Project 1

This project will focus on designing high-quality, developmentally appropriate NASA-themed mathematics learning activities for P–16 classrooms. The
student will investigate space science content such as planetary data, orbital motion, moon phases, and scale modeling. They will translate this
information into rich mathematical explorations aligned with Arizona and national mathematics standards. Activities could be created for multiple grade
levels, ranging from playful hands-on problems for early elementary students to modeling and data analysis tasks for high school learners. Each activity
will include a teacher guide, student instructions, assessment suggestions, and connections to authentic NASA missions or datasets. The project will
culminate in a digital repository of classroom-ready resources that can be shared with teachers across northern Arizona. The undergraduate scholar will
engage in all phases of curriculum research and design. This includes reviewing NASA education materials, exploring NASA datasets and visualizations,
and using inquiry-based mathematics pedagogy to shape engaging learning experiences. The student will test activities locally (either by piloting with
partnering teachers or through outreach events) and then refine them based on feedback and reflection. The project will position the student to present
their work at the NAU Undergraduate Symposium and at regional STEM outreach events. This project supports both NASA’s mission and NAU’s
educational goals. It promotes STEM identity development, strengthens mathematical modeling and problem-solving, and builds community partnerships
between the university and local schools. By combining mathematics, space science, creativity, and outreach, the project offers a pathway for the student
to gain research experience while providing teachers and young learners with powerful, curiosity-driven connections between mathematics and the
universe.

Across two semesters, the undergraduate student will engage in a structured cycle of research, curriculum design, testing, and dissemination. During the
fall semester, the student will dedicate approximately 8–10 hours per week to learning NASA content, reviewing existing NASA education resources, and
identifying mathematical concepts appropriate for P–16 audiences. They will analyze NASA datasets (e.g., planetary distances, satellite imaging,
atmospheric measurements), align them with grade-level mathematics standards, and begin drafting activity prototypes. By mid-semester, the student
will produce multiple early-stage lesson/activity samples and participate in mentorship meetings for feedback, revisions, and pedagogical development.
During the spring semester, the student will continue at approximately 8–10 hours a week, shifting to field testing, revision, and product completion.
Activities will be piloted either in local classrooms, outreach programs, or simulated environments with peer learners. The student will revise materials
based on teacher/participant feedback and expand each task into a full instructional module including teacher notes, standards alignment, data sources,
assessment ideas, and NASA mission connections. The student will also prepare a capstone poster and oral presentation for the NAU Undergraduate
Symposium, along with a shareable digital repository of activities. Throughout both semesters, the student will document their work through reflective
journaling, research summaries, and/or progress reports. By project completion, the student will have developed multiple classroom-ready NASA
mathematics activities and gained meaningful experience in curriculum design, data literacy, community engagement, and STEM communication. This
workload reflects an estimated total of 240–300 hours (15–20 hours per week across fall and spring combined) and is appropriate for the scope and rigor
of a NASA Space Grant research experience

By the end of the two-semester project, the undergraduate student will produce a portfolio of classroom-ready NASA mathematics activities designed for
multiple grade bands (elementary, middle, and high school). Each activity set will include teacher implementation guides, lesson structure, student-facing
materials, connections to NASA missions, and standards alignment. These products will be compiled into a digital open-access activity library that can be
shared with local partnering schools, NAU teacher preparation programs, and regional STEM outreach networks. In addition, the student will showcase
their work at the NAU Undergraduate Symposium, preparing a research poster and an oral presentation that demonstrate the development process,
pedagogy, and classroom applications of the activities. Depending on project progress and interest, the student may also contribute to presentations at
regional teacher conferences or STEM outreach events, such as the Arizona Science Teachers Association conference, Space Grant regional
gatherings, Math Teachers’ Circles, or community STEM nights. These activities will provide them with professional communication skills and meaningful
networking experiences. This project will prepare the student for future opportunities in STEM education, curriculum development, or graduate research
while generating valuable instructional resources for the wider P–16 community.