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The NASA/IPAC Teacher Archive Research Program (NITARP) provides a year-long authentic astronomy research project by partnering a research astronomer with small groups of educators. NITARP has worked with a total of 103 educators since 2005. In this paper, surveys are explored that were obtained from 74 different educators, at up to four waypoints during the course of 13 months, from the class of 2010 through the class of 2017; those surveys reveal how educator participants describe the major changes and outcomes in themselves fostered by NITARP. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. During the experience, educators get comfortable with learning complex new concepts, with ~40% noting in their surveys that their approach to learning has changed. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 14% report that the experience was life changing. At least 60% express a desire to include richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants; the NITARP approach could be mirrored in similar professional development (PD) programs in other STEM subjects.
We describe the contents and functionality of the NASA Exoplanet Archive, a database and tool set funded by NASA to support astronomers in the exoplanet community. The current content of the database includes interactive tables containing properties of all published exoplanets, Kepler planet candidates, threshold-crossing events, data validation reports and target stellar parameters, light curves from the Kepler and CoRoT missions and from several ground-based surveys, and spectra and radial velocity measurements from the literature. Tools provided to work with these data include a transit ephemeris predictor, both for single planets and for observing locations, light curve viewing and normalization utilities, and a periodogram and phased light curve service. The archive can be accessed at http://exoplanetarchive.ipac.caltech.edu.
The NASA/IPAC/NExScI Star and Exoplanet Database (NStED) is a general purpose stellar archive which supports NASA planet-finding and planet-characterization goals, stellar astrophysics, and the planning of NASA and other space missions. There are two principal components of NStED: a database of 140,000 nearby stars and exoplanet-hosting stars, and an archive dedicated to high precision photometric surveys for transiting exoplanets (NStED-ETSS). We present summaries of these components. The NStED stellar database currently serves published parameters for 140,000 stars. These parameters include coordinates, multiplicity, proper motion, parallax, spectral type, multiband photometry, radial velocity, metallicity, chromospheric and coronal activity index, rotation velocity/period, infrared excess. NStED-ETSS currently serves data from the TrES survey of the Kepler field as well as dedicated photometric surveys of four stellar clusters. NStED-ETSS aims to serve both the surveys and the broader astronomical community by archiving these data and making them available in a homogeneous format.
The NASA/IPAC Extragalactic Database (NED) is an impressive tool for finding near-exhaustive information on millions of astrophysical objects. Here, we outline a small systematic error that occurs in NED because a low-redshift approximation is used when making the correction from redshifts in the heliocentric frame to the cosmic microwave background (CMB) rest frame. It means that historically NED systematically misreported the values of CMB-frame redshifts by up to $sim10^{-3}z$ (about 0.001 at redshift of 1). This is a systematic error, and therefore the impact on applications requiring precise redshifts has the potential to be significant -- for example, a systematic redshift error of $sim10^{-4}$ at low redshift could resolve the Hubble tension. We have consulted with the NED team and they are updating the software to remove this systematic error so these corrections are accurate at all redshifts. Here, we explain the changes and how they impact the redshift values NED currently reports.
This study involves a theory-based teacher professional development model that was created to address two problems. First, dominant modes of science teacher professional development have been inadequate in helping teachers create learning environments that engage students in the practices of science, as called for most recently by the NGSS. Second, there is a lack of teacher presence and voice in the national dialogue on education reform and assessment. In this study, teachers led and participated in a professional community focusing on STEM education research. In this community, teachers became increasingly responsible for designing and enacting learning experiences for themselves and their colleagues. We investigated the characteristics of the science teachers learning process. Findings suggest that teachers who participated in this model generated knowledge and practices about teaching and learning while simultaneously developing identities and practices as education reform advocates and agents of educational change.
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