AAS - 2026

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 2025 and 2026 NITARP teams are attending the 2026 January AAS meeting in Phoenix, AZ. The 2025 class is presenting results and the 2026 all-volunteer self-funded alumni class is starting up. We sent about 35 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 2025 teams' posters were up at the IPAC booth all day Tuesday.)

2025 teams:

220.01 Edwards et al., “Stellar Rotation Within the Beta Pictoris Moving Group Using TESS Lightcurves”
403.01 Molohon et al., “Student and Teachers as Scientists: The Impact of Authentic Astronomy Research Experiences”
403.05 Pfahler et al., “From NITARP Experience to Community Practice”
406.04 Cullen et al., “Using Spitzer Space Telescope data to catalog short-term variable AGN for determining the size of accretion disks”

Alumni

104.08 Sperling et al., "Evaluating Educational Outcomes of the HERA Secondary–Higher Education High-Altitude Ballooning Research Program Across Pilot Sites"
136.08 Cohen & Sperling, "METEOR: A Low-Cost, APRS-Based Flight Computer for High-Altitude Balloon Missions"
217.04 Schwarz et al., “Star Finders: Assembling a Multi-Wavelength Catalog of Young Stellar Objects in Serpens Main”
403.02 Kuper et al., “From young stars to active galaxies: Development of foundational lessons for authentic astronomy research”
403.04 Newland et al., “Photometric Catalog Integration in a Python Framework for Spectral Energy Distribution Construction and Young Stellar Object Classification” - possibly better formatted version here
403.06 Bechtel, “NITARP Influences Multiple Generations, Communities, and Careers”
403.07 Blackwell et al., “Stellar Life Cycles: Improved Methods of Education”

Quotes

After this experience, I have come to realize that I have never really taught Astronomy to my students. Yes, they all learned the standards and they passed the course, but they have not learned Astronomy.
NITARP has dramatically changed the way I work in the classroom. I’ve added a scientific research course, and because of the student population where I teach, there is no monetary cost for the students. Students can choose a topic of study that aligns with their own interests (within reason) and conduct a study with mentor support, emulating the NITARP model as much as possible. I also added a guided astronomy research experience for my physics students. I tried this last year, and it had a large impact, especially for my special education students. All students chose to make a scientific poster and present their guided research in lieu of taking a paper/pencil final. I will continue the guided research project with my on-level and honors physics classes this year.
NITARP is literally the best professional learning experience I have ever had.
Time with like minded and active teachers bring more ideas and opportunities than can ever be completed by a person - but will absolutely transform my teaching (again!). Every time is something new and amazing and makes me a better teacher and educational leader.
My original NITARP experience taught me not to fear the unknown. Embrace. Understanding the process and the feelings of students (and educators) as they work through the particulars is a master class heutagogical practice. NITARP provides exceptional professional development for educators because the process is hands-on, engaging, and fruitful (product oriented). I already know my experience has changed me because NITARP brought me metacognitive understanding of how research happens, how to make my courses phenomenon-based, and where my engagement and interests can lead.

AAS - 2026

Quotes

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