What Is INSGC?

Indiana Space Grant Consortium is one of the 52 Consortia part of the National Space Grant College and Fellowship Program. In the state of Indiana, INSGC is a source of NASA-related information, awards and programs.

The consortium works to carry out education, research, and public outreach activities in science, mathematics, engineering, and technology (STEM) related to space, aeronautics, aviation, and Earth system science, all while advocating increased financial and government support for Space Grant Consortia.

Consisting of 26 different affiliates including colleges, universities, businesses, and other private and public sector institutions, INSGC promotes aerospace education and career training by

    1. Supporting STEM students through various scholarship, internship and fellowship opportunities
    2. Assisting faculty and students in their development of skills in STEM related fields
    3. Offering experiential training aligned with NASA Strategic Enterprises, and
    4. Inspiring public interest in aerospace-related disciplines and lifelong learning through partnerships with educators at all levels...

OSTEM Highlights 2020

Here's why the Space Grant is important!


September 21st, 2021

A $15,000 grant from the Indiana Space Grant Consortium (INSGC) will fund an undergraduate research project at Trine University that seeks to help understand the impact of spacewalks on astronauts.

Trine University biomedical engineering seniors Madison Howard of Pleasant Lake, Michigan, and Ashley Spirrison of Fishers, Indiana, will lead the project, titled “Developing Microfluidic Technology to Model the Vascular Health of Astronauts.” Max Gong, Ph.D., assistant professor in the Bock Department of Biomedical Engineering, will serve as advisor.

The project seeks to help address concerns NASA has regarding the safety of its astronauts while completing missions outside of Earth’s atmosphere, Gong said.

During missions, astronauts execute Extravehicular Activities (EVAs), commonly referred to as spacewalks, to repair and complete quality checks of spacecraft, and for research and exploration purposes. Prior to an EVA, astronauts must be exposed to 100% hyperoxia (a state of excess supply of oxygen in tissues and organs) for approximately five to eight hours, with repeats of the protocol two to three times each week.

This increase in blood oxygenation has been linked to DNA damage to lung tissue, overproduction of nitric oxide, cell damage from lipid peroxidation, and increased pulmonary fibrosis, Gong said.

Hyperoxia also causes blood vessels to narrow and abnormalities in the architecture of organs, limiting blood flow or fluid transfer through organs.

The Trine students will develop microfluidic vasculature-on-a-chip models, engineered models that mimic living tissues, of blood and lymphatic vessels to investigate the relationship between hyperoxia and its negative health effects. Such models have been used to better understand vascular health in diseases, such as atherosclerosis, Gong said, and can be applied to studying and improving the health of astronauts.

The Indiana Space Grant Consortium was created in 1991 under NASA’s National Space Grant College and Fellowship Program. The Space Grant national network includes organizations working to expand opportunities for Americans to learn about and participate in NASA’s aeronautics and space projects by supporting and enhancing science and engineering education, research and public outreach efforts.

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What is the Nationwide Eclipse Ballooning Project?

Building on the highly successful NASA and NSF-sponsored National Eclipse Ballooning Project (NEBP) implemented during the 2017, 2019, and 2020 total solar eclipses, this new effort will broaden participation of STEM learners by immersing teams from a wide range of higher education institutions in an innovative NASA-mission-like adventure in data acquisition and analysis through scientific ballooning during the 10/14/2023 annular and 4/8/2024 total solar eclipses.

NEBP includes development and implementation of two learner-centered activity tracks – engineering and atmospheric science. At sites along the eclipse path, student teams in the engineering track will use innovative larger balloon systems to live stream video to the NASA eclipse website, observe in situ perturbations in atmospheric phenomena, and conduct individually designed experiments. Atmospheric science track teams will make frequent observations by launching hourly radiosondes on helium-filled weather balloons. Student participants will work with atmospheric science experts throughout the project and will publish results in peer-reviewed journals.

The project will fully support 70 teams, with the capacity to include an additional 15 that purchase their own equipment and supplies. The 70 teams will be divided into ten pods to facilitate effective education. NEBP will provide a learning environment that uses evidence and equity-based practices to make certain the 1,000+ participants are (and feel) supported, engaged, and valued. In addition, NEBP will provide infrastructure tools and best practices to help participating institutions build collaborations that could continue far beyond the scope of this project.

NEBP is supported by NASA's Science Mission Directorate Science Activation program and by NASA's Space Grant College and Fellowship program. (Award number 80NSSC22M0003)

Want to participate?

Teams that would like to participate must submit a team proposal by October 28, 2022. Solicitation linked here.

The logo above is temporary! Our student logo contest is open! See details on the news and updates page.

Previous Projects

The Eclipse Ballooning Project for the 2017 Eclipse

The Eclipse Ballooning Project for the 2019 Eclipse

The Eclipse Ballooning Project for the 2020 Eclipse

NASA TechRise Student Challenge


About the Challenge

The NASA TechRise Student Challenge invites teams of sixth to 12th-grade students to design, build, and launch science and technology experiments on high-altitude balloon flights during the upcoming 2022/2023 school year.

NASA encourages public, private, and charter school students in all U.S. states and territories to form a team, brainstorm an experiment, and submit a TechRise proposal on or before Oct. 24, 2022.

The winning teams will each receive $1,500 to build their payloads and be awarded an assigned spot on a NASA-sponsored commercial high-altitude balloon flight. Flight tests will offer more than four hours of float time at approximately 70,000 feet and provide exposure to Earth’s atmosphere plus views of our planet.

To participate in the challenge, visit: https://www.futureengineers.org/nasatechrise

Winning teams will also receive technical support during the experiment build phase from Future Engineers advisors, who will help students learn the skills they need to turn their experiment idea into reality.

The challenge offers hands-on insight into the design and test process used by NASA-supported researchers. It aims to inspire a deeper understanding of Earth’s atmosphere, surface features, and climate; space exploration; coding; electronics; and the value of test data.

Ilana Bromberg awarded INSGC graduate fellowship


Ilana Bromberg, pictured here in front of the Tippecanoe County Court House, has been awarded a 2022 Indiana Space Grant Consortium Graduate Fellowship.  She looks forward to using the funds to travel to conferences and meet with fellow scientists.  Photo provided by Bromberg.

The Indiana Space Grant Consortium (INSGC) has awarded Ilana Bromberg an INSGC Graduate Fellowship.  The INSGC is one of the 52 Consortia that participate in the National Space Grant College and Fellowship Program.  In the state of Indiana, INSGC is a source of NASA-related information, awards and programs.

Bromberg has a duel interest with two departments at Purdue University’s College of Science: the Department of Physics and Astronomy and the Department of Earth, Atmospheric, and Planetary Sciences (EAPS).  She is advised by Dr. Lucy Flesch, Senior Associate Dean for Faculty Affairs of the Purdue University College of Science and Professor of Geophysics with the Purdue EAPS.  Bromberg is originally from Long Island, New York and studied at Stony Brook University for her undergraduate degree where she majored in both physics and astronomy.

“I'm just about to start my second year as a PhD student; my main physics interests have always been in applications and interdisciplinary work rather than pure theory, but I didn't really discover geophysics until I was applying to graduate programs,” says Bromberg. “My past experience was in high energy physics and plasma physics, which I do still like, but I realized that I was more interested in applications of what I was studying than the pure subject itself. I always really enjoyed earth science so the fact that I could take my physics background and utilize it towards studying tectonic plate movement has been super exciting.”

She learned about the INSGC graduate fellowship from her fellow graduate students and her advisor helped with feedback on her application.

“I found out that I got the award late in the process, so it's been a pleasant surprise.  This is the first time I've been selected for any grants or fellowships (and I've applied to quite a few) so it's definitely super exciting,” says Bromberg. “I really want to use the funds towards travel for conferences, as I've never been to one before and am looking forward to networking with other scientists.”

As for post graduate school, Bromberg is still unsure what the future holds, but one this is for sure: the sky is the limit.

“I would love a position at a national lab or other science-based government agency, but I am also open to the idea of going into industry, especially an industry focused on renewable energy or something similar,” she says. “I'm still pretty early in the program though so a lot can change!”

About the Department of Earth, Atmospheric, and Planetary Sciences at Purdue University

The Department of Earth, Atmospheric, and Planetary Sciences (EAPS) combines four of Purdue’s most interdisciplinary programs: Geology & Geophysics, Environmental Sciences, Atmospheric Sciences, and Planetary Sciences. EAPS conducts world-class research, educates undergraduate and graduate students, and provides our college, university, state and country with the information necessary to understand the world and universe around us. Our research is globally recognized, our students are highly valued by graduate schools, employers, and our alumni continue to make significant contributions in academia, industry, and federal and state government.

Collegiate Space Competition (CSC)

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NEBP Logo Design Student Contest

  • Overview:

The Nationwide Eclipse Ballooning Project is in search of a new logo. To better capture the attention of both project participants and the public, NEBP announces a competition to design a new logo. The logo may be used on the NEBP website, social media sites, posters, team uniforms, or anywhere else NEBP chooses. Please see the official requirements and rules of the competition below. By entering, participants agree to adhere to all the competition's rules. Violating any rule or not following the guidelines may eliminate submissions from eligibility. NEBP has the right to disqualify any entrant at any time at its sole discretion.

  • Eligibility:
    • The logo design competition is open to any student at an educational institution in the U.S. and its territories.
    • Contestants are permitted to work in groups.
    • Logo submissions must be received by 11:59 p.m. (MST) on 1 November 2022 to be eligible.
  • Guidelines:
    • The contest is open from 12:01 a.m. (MST) on 15 August 2022 and closes at 11:59 pm (MST) on 1 November 2022. Late submissions will not be considered. The NEBP leadership team will select contest finalists on 3 November 2022. The NEBP team will vote and a winner will be selected and notified in mid-November, 2022.
    • All entries must be submitted electronically to the NEBP project email address. Submissions must include the full name(s) of the person(s) who designed the logo, email address, postal address, and telephone number.
    • One or more submissions per person is allowed. Each submission must be sent in a separate email.
    • There is no fee to enter a submission to the competition.
  • Design Parameters:
    • The logo should incorporate the project name (abbreviated or spelled out).
    • The logo must be appropriate for a professional business setting.
    • Entries can be submitted as any type of electronic image. For reproduction purposes, the winning entry must later be resubmitted in scalable vector graphic (.eps) or Adobe Illustrator (.ai) format. Color must be CMYK though the logo may also be produced in black and white. Contestants are advised to avoid gradients, complex shapes, and small or otherwise difficult-to-read fonts. The logo must be easy to use, handle, resize, and manipulate for all reproduction purposes. It should be visually appealing on both small (1 in x 1 in) and large scales.
  • Intellectual Property:
    • Entrants affirm their submissions are their own original work, have not been copied from others or from previous designs, including their own, and do not violate the intellectual property rights of any other person or entity.
    • The winning submission becomes the sole property of NEBP and may be used for any NEBP purposes, including but not limited to display on websites, posters, documentation, clothing, and other materials.
    • NEBP shall have the right to adapt, edit, modify, or otherwise use the winning submission in part or in its entirety in whatever manner it deems appropriate.
  • Determination of Winner and Prize:
    • The winning entry will be selected by a panel comprised of NEBP leadership members. Their decision will be final and no further correspondence shall be entered into.
    • Entries will be judged on their visual appeal, adherence to the concept prompting the contest, quality of design, and ease of reproduction for the purposes stated above.
    • The winner will be notified via email and announced on the NEBP website and NEBP Facebook page.

NASA's 2023 Big Idea Challenge

The 2023 BIG Idea Challenge provides undergraduate and graduate students the opportunity to design, develop, and demonstrate technologies that will enable the production of lunar infrastructure from ISRU-derived metals found on the Moon. Key infrastructure products desired are storage vessels for liquids and gases, extrusions, pipes, power cables, and supporting structures (i.e., roads, landing pads, etc.). Teams are invited to submit proposals that focus on any part of the metal product production pipeline* from prospecting to testing.


The BIG Idea Challenge is open to teams of undergraduate and graduate students at accredited U.S.-based colleges and universities officially affiliated with their state’s Space Grant Consortium. Non-Space Grant affiliated colleges/universities may partner with a Space Grant affiliated academic institution who takes a primary role on the project (i.e., the Space-Grant affiliated university must submit the proposal on behalf of the joint team). Minority Serving Institutions are encouraged to apply.

Each team will submit a detailed and realistic budget in their proposals, not to exceed $180K. A wide range of award sizes is expected (in the range of $50K to $180K), depending on the scope of the work proposed. NASA anticipates funding several larger-scope awards ($125 - $180K) and several smaller-scope awards ($50K - $124K). Proposers are encouraged to request what is actually needed to conduct the proposed work, because value to NASA will be considered in the selections.


All deadlines must be met by 11:59 p.m. ET on the dates specified below, unless otherwise noted.

Late deliverables will not be accepted.

DATE Description

September 30, 2022                                                  Notice of Intent Deadline

October 20, 2022                                                       Q&A Session for interested teams

January 24, 2023                                                        Proposal and Video Deadline

March 2, 2023                                                             Teams are notified of their selection status

Mid-March, 2023                                                        1st installment of development stipends sent, as appropriate

June 7, 2023                                                                Deadline for Mid-Project Review (MPR) submission

June 27, 2023                                                              Teams are notified of Pass/Fail status

Early July, 2023                                                           2nd installment stipends are sent as appropriate from SG directly to schools

June - August, 2023                                                    Summer work

September – October 2023                                      Fall work (technology verification demonstrations)

October 2, 2023                                                          Deadline for Forum Registration and Payment

October 14, 2023                                                       Deadline for Forum Hotel Reservations

October 23, 2023                                                       Deadline to submit Technical Paper and Technology Verification Demo

November 12, 2023 4:00 PM Eastern Time           Deadline to submit Presentation Chart Deck and Digital Poster

November 15-17, 2023 2                                          023 BIG Idea Forum (Glenn Research Center, Cleveland, OH)




Help NASA Explore Space

The NASA Space Technology Graduate Research Opportunities (NSTGRO) solicitation, available on NSPIRES at https://tinyurl.com/NSTGRO23, has been released as an Appendix to the Space Technology Mission Directorate (STMD) NASA Research Announcement, titled Space Technology Research, Development, Demonstration, and Infusion 2022 (SpaceTech-REDDI-2022). The proposal deadline is November 2, 2022 (6 PM Eastern, 3 PM Pacific).

The opportunity, up to $84,000 per year, will coincide with the start of the 2023 academic year; up to four years of support are possible for doctoral students. In addition to providing a $40,000 annual stipend, the grant provides support for tuition, health insurance, conference attendance, and the faculty advisor. The grant also provides support for onsite tenure at NASA Centers across the country. Current and prospective doctoral and master’s students (see full eligibility requirements) may have proposals submitted on their behalf. In most cases, NSTGRO23 requires proposal submission directly by an accredited U.S. university.

Recipients will collaborate with leading NASA experts in space technology to acquire a more detailed understanding of the potential end applications of their space technology efforts and directly disseminate their research results within the NASA community and beyond. 

To date, over 700 awards have been made to students attending over 110 universities across 42 states and one U.S. territory. Depending on the receipt of highly meritorious proposals, NASA expects to make approximately 60 new NSTGRO awards as a result of this solicitation.  

Please see the attached flyer that your institutions may use to advertise this opportunity.

Should you or your associates have any questions, please direct your correspondence/inquiries, in writing, to hq-nstgro-call@mail.nasa.gov.

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Valparaiso University Observatory Fall 2023

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Climate Change Research Initiative (CCRI)

Application Period: 8/29/22 - 9/23/22

The NASA Climate Change Research Initiative (CCRI) is a year-long STEM engagement and Experiential Learning Opportunity for educators and graduate students to work directly with NASA scientists and lead research teams in a NASA research project hosted at either the NASA Goddard Institute for Space Studies in New York City, NY or the NASA Goddard Space Flight Center in Greenbelt, MD.

During the fall and spring terms of CCRI, the research team will consist of NASA Principal Investigators who lead in-service high school STEM educators and graduate student research assistants to become immersed in a NASA science research area related to climate change.

Educators participating in this opportunity become Associate Researchers and STEM education experts who integrate NASA education resources and content into their classrooms while improving STEM education within their communities.

Participating high school STEM educators contribute to the research project, assist in the development of a research question and assist in guiding the research team to complete all program deliverables. Educators also develop an Applied Research STEM Curriculum Portfolio that integrates components of their research into a comprehensive unit plan that utilizes NASA education resources aligning NASA Science and STEM curricula to the Next Generation Science Standards. The teachers will then incorporate the STEM curriculum into their classrooms and also provide community STEM engagement events related to their NASA research study. The fall and spring term will not conflict with the educators’ primary schedule, roles or responsibilities at their school sites.

For graduate student research assistants, this opportunity will not conflict with class schedules during the fall and spring. It is considered to be a part-time position that supports the graduate student's major area of study.

During the summer session, the primary research team will add an undergraduate intern and high school intern to the CCRI research team. The entire team will work collaboratively on a full-time basis to complete the research project, deliver presentations, create a scientific poster and a publishable research paper that will be presented at the NASA Goddard Institute for Space Studies, and other science conferences and symposiums. The final symposium may have participants from other government agencies, such as the National Science Foundation (NSF), National Oceanic and Atmospheric Administration (NOAA), the United States Department of Education (USDE) and the United States Department of Defense (DoD) and many others.

 Team Research Projects:

  • Volcanic Emission Impacts on Climate Systems, Agriculture and Society (GISS)
  • Climate Change in the Hudson Estuary — Past, Present, and Future (GISS)
  • Characterizing the Urban Land Surface Temperature via an Innovative, Multi-Platformed Suite of Satellite and Ground-Based Remote Sensing Technologies (GISS)
  • Monitoring and Studying Lakes from Space in a Changing Climate (GISS)
  • Connecting the Local Urban Fabric to Global Climate Change (GSFC)
  • ***New Project in Development - Coming Soon.***

Education Award Stipend:

Team Member Stipend Contact Hours
Teachers / Associate Researcher $7,650 340
Research Assistants $11,700 520
Undergraduate Intern $5,840 320
High School Intern $2,400 240

Program Dates:
10/17/22 - 8/11/23

  • Fall: 10/17/22 -12/23/22: (part time: 10 weeks)
  • Intersession Period: 12/24-1/29
  • Spring: 01/30/23 – 04/07/23: (part time: 10 weeks)
  • Intersession Period: 4/8-6/18
  • Summer: 06/19/23 - 08/11/23: (full time: 6-8 weeks)

Team Primary Deliverables:

  • Publishable Scientific Research Paper
  • Scientific Poster
  • PowerPoint presentation
  • Applied Research STEM Curriculum Portfolio

How to Apply:

CCRI applicants must be US citizens. Housing, relocation and travel expenses are not provided. Teachers, graduate students and interns who’s locality is regional to the NASA Goddard Institute for Space Studies in New York City, NY and NASA’s Goddard Space Flight Center in Greenbelt, MD are encouraged to apply. Applications are considered upon receipt.

  • The application deadline for educators and graduate students to apply for the CCRI 2022-2023 program is September 23, 2022.
  • The application deadline for Summer 2023 CCRI high school and undergraduate internship opportunities is March 1st, 2023.

CCRI Teacher and Graduate Student Research Assistant Application Submission Link



Application Requirements:

Upon submission of your application please e-mail matthew.d.pearce@nasa.gov to confirm receipt of your application.

  • Teachers: Teachers applying for CCRI should submit a cover letter, resume, transcripts and letter of support from their administration as a single document. The cover letter should also include:
    • A description of how participating in CCRI will benefit your students, school and community.
    • Description of IT and programing skills indicating a self-proficiency ranking.
    • Rank in order of preference the projects that the teacher would like to apply to and be considered for 
  • Research Assistants: Graduate Student Research Assistants applying for CCRI should submit a cover letter, resume, transcripts and letter of support from their graduate school advisor as a single document. The cover letter should also include:
    • A description of how participating in CCRI aligns with your current degree program. Current degree program and anticipated graduation date
    • Description of IT and program skills indicating a self-proficiency ranking.
    • Rank in order of preference the projects that the graduate student would like to apply to and be considered for.
  • High School and Undergraduate Student Interns:

Upon submission of application please contact Matthew Pearce at matthew.d.pearce@nasa.gov to confirm receipt of application.

Project Descriptions:

Volcanic Emission Impacts on Climate Systems, Agriculture and Society (GISS):

Prior to the prolific generation of human greenhouse gases over the last 150 years, volcanic events were THE largest short-term perturbation to the climate system throughout human history. Bizarre cool summer temperatures, wide-spread droughts, famines, are coincident with large, tropical strato-volcanic eruptions for the last two millennia.The intern project will use an ensemble suite of GISS climate model simulations of volcanic events to assess the impact on our climate system. These simulations will apply a special version of the GISS model designed to emulate the ocean carbon cycle. The interns will work with NASA GISS partnered with an international consortium of researchers (climate scientists, ecologists, historians and more) investigating how agricultural and marine productivity was impacted by volcanic activity, and how these impacts projected onto the historical development of human societies.

Applicants should have analytical skills (R, Python, java, ArcGIS, C, FORTRAN, julialang, etc.) to visualize and assess the impact of volcanic events on a NASA GISS computer model simulated carbon cycle. Further, these simulations will be fed through fishery-ecological models to ascertain impacts on marine life.“

Climate Change in the Hudson Estuary — Past, Present, and Future (GISS)

The Hudson Estuary is comprised of key tidal marshes, which serve to provide many ecosystem services to the large population of this important coastal region, including NYC. These services include fish nurseries, coastal protection, water purification, paleoclimatic archives, and carbon sequestration repositories. We seek to understand the records of past droughts, cold intervals, floods, and vegetation shifts along with the past shifts in carbon storage. From this information, we can better understand our present snapshot of climate/carbon, and predict future accumulation rates as climate warms and sea level rises.

Characterizing the Urban Land Surface Temperature via an Innovative, Multi-Platformed Suite of Satellite and Ground-Based Remote Sensing Technologies (GISS)

In light of climate change, urban micro-climates, the urban heat island effect and other urban geophysical phenomena and processes, there is a new urgency to better study, understand, and characterize urban environments. Revolutionary and innovative ideas are being considered to transform the study of the urban landscape. Fundamental changes are taking place in geophysics and in engineering to aid in the adaptation and mitigation of the environmental challenges to which cities must respond.

For this project, students will perform a local, intensive, and comprehensive surface energy balance data collection and processing initiative that will help to characterize the urban heat island, the heat index, and more particularly the land surface temperature over various local community built and natural environments. The project aims to produce high temporal and spatial resolution land surface temperatures for the local community and for New York City using the combination of satellite remote sensing observations and ground-based measurements. Students will obtain remote sensing data from multiple polar orbiting and geostationary satellites. Additionally, students will use infrared cameras and flux tower instruments to understand how urban surfaces react to solar radiation and its consequent heat. Students will be able to monitor the incoming and outgoing radiation and heat energy components using the cameras. The differences between traditional rooftop materials and new green or white roofs will be explored. Moreover, hand held temperature measuring devices, Unmanned Aerial Systems (UAS), and observations from satellite infrared observations will be collected. Using statistical approaches and data processing, the gaps in temporal and spatial coverage appropriate for the development of a heat index (effect of air temperature + humidity) will be filled. The volume of data used in this project is expected to in the range on 5TB. The added-value of this initiative is that cross-pollination between students and the local community and the transfer of knowledge between the two groups will be created and sustained long after the project ends.

Project Activities Include:

  • Monitoring thermal characteristics of urban surfaces such as concrete, asphalt, rooftop, and vegetated surfaces at different seasons and times of the day by collecting data
  • Coordinating with community partners to receive skin temperature measurements from various surfaces in the local community.
  • Obtaining and analyzing satellite land surface temperature observations from geostationary and polar orbit satellites such as from the Geostationary Operational Environmental Satellite-R Series (GOES-R), LandSat, Ecostress, Sentinel 2A, the Moderate Resolution Imaging Spectroradiometer (MODIS), etc.
  • Analyzing the collected data to define and to develop a high spatial resolution (10 m) and high temporal resolution (every 5 min) skin temperature over the local community and over New York City using several statistical approaches by fusing satellite based and ground observations.
  • Developing an online interactive server platform to disseminate the data to the local community and to scientists. Data visualization and queries will be among important features of the proposed platform.
  • Working closely with the local community on the use of the collected data to interpret and predict the strength and extent of heat wave events.

Monitoring and Studying Lakes from Space in a Changing Climate

Duty Location: NASA Goddard Institute for Space Studies; New York City College of Technology - CUNY

Climate change has impacted all components of the environment, and the impacts on global lakes have been quite noticeable. There are over 100 million lakes on Earth (excluding those that are covered with glaciers), covering roughly 4% of the total land surface. Natural lakes and man-made reservoirs are essential sources of freshwater, and they provide inarguably important services to society. They are used for fresh drinking water, municipalities, recreational activities, and fisheries. Moreover, lakes play a major role in carbon sequestration and thereby are critically important for our planet. Many lakes have been desiccated by the adverse impacts of climate change, and their ensuing degraded water quality has led to major losses in economic and ecological value as they have now become significant societal and health risks. In addition to climate change desiccation, lakes are dying and degrading due to human mismanagement, point and non-point source pollution, and general loss. The extent and rate of global “lake-loss” is not fully understood. Therefore, many aspects of in-land water bodies require robust, comprehensive study and monitoring in order to achieve sustainable environments, habitats, economies, and agriculture. Spaceborne remote sensing observations with their unique spatial and temporal coverage have considerable capabilities for supporting investigations of the Earth system including in-land water bodies. This project, therefore, focuses on the application of satellite remote sensing and geographic information system techniques complimented by ground observations to study lakes and to provide insights about “lake-health” and about “lake-response” to the adverse impacts of climate change. Interns will obtain and analyze satellite data from geostationary and polar orbiting satellites such as the Geostationary Operational Environmental Satellite-R Series (GOES-R), LandSat, ECOSTRESS, Sentinel 2A, the Moderate Resolution Imaging Spectroradiometer (MODIS), etc.

Successful applicants will work closely with their mentors in related lakes research areas to:

  • Analyze surface temperature and land cover change trends of major global lakes using daily infrared-based satellite sensors;
  • Perform validations of satellite-based products such as surface water temperature estimates (among others) using ground observations;
  • Develop regional algorithms to predict Chlorophyll-a (Chl-a) and Harmful Algal Blooms (HAB) concentrations using high resolution satellites such as LandSat and Sentinel 2A;
  • Predict and study regional and global ice phenology in lakes and thereby define the impacts of climate change on ice-in and ice-out timing.

Connecting the Local Urban Fabric to Global Climate Change (GSFC):

Urban areas are principal agents of change across our home planet. In an increasingly urbanizing biosphere, scientific understanding, and societal adaptation each require tools to accurately measure and monitor the dynamics and environmental consequences of the urban ecosystem. With over half of the world's population living in urban areas today—projected to grow to 68% by 2050—these tools, data, and scientific understanding will make significant contributions to national and international policies to ensure the sustainability of cities and settlements in the face of a changing climate. While urban areas still represent today a small proportion of Earth's land surface, urbanization can have significant impacts on hydrological cycles and microclimates of local and surrounding areas up to regional and even continental scales.

New, more detailed, and more accurate remotely-sensed data on urban areas and associated built-up surfaces can provide a foundation for a better understanding of the impacts of cities on their environment and potential improvements in the modeling of the impacts of urbanization on the energy/water/carbon cycles. The unprecedented level of spatial detail in these new data sets allows for a much improved and accurate characterization of the urban fabric (e.g., roads, buildings, open space), and their change, at a spatial scale that is directly relevant to cities and settlements and their inhabitants. This project will leverage existing and future NASA remote sensing assets to study in detail the direct connections between changes in the urban fabric and environmental changes in the Baltimore/Washington DC study area and the Chesapeake Bay Watershed. The aim is to develop, test and assess data and methodologies regionally but with potential applicability to other areas of the world. Successful applicants will work closely with the mentor and associated scientists at NASA Goddard Space Flight Center to perform work in the following suggested areas:

  • Assess quality and accuracy of the harmonized Landsat and Sentinel 2 data set for urban change monitoring in the Baltimore/Washington DC area (see https://hls.gsfc.nasa.gov/).
  • Develop methods and assess useability of NASA Lidar remote sensing (e.g., satellite/airborne) for urban vertical structure.
  • Assess useability of Landsat and ECOSTRESS satellite data for monitoring the urban heat island effect.
  • Use Very High Resolution commercial satellite archive at NASA for urban change detection and vertical change.
  • Perform field studies using field measurements and the GLOBE Observer mobile phone app (seehttps://observer.globe.gov/) to assess accuracy of data sets above. This work will involve local schools and high school students.
  • Develop maps or other cartographic products using NASA satellite data over the Baltimore/Washington DC region.
  • Work with local stakeholders to communicate science and to build capacity to use new data sets for local/regional applications.
  • Communicate findings with science community via presentations and written work.
  • Participate in NASA research proposals and publications as appropriate.


New Project in Development coming soon.

For any questions related to the Climate Change Research Initiative program, please contact Matthew Pearce at the information provided below.

Matthew Pearce

NASA Science Mission Directorate

NASA Office of STEM Engagement

NASA Goddard Institute for Space Studies

2880 Broadway, New York, NY 10025



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Click the link below to learn more about:

Intrepid Museum Presents Virtual Astronomy Live

NASA Seeks Student Experiments to Soar in Second TechRise Challenge

NASA is calling on middle and high school students to join the second NASA TechRise Student Challenge, which invites student teams to develop, build, and launch science and technology experiments on high-altitude balloons.

Students in grades six to 12 attending U.S. public, private, or charter schools – including those in U.S. territories – are challenged to team up with their schoolmates to design an experiment under the guidance of an educator. Administered by Future Engineers, the NASA TechRise Student Challenge offers hands-on insight into the design and test process used by NASA-supported researchers. It aims to inspire a deeper understanding of Earth’s atmosphere, surface features, and climate, as well as space exploration, coding, electronics, and the value of test data. Teams should submit their experiment ideas by Oct. 24, 2022.  

“We are thrilled to offer the second NASA TechRise Student Challenge,” said NASA Administrator Bill Nelson. “The quality of the experiments and the creativity we saw from students in the last challenge are exactly the kinds of problem-solving and hands-on learning NASA hopes to inspire. We’re eager to see what innovative ideas pour in from students around the nation this year.”

A total of 60 winning teams will be selected to turn their proposed experiment idea into reality and launch their technology on a suborbital flight test. The winning teams will each receive $1,500 to build their experiment and an assigned spot on a NASA-sponsored high-altitude balloon flight operated by one of two commercial providers: Aerostar of Sioux Falls, South Dakota, or World View based in Tucson, Arizona. Both high-altitude balloons provide exposure to the stratosphere at altitudes of approximately 9-19 miles (15-30 kilometers) and variable duration of flight time of hours to days. The challenge is led by NASA’s Flight Opportunities program, which rapidly demonstrates technologies for space exploration and the expansion of space commerce through suborbital testing with industry flight providers.

The winning teams will also receive technical support and mentorship from Future Engineers, including the opportunity to learn or improve technology skills such as soldering, coding, and 3D design. NASA encourages students and their instructors to submit experiment ideas even if they have no prior experience with these activities.

“We could not do a project like this in our classroom without the support of NASA TechRise,” said Jill Davis, Superintendent-Director of the Greater Lowell Technical High School in Tyngsborough, Massachusetts, which had one of the winning teams in last year’s challenge. “It is something that is truly out of this world! This challenge helped students develop their own unique ideas for future inventions, which adds a new layer of meaning to what they learn.”

To enter the competition, teams will propose their experiment idea online using the design guidelines and proposal template on the competition site. NASA plans to announce the competition winners in January 2023. The selected student teams will build their payloads from January to May, and the final experiments will take flight in summer 2023.

Educators interested in TechRise are strongly encouraged to join the virtual educator workshop on Saturday, Aug. 27, to learn more about the challenge, high-altitude balloons, and how to develop a NASA TechRise proposal. Attendees will also have an opportunity to ask questions of TechRise educators who recently participated in the winner build experience.

NASA also is seeking volunteers to help judge the entries anticipated from across the country. U.S. residents with expertise in engineering, space, and/or atmospheric research who are interested in reviewing NASA TechRise Student Challenge submissions can apply to be a judge on the Future Engineers website.

NASA’s Flight Opportunities program, based at the agency’s Armstrong Flight Research Center in Edwards, California, and part of NASA’s Space Technology Mission Directorate (STMD), is leading the NASA TechRise Challenge, with support from the NASA Tournament Lab, also part of STMD.

Aerospace Project Management

October 25-26, 2022 | Online | Central Time

This introductory course to project management in the aerospace industry will be comprised of three modules. The first module will provide a general overview about project management processes from project initialization phase to the closing phase of a project. The second module will provide case studies and examples that will explain in detail why some projects are successful while others are set for failure right at the start. The third module will investigate the present and future of the fast-changing world of project management.


On completion of this course, attendees will:

  • Identify the elements of the PM life cycle, including plan, execution, control, and closure
  • Review the established processes and procedures
  • Establish the project-selection method and create a business-case cost-benefit analysis
  • Identify and understand possible risks of any project in the early planning stage
  • Describe the career paths in the PM profession in the aerospace industry
  • Analyze future projects in the space business and how they may have an impact on human civilization

Course Instructor: Bojan Garvan

Aerospace Program Manager at EnerSys


Call us at 720-617-1319 to Register

October 25-26th, 2022 | Online | Central TimeGroup Discounts Available

Group Deals

We are now also offering package rates that can be used either by event or by bundle (you/your company can purchase a package of events for the future and receive a discount for each. Note: Applies to new registrations only and cannot be combined with additional discounts, valid for group pricing events only).

  • 5 packs (20% disc. off all group priced events)
  • 10 packs (30% disc. off all group priced events)
  • 20 or more (40% disc. off all group priced events)
  • Call us at 1-720-617-1319 to learn more.

Call for Speakers & Instructors

EUCI is actively searching for knowledge leaders in the Electric, Oil & Gas, Water/Wastewater, Infrastructure and Aerospace industries to share their experiences at upcoming conferences and courses and develop new events. If interested, please send a brief bio to Laxmi Mrig, CEO, at lmrig@euci.com


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INSGC Photo Of The Day

September 12th, 2022

Explanation: What are those red filaments in the sky? They are a rarely seen form of lightning confirmed only about 35 years ago: red sprites. Research has shown that following a powerful positive cloud-to-ground lightning strike, red sprites may start as 100-meter balls of ionized air that shoot down from about 80-km high at 10 percent the speed of light. They are quickly followed by a group of upward streaking ionized balls. The featured image was taken late last month from the Jeseniky Mountains in northern Moravia in the Czech Republic. The distance to the red sprites is about 200 kilometers. Red sprites take only a fraction of a second to occur and are best seen when powerful thunderstorms are visible from the side.

Sept 12


Funding source for INSGC Fellowships, Internships; Research and Outreach Project funding for Higher Education, K-12, and Informal Education through INSGC affiliates.


Research funding available for undergraduates, graduates and faculty.


Collaboration opportunities with industries for internships and skill set training.


Funding for projects that create public awareness of INSGC and NASA.

Need Funding?

Browse through the opportunities we offer and apply today!


Indiana Space Grant Consortium supports K-12 education by offering space based resources to excite children about STEM and NASA education. You can find these resources below.

Educational Resources

Teacher Resources

Educational Programs


Higher Education

INSGC higher education affiliates throughout Indiana with eligible students, must be a US citizen, enrolled full-time as a collegiate student, be involved in STEM related research or STEM education project, are eligible to apply for scholarship/fellowship.


Beginning in 2020, INSGC no longer offers UG Scholarships. Instead INSGC offers Undergraduate Research Internships.

Students will not directly apply for this funding from INSGC. Faculty members (PI) who are supervising a research activity will apply for the award for the number of students planning to participate in the project. UG students will be paid an hourly rate for research.



Fellowships, Masters/Ph.D are available for graduate students pursuing research projects with any INSGC affiliate. New for 2020, applicants must specify a NASA Center and/or a Mission Directorate alignment.


Research awarded to be conducted by faculty who submit project proposals that help NASA achieve national research objectives

New for 2020. All proposals must specify a NASA Center and/or Mission Directorate with which it is aligned.

Informal Education

Information, resources, and funding for Professional Development for informal educators relating to science, technology, engineering, and math.


INSGC outreach affiliates may apply for grant funding that engages K-12 students in STEM curriculum and hands-on learning.

New for 2020. All proposals must specify a NASA Center and/or Mission Directorate with which it is aligned.

View our Academic pages for more information.

Looking For Career Opportunities?

INSGC currently has a career page with information 

and a few valuable resources!

The INSGC twitter page is linked above. There will also be a link to our INSGC Facebook page shortly.

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