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A Model for University-Industry Collaboration in Remote Sensing Workforce Development

A Model for University-Industry Collaboration in Remote Sensing Workforce Development. Dr. Luke Flynn Hawaii Space Grant Consortium Preparing Students for Careers in Remote Sensing Applications Durham, New Hampshire August 16, 2002. The Aftermath of 9/11/2001.

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A Model for University-Industry Collaboration in Remote Sensing Workforce Development

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  1. A Model for University-Industry Collaboration in Remote Sensing Workforce Development Dr. Luke Flynn Hawaii Space Grant Consortium Preparing Students for Careers in Remote Sensing Applications Durham, New Hampshire August 16, 2002

  2. The Aftermath of 9/11/2001 “We live in a new reality now. With the tragedy of September 11 we were forced to see how the freedom and open way of life we enjoy makes us vulnerable. … it is important that we look at our country as whole, rallying our assets and talents toward common goals. NASA's capabilities can be marshaled to support the goal of providing for our security.” – Mr. Sean O’Keefe, NASA Administrator

  3. Objectives for Workforce Development • Remote sensing companies (NovaSol, STI) and government organizations (HSCD, PDC) in Hawaii are in need of skilled workers who can interpret remote sensing images. • Remote sensing industry can easily provide service jobs in Hawaii without a lot of start-up funds. • Remote sensing industry and University should pool resources to accomplish educational and research tasks.

  4. Outline of Discussion • Steps to University-Industry Interaction • Identifying NASA Resources in Hawai’i • Remote Sensing Lessons at the K-12 level • Undergraduate Opportunities for Research • Educating and Re-educating the Workforce in Hawai’i

  5. Steps to University-Industry Interaction • Step 1: Poll potential partners to determine workforce needs. • Step 2: Initiate interaction through seminars and informal workshops. • Step 3: Develop and augment curriculum to use NASA technology and data products to address workforce needs.

  6. Steps to University-Industry Interaction • Step 4: Develop educational support infrastructure for K-12. • Step 5: Work on joint products/proposals that sponsor research assistantships in private sector. • Step 6: Adjust courses based on interactive feedback from partners and advances in NASA technology.

  7. Remote Sensing Questionnaire • The HSGC conducted a poll of over 70 businesses and government agencies in Hawaii using remote sensing data. • Questions included level of expertise required, applications used, future resource needs, and efficient methods of education. • A remote sensing education seminar was held in Hawaii to promote interaction and participation.

  8. Results of Questionnaire • Master’s level candidates required. • Software engineers to create remote sensing applications • Engineers with signal processing skills • Focused short courses and workshops. • Multi-disciplinary training preferred (EE - signal processing, G&G - remote sensing, Geog. - GIS).

  9. Educational Resources in Hawai’i • Project Development - Vast image database • Personnel covering all aspects of remote sensing and instrumentation that can also serve as advisors for undergraduate and Master’s projects. • Seek to combine NASA (ESE and Space Grant) and other Federal support for projects.

  10. Image Resources • Image resources are considerable • Applications can be used to foster joint industrial and government products and proposals. • Many of these data are not available to persons outside of NASA Science Teams. Due to our participation in these teams, we are able to use these data for educational purposes as well.

  11. Image Resources - GOES GOES system provides new images every 15 minutes for most of the Western Hemisphere. Data available on-line for 15 days after acquisition. (http://goes.higp.hawaii.edu) Currently generate 6 image products for each of 23 GOES regions every 15 minutes or 96 times a day or approximately 4.8 million image products a year.

  12. Pu’u ‘O’o Surging, August 1997

  13. Image Resources - MODIS MODIS is a 1-km spatial resolution imaging system on Terra. MODIS data are globally refreshed once per day. Our MODIS thermal alert site provides hot spot information for the period of June, 2000 to almost present time. (12-15 day time lag between data collection and processing.

  14. Select Display Earth at a different GMT Date: Display a different area for the Date 05/28/2001 GMT: Display Previous Day (05/21/2001 GMT) Amazon Alaska All Bezymianny Display Target Display Region Display Subregion MM / DD /YY Display This GMT Date 05/28/2001 Earth All Thermal Alerts Bookmark URL for this page: http://modis.pgd.hawaii.edu/cgi-bin/modis/modis.cgi?format=globe&globe=&ddate=05%2F28%2F2001 Text Alert File for this map Display alerts for this map Global alerts are Displayed Display Next Day (05/29/2001 GMT) (45º X 45º) (12º X 12º) (45º X 45º) Display Current Alerts (06/15/2001 GMT)

  15. Activity at Popo - 10/20/2000 UNIX_Time Year Mo Dy Hr Mn Longitude Latitude B21 B22 B29 B31 B32 SatZen SatAzi SunZen Line Samp Ratio 972056100 2000 10 20 05 35 -98.633339 19.026901 0.597 0.758 4.834 5.765 5.591 55.058 -96.200 166.903 1385 90 -0.761 971967300 2000 10 19 04 55 -98.627579 19.025188 2.345 4.347 5.107 6.034 5.724 24.731 79.870 157.850 231 951 -0.137 971967300 2000 10 19 04 55 -98.617622 19.026770 1.299 1.301 4.935 5.850 5.727 24.731 79.870 157.850 231 950 -0.630 972056100 2000 10 20 05 35 -98.593399 19.030983 0.581 0.662 5.264 6.127 5.886 55.058 -96.200 166.960 1385 89 -0.798

  16. Image Resources - Landsat 7 The Landsat 7 Mission: 30m/pixel spatial resolution 17 year heritage of images Long-term projects possible Good calibration support Available within 3 days of collection Cost = $400/scene

  17. Image Resources - ALI Hyperion spectra of Kilauea lava flow field allow for multiple component calculations of lava flow temperatures and emitting areas. Advanced Land Imager is an engineering test for the follow-on in the Landsat program. This image shows the location of active lava flow field at Kilauea.

  18. Image Resources - Hyperion Part of a Hyperion image on left showing more extensive eruption. Saturation of detectors over hot channels cause a radiance echo in Hyperion data. We are working to reconstruct the original analog signal from the saturated pixels and the radiant echo.

  19. Hyperion Spectra - July 22, 2001

  20. Hawaii Space Grant Consortium Director: Dr. Luke Flynn Exec. Director: Ms. Lorna Ramiscal Associate Directors: Fellowships: Dr. Ed Scott Outreach: Dr. B. Ray Hawke Space Science: Dr. G. Jeff Taylor Future Flight Director: Mr. Art Kimura F F Coordinator: Mrs. Rene Kimura SG Web Sites: Mrs. Linda Martel Associate Directors: UH-Hilo: Dr. Steve Worchel Hawaii CC: Mr. B. Laurich HCC: Mr. Ron Takata MCC: Mr. John Pye KCC: Mr. John Rand WCC: Mr. Joe Ciotti LCC: Mr. Fritz Osell U. Guam: Dr. Mark Lander

  21. Education for K-12 • Future Flight Hawaii • WELES • Kids as Airborne Mission Scientists • FIRST Robotics Program • EAST Program (non-affiliated)

  22. Future Flight Hawaii Future Flight Hawaii is a space-theme educational program designed to catalyze a child's interest in science, technology, and the future. Using a mission format, the summer-program participants experience a variety of training modules to prepare them for a simulated space mission. Thus far, 3500 students in grades 2-11 have participated in programs investigating the Earth, Mars, and the Moon.

  23. WELES • WELES - Web Enhanced Learning Environment Strategies later became ALI’I Accessible Lesson Planning Information Index. • The ALI’I goal is to provide educators with an easy-to-use method for planning lessons enhanced with NASA and NASA-related web resources. • An integral part of the WELES lesson planner is a database of premier educational web sites about aeronautics and remote sensing. • Internet resources in this database are pre-selected and pre-approved by our team of educational specialists, scientists, and aeronautics engineers.

  24. Kaams Project • To use airborne remote sensing missions to increase middle school students’ interest in science through problem-based learning. • Overview, Frame, Inform, Explore, Try, Support • To develop web-based curriculum supplements that address National Education Standards in science, math, technology, and geography.

  25. FIRST Robotics Competition FIRST - For Inspiration and Recognition of Science and Technology FIRST is a 501(c)3 non-profit organization aiming to generate an interest in science and engineering among today's youth. Currently, their primary means of accomplishing this goal is through their annual robot competitions, which began in 1992. FIRST Teams unite high school students, teachers, and local engineers who volunteer.

  26. Environmental and Spatial Technology The Environmental and Spatial Technology (EAST) model is a dynamic, performance-based learning environment for students in grades 9-12 utilizing project-based service learning, integrated with advanced technological applications. Hawaii EAST Schools include Maui High, Lahainaluna High, and Kaiser High (Oahu). EAST is heavily computer-, GPS-, and GIS-project oriented. Well suited for remote sensing applications.

  27. Undergraduate Education • Space Grant Fellowships • GG 460 • CubeSat

  28. Hawaii Space Grant Fellowships The Hawaii Space Grant Consortium funds fellowship projects dealing with the understanding, utilization, or exploration of space or with the investigation of Earth. Undergraduate students pair with faculty mentors to solve current research problems. Undergraduates in the UH system are eligible for a semester stipend for project work.

  29. GG 460: Geological Remote Sensing The Hawaii Space Grant Consortium and the G&G Department support remote sensing course. Course instructors are Drs. Scott Rowland and Luke Flynn. A heavy emphasis is placed on computer-lab processing (ENVI) of current NASA remote sensing data. The course culminates with a field mapping exercise to the Big Island that is supported by the HSGC. Hyperion image of Mayon

  30. CubeSat Measuring 10 centimeters on a side, and weighing less than one kilogram, the OSSS CubeSat Kit is a special kind of small satellite called a microsatellite. Each CubeSat microsatellite is a perfect cube, holding its experiments inside like shelves in a cupboard. Dr. Wayne Shiroma - UH Electrical Engineering will be putting together a team of undergraduates to develop a Hawaii CubeSat. The CubeSat will be launched into low Earth orbit in about 18 months at a cost of $49,000.

  31. Education “Threads” in Hawaii Engineering/InstrumentationRemote Sensing K-8 Future Flight Modules Future Flight WELES/Kaams 9-12 First Robotics Competition EAST Undergrad Space Grant Fellowships SG Fellowships CubeSat GG 460

  32. Adult Education and Outreach • Future Flight Family Program • GG460 • Teacher course through UH-Hilo Natural Sciences 474. • Workforce Development: Future Courses • Workforce Development: GeoSTAC • Workforce Development: Master’s Degree Apprenticeships

  33. Future Flight Hawaii - Family Program The Future Flight Hawaii family program is designed for parent-child interaction in focused science and technology modules. Children in Grades 2-4 and a parent are eligible to participate in the program. Parent-child teams participate in a simulated mission near the end of the 3-day program.

  34. GG 460: Geological Remote Sensing GG 460 is intended to be a remote sensing course that will appeal to non-traditional students who are already in the workforce. As such, the class is held in late afternoons to accommodate potential interested students. While we have been able to attract numerous high school teachers to the course, we need better advertising to reach the intended audience. The course is intended to be dynamic by addressing advances in remote sensing technology. Hyperion image of Erta Ale

  35. Natural Sciences 474: Remote Sensing for Teachers • Course supported by Landsat education grant and is intended to prompt teachers to use technology in their classrooms. • UH-Hilo course taught by Drs. Scott Rowland and Luke Flynn • Course was taught in Fall 2000 in Hilo, and will be taught Fall 2002 at WCC, Fall 2003 Kauai or Maui CC. • Teachers are given remote sensing images, an ALTA spectrometer, a GPS, and GIS software to develop lesson plans, implement the plans, and report results.

  36. Remote Sensing Courses

  37. GeoSTAC GeoSpatial Training and Analysis Cooperative • Scott HughesIdaho Space Grant Consortium • and • Jeff TaylorHawai‘i Space Grant Consortium

  38. GeoSTAC Primary Goals • Train the workforce in the use and implementation ofgeospatial analysis. • Promote end use of NASA and other remote sensing platforms. • Locally optimize land use and resource management, and provide tools for political decision making regarding these topics.

  39. GeoSTAC Scope • Identify and coordinate cooperative training and research programs in remote sensing, geographic information systems, and GPS field mapping. • Train professionals and provide assistance during specific land use and land evaluation projects in an interactive learning environment. • Develop better methods to evaluate earth system processes and impacts related to human activities and natural processes. • Become a dynamic collection of individuals and centers dedicated to unselfish sharing of ideas and facilities.

  40. GeoSTAC Training Programs • Short courses in upper-division sciences: on-line modules, interactive education, Internet-linked courses. • Field and laboratory workshops: project-oriented training. • Semester-length courses and topical series: combined on-line modules and workshops. • University curricula and training packages: Geotechnology Certificate graduate programs at ISU. • Use existing teaching resources, develop new materials as needed.

  41. GeoSTAC Benefits for Hawaii • Efficient transfer latest technology to help make Hawaii business more competitive. • Facilitate flow of ideas between Hawaii business and UH to increase relevance of courses taught at UH. • Training of workforce using specific projects tailored for Hawaii businesses. • Creation of high-tech jobs for University of Hawaii graduates.

  42. GeoSTAC What topics are relevant? • watershed analysis • interpretive planetary geology • volcanic processes and hazards • stream flooding • geological, biological, and ecosystem mapping • industrial land use • agricultural systems management • recreational land use • soil and water pollution • slope stability • socio-economic impacts • human interaction with environment • wind transport and deposition • wildfire management issues • crustal deformation and subsidence • wildlife habitat management • mining and environmental restoration • forest management • weather and climate patterns • reef and ocean ecosystems • rangeland ecology • energy resources • soil erosion • habitat fragmentation

  43. Dynamic Directorship, Executive Council, Advisory Board, and Membership Hawai‘i- NASA Space Grant Consortia -Idaho ISU UI BSU IdahoCommunityColleges GeoSTACNOW UH Hilo UHM Hawai’iCommunityColleges GeoSTACSOON GeoSTAC Organizational Plan Other Institutions – GeoSTAC FUTURE

  44. GeoSTAC Executive Council* GeoSTAC Co-Directors G. Jeffrey Taylor, Professor and Director, Hawai‘i NASA Space Grant Consortium, Hawai’i Institute of Geophysics and Planetology, UHM; Expertise: extraterrestrial materials, planetary volcanology, igneous processes. Scott S. Hughes; Professor and Chair, Department of Geosciences, ISU; Director, Idaho Virtual Campus at ISU; Affiliate Director, Idaho Space Grant Consortium; Expertise: planetary geology, volcanology, environmental geology, petrology. Council Members Luke P. Flynn; Associate Researcher, Hawai’i Institute of Geophysics and Planetology, UHM; Expertise: thermal remote sensing of volcanic eruptions and biomass burning. Nancy F. Glenn; Assistant Research Professor, Department of Geosciences, ISU; Expertise: remote sensing, interferometric synthetic aperture radar (InSAR), soil moisture, anthropogenic land subsidence. Walter S. Snyder; Professor, Department of Geology, BSU; Director, Geospatial Research Facility; co-Director, Geotectonic Research Center; Expertise: sedimentation and stratigraphy. *for now, will add/replace representatives as necessary

  45. GeoSTAC Who may participate? • Universities (upper division undergraduate and graduate students, post-docs, faculty) • Federal agencies (NPS, BLM, USFS, USGS, DOE, EPA, DOD) • National laboratories and facilities (NASA Centers, INEEL, PNNL, HVO, CVO) • State agencies (Hawai‘i Dept. of Land and Natural Resources, Idaho Dept. of Environmental Quality, Idaho Department of Fish and Game) • County and city agencies (land use planners, waste managers, environmental engineers, law enforcement officers, forensics specialists, fire departments and emergency response crews) • Environmental consultants • Construction corporations, private developers and contractors • Landowners (farmers, ranchers) • Mining companies (resource evaluators, environmental analysts) • Museums and science centers • K-12 educational systems (in-service and pre-service teachers)

  46. Master’s Apprenticeships • Nova Sol and STI will “sponsor” candidates to participate in 2-year Apprenticeship. • Year 1: Student salary paid by HSGC, Federal Rural Workforce Development project. Student takes courses in signal processing, remote sensing, and computer science/software development. Project planning. • Year 2: Student salary paid by HSGC, FRWD, and company. Student takes one or two courses and completes thesis on job related project. • Year 3: Graduation - Employed as trained worker.

  47. University - Industry Interaction • Establish repertoire with Hawaii remote sensing businesses and gov’t agencies • Determine personnel and skills needs • Advertise courses and create new GeoSTAC courses • Mutual Benefits • UH trained workforce with good paying jobs in Hawaii • Increased opportunities for joint proposals (CRESSPO) • Directed Master’s projects on relevant issues. • Increased opportunities for directed graduate student support with 3-year NASA fellowships.

  48. Conclusions (I) • Identify joint interests or collaborative projects with industry/gov’t partners. • Increase intra- (between departments) and extra-mural communication via seminars, open houses, yearly technology fairs. • Work on joint NASA proposals. Shared R&D, industry product support and sales.

  49. Conclusions (II) • Develop short courses (GeoSTAC) and semester courses to support training. • Adjust courses based on interactive feedback from partners and advances in NASA technology. • Promote undergrad and grad student projects to increase employment opportunities and future collaborations.

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