AAS - 2025

The Winter American Astronomical Society (AAS) meeting is the largest meeting of professional astronomers in the world. NITARP educators attend an AAS first to meet their team, then they go home and work remotely for much of the year, and then attend an AAS to present their results. At any given AAS, then, we could have two NITARP classes attending - those finishing up, and those getting started. Reload to see a different set of quotes.

The 2024 and 2025 NITARP teams are attending the 2025 January AAS meeting in National Harbor, MD. The 2024 class is presenting results and the 2025 class is starting up. We had alumni raise money to come back as well. We sent about 40 people to the AAS and had a grand time. Please see the press release on NITARP from the AAS, and the special online article about NITARP at the AAS. All of the posters we presented are here. (In addition to the iPoster sessions as listed here, the physical versions of the 2024 teams' posters were up at the IPAC booth all day Tuesday.)

2024 teams:

159.08 (Mon 5:30-6:30pm) Forester et al. "Investigating Anomalies in Astrometry of AGNs in Gaia Data" (iPoster)
168.03 (Mon 5:30-6:30pm), Perry et al. "NITARP Benefits for High School Level and Introductory College Level Astronomy Classes" (iPoster)
205.02 (Tues 9-10am) Andreas et al., "Imposter Syndrome in Early-Stage STEM Students" (iPoster)
205.05 (Tues 9-10am) Mason et al. "Teacher Research Experiences and Its Deep Impact on Education" (iPoster)
357.02 (Wed 5:30-6:30pm) Benter et al. "Searching for YSOs in Cassiopeia using a Multiband Approach" (iPoster)

Alumni:

106.04 (Mon 9-10am) Gogliettino et al. "Looking for a More Accurate Luminosity Indicator for Quasars" (iPoster)
(withdrawn) 122.01 (Mon 10-10:10) Garcia et al., "Toward Automated Identification of YSOs in Sharpless Regions Using Infrared and Halpha Excess"
160.15 (Mon 5:30-6:30pm) Jones et al. "Advancing Exoplanet Research with Small Instruments: Transit Photometry Using a 60mm Telescope"
161.10 (Mon 5:30-6:30pm) Strasburger et al. "Optical to IR Reverberation Mapping of AGN Using Refined NEOWISE Photometry" (iPoster)
168.08 (Mon 5:30-6:30pm) Sperling et al. "The Impact of Secondary and Higher Education Partnerships through High-Altitude Ballooning-Based Research Experiences" (iPoster)
205.03 (Tues 9-10am) Newland et al. "Bridging Research and the Classroom: Leveraging Multi-Wavelength Data for SED Plots of Young Stellar Objects Using Google Colab" (iPoster)
205.08 (Tues 9-10 am) Schwarz et al. "Reach for the Stars: Authentic Astronomical Research in Middle School" (iPoster)
208.02 (Tues 9-10am) Sperling et al. "High-Altitude Ballooning for Muon Detection: Preliminary Testing for an International Research Collaboration" (iPoster)
304.03 (Wed 9-10 am) Ciambra et al. "Curricula for Educators to Access Authentic Data and Scientific Research Experiences" (iPoster)
304.05 (Wed 9-10am) Rebull et al. "NITARP, the NASA/IPAC Teacher Archive Research Program" (iPoster)

Quotes

The students experienced a bit more of a shift in perspective, I think. They didn't all previously realize how much data analysis there is. It's not all just looking at (pictures of) the sky.
This helped me feel like I was involved in something that went beyond just my campus and tiny little world. This experience has made me more confident to try for challenges outside my comfort zone and look for opportunities to contribute to the greater educational community.
I have developed a deeper and more nuanced understanding of the term "data-driven" teaching. For most teachers, "data-driven" refers to using assessment results to guide instructional decisions. Now, I view it as a means of actively integrating real-world data into the learning process itself.
This has been one of the most enriching, immersive and rewarding educational experiences I have had. Most professional development is an hour online while NITARP became a way of life for me for a year. It gave me the opportunity to talk astronomy every week not only with an astronomer but with our team of amazing individuals.
Programs like NITARP directly contribute to the development of a highly skilled and scientifically literate workforce, which is essential for maintaining the nation's competitive edge in STEM fields. NITARP provides teachers with professional development that goes way beyond traditional training. It immerses them in authentic research experiences. The result: teachers return to classrooms with enriched content knowledge, a deeper understanding of scientific practices, and innovative strategies to engage students. For students, the impact is transformative. They gain access to real-world datasets, learn how to collaborate on complex problems, and develop critical thinking skills that prepare them for STEM careers. Programs like NITARP inspire curiosity and creativity, showing students they can contribute meaningfully to ongoing scientific research. What’s more, these experiences promote equity in education by bringing cutting-edge opportunities to diverse classrooms, including those in underrepresented or underserved communities. In short, initiatives like NITARP represent an investment in the intellectual capital of both teachers and students, fostering a culture of innovation and inquiry that benefits society at large.

AAS - 2025

Quotes

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