Current Sponsored Programs

PI: Dr. Rosa Williams

Columbus State University (CSU) will offer five undergraduate “Hands-On” observing assistantships, to support students of Columbus State University’s Earth and Space Science B.S. program in getting professional observatory and astronomical instrumentation experience, under faculty and staff supervision and mentorship. Students will engage in observations of emission-line nebulae, tracking of Near-Earth Asteroids, timing studies of variability in the black holes powering active galactic nuclei, variable stars, and/or the Sun during a period of high solar activity. These observing assistantships will assist recruitment and retention in STEM, develop professional and technical skills in NASA-related competencies, and give students at the start of their studies the opportunity to be involved in professional research. Student assistants will be expected to present their work at a local (CSU) or regional conference. In addition, observing assistants will work with students from local schools for virtual or in-person observing sessions designed to educate and inspire middle and high school students interested in STEM careers.

PI: Dr. Rosa Williams

Columbus State University (CSU) will provide undergraduate research assistantships for students during Fall 2025 – Spring 2026. These assistantships will support student involvement in original, faculty-mentored research projects, in areas that will build competencies in both the NASA and STEM disciplines of astronomy, space science, and science education. In support of these research projects, the undergraduate assistants will work with faculty at Columbus State University (CSU), its Department of Earth and Space Science (ESS), and associated Coca-Cola Space Science Center (CCSSC). Faculty-mentored projects have in the past involved (a) satellite-based multi-wavelength astronomy of supernova remnants with Dr. Rosa Williams, and (b) minor planet tracking and orbit determination with Dr. Andrew Puckett. CSU has recently expanded our student-involved research programs to include (c) monitoring blazar optical variability with non-affiliate collaborator (and former CSU Space Grant student) Dr. John Hood at the University of Chicago, through the on-site mentorship of Co-I Michael Johnson. Research students will be expected to present results at an academic conference, and/or in a professional publication. To that end, we plan a trip for the undergraduate research students, along with their mentors where possible, to attend the Georgia Astronomers Research Meeting (GRAM) usually given in late Fall at one of the participating Georgia institutions.

PI: Dr. Priya Goeser

The Eagle Engineering Ambassadors (EEA) Program is a collaborative mentorship initiative between Georgia Southern University’s Armstrong Campus and local middle and high schools. The program is designed to expose a group of students to engineering concepts and careers through hands-on engineering projects within a structured mentoring framework. The program reinforces students’ STEM knowledge while cultivating a pipeline of future Georgia Southern STEM majors and the next generation of NASA scientists, engineers, technicians, and mathematicians.

The program will work with 2-3 middle schools and 5-7 high schools in Savannah and surrounding areas. Teachers will be recruited to identify students that will participate, coordinate ambassador visits, and supervise project activities. The program will pair a trained Georgia Southern engineering student (ambassador) with a host team consisting of the teacher and 6–8 students from the same school. The ambassadors will visit the host team 5-6 times each semester (Fall and Spring) to guide the team through mini engineering projects. While the teams usually meet after school hours, the ambassadors may also visit entire classes during school hours to reach broader student groups. Projects focus on NASA-relevant themes such as robotics, embedded systems, and 3D printing, offering students early exposure to real-world engineering challenges.

After the initial success of this program in the Savannah area, the PI is partnering with the Co-PI who is from Georgia Southern’s Statesboro campus to extend the program to at least 1-2 schools in that region. While this is a pilot-collaborative effort, the proposal is not written as a collaborative one. If successful, a collaborative proposal will be submitted the following year.

PI: Dr. Justin Robinson

The GSGC Visiting Observer program supports student travel to GSU-affiliated, premier research telescopes and observatories such as the Center for High Angular Resolution Astronomy (CHARA), Apache Point Observatory (APO), and the Small and Moderate Aperture Research Telescope System (SMARTS). Travel to these facilities continues to be a foundational element of GSU graduate student dissertation research, publications, and awarded grants from NASA and the NSF. Travel to these institutions typically spans one week and includes instrument training, development of observational schedules, full-night observations, analysis of digital products, and preparation of the results for publication. Students also gain the option of remote observations after in-person training, allowing future observations and data retrieval without the need for physical travel after the initial in-person training.

PI: Dr. Justin Robinson

The Georgia Outreach Team for Space (GOT Space) is a STEM outreach program founded in 2018 in partnership with Georgia State University (GSU), Georgia Institute of Technology (GA Tech), and the Georgia Space Grant Consortium (GSGC). The GOT Space program delivers interactive STEM presentations and demonstrations to K-12 classrooms, youth groups, and the general public across Atlanta and Georgia, thereby immersing students and educators in up-to-date, premier NASA research instrumentation and results (i.e., the Hubble and James Webb Space Telescopes, International Space Station, Solar System missions, etc). The program consists of undergraduate, graduate, and faculty ambassadors, and K-12 STEM educators are able to directly and independently request a visit from the team via GOT Space’s website hosted by GA Tech and GSU. GOT Space also routinely holds workshops and meetings for K-12 educators, gaining first-hand experience with NASA-related discoveries and technologies. In all arms of the GOT Space program since its founding, GOT Space has impacted ~11,000 students and ~2,000 members of the general public. Given the average number of events and attendees each fiscal year and events already requested of GOT Space, GSU anticipates GOT Space will impact ~4,000 K-12 students and over 1,000 members of the public in the 2025-26 fiscal year.

PI: John Hines

The A-MASST25 multi-university virtual student space mission and systems development testbed will continue to provide pre-college and higher education students and teachers with specific hands-on learning experiences integrating foundational technologies with aerospace engineering and small satellite lifecycle product development. A-MASST26 refines and expands upon A-MASST 25 and prior efforts, but also expands to demonstrate, pilot, and mature a multiyear, multistage, multielement pre-collegeacademic-early professional workforce STEM Space learning and training outreach component. A-MASST26 focuses on two task elements: 1) expanding the A-MASST team development and operations capability to demonstrate and deploy modular 1-2U nanosatellite bus subsystems (with .5 -1U Payload accommodations) for NASA relevant mission objectives; and 2) integrate the HFF Suborbital and
Orbital Space Systems (SOSS) learning and training workflow into a progressive, evolutionary space systems development and applications pipeline ranging from grades 8-23. Deliverable elements:

1. Summer 2026: Continue and build upon A-MASST and other HFF Space STEM
2. Continue to engage HFF STEM Fellows and Interns: HFF in-service 2024-25 Teacher Fellow, and HFF Mechatronics Academic intern, and we hope to include a GSGC AE 3/2 Program Intern
3. Fall/Winter fy26: Build BalloonSat breadboards w payloads and integrated functionality
4. Spring 2026: Then work together to implement SOSS testbed and exhibition demos
5. Ongoing 2025-26: Create Hands-on Project Experiences Learning and Training Kits

PI: Dr. David Joffe

The Applied Leadership Program at Kennesaw State University (KSU) is designed to cultivate leadership, research, and communication skills among undergraduate students in STEM disciplines. This initiative offers participants a unique opportunity to engage in applied leadership by assuming key roles in the planning, coordination, and delivery of research talks and proceedings at conferences, workshops and public events, as well as STEM outreach activities to K-12 students. By integrating hands-on leadership experiences with public outreach and educational enrichment, the program aims to prepare future STEM professionals to effectively lead, mentor, and disseminate knowledge within both academic and community contexts. This proposal outlines the program’s framework, expected outcomes in student development, and its broader impact on STEM education and leadership capacity building. Undergraduate students engaging in the research and leadership activities beyond the standard curriculum gain practical, transferrable skills that are highly advantageous for those pursuing future careers in STEM. By integrating academic development with community engagement, the program fosters a collaborative environment that supports both personal growth and the broader mission of advancing STEM education. In addition, participation across STEM disciplines is explicitly multi-disciplinary. The program has included active involvement from students representing the Departments of Biology (with a focus on Biotechnology), Mathematics, Physics, Chemistry, Computer and Information Science, Engineering and Cybersecurity. This interdisciplinary engagement strengthens the program’s impact and reflects the program’s broad commitment to advancing and promoting STEM career paths. Our on-site workshops, seminars, and hands-on experiments continue to serve as vital components of our student leadership efforts, playing a key role in inspiring and engaging younger students in STEM learning. Undergraduate students in the program actively engage in research and present their findings at regional, national, and international conferences. In addition to contributing to journal articles, they share their research experiences through outreach presentations aimed at educating and inspiring the K-12 students. This comprehensive approach equips students with the knowledge, communication skills, and professional experience essential for success in STEM careers. The program is part of a broader undergraduate research program funded by KSU, supported by initiatives such as CETL, U-RISE, the USG STEM IV Grant, the Mentor-Protégé Program, and the Birla Carbon Scholars Program. The program will run from 08/15/2025 through 08/14/2026.

PI: Dr. Anthony Choi

Mercer’s Open Robotics Laboratory (Machine Intelligence and Robotics Laboratory, MIRL) in the new Science and Engineering Building with work benches, equipment, consumable materials, and large open floor space for experiments. Due to increased research activity, MIRL lab space has been increased. MIRL now has another room solely dedicated to conducting robotics experiments and smaller lab space dedicated to Ballooning research. The laboratory is open to any student with interests in robotics, high altitude ballooning, AI, and intelligent machines. Students can walk into the lab and start on predefined small projects, larger projects with other members, research projects led by senior undergraduate or graduate student, or their own projects. It creates an environment for students to get hands-on experience with formal and informal support systems. Students can experience, experiment, and design with minimal cost and almost no delay in obtaining parts. The lab is stocked with not only major equipment, but also sensors, actuators, rapid prototyping capabilities, etc. The Open Robotics Laboratory provides a vibrant and conducive
environment where students can let their interests and imaginations run wild. In conjunction with this Open Robotics Laboratory, we established Mercer Robotics Club. Mercer Robotics Club will help recruit from a wide range of majors. We currently have 42 members with 9 major projects underway. It has attracted engineers from Robins Air Force Base interested in Robotics and Intelligent Systems. MIRL is starting to attract interest from local industry interested in collaborative prototype design of robotic systems to meet the requirements of Robins Air Force Base. This program has been prolific in exposing engineering students and
related majors to NASA aligned projects and creating a pathway for them to support NASA mission and its workforce goals. This lab is also a featured stop during Mercer University’s admission tour for prospective students, which allows us to engage the general public (parents) and students to increase the awareness and knowledge of NASA.

PI: Melissa Raburn

The 2025-2026 GA STEM Educator Institute and STEM Workshop Series at the Museum of Aviation will provide professional development through STEM Institutes and Workshop Series that connect STEM disciplines with NASA resources. This program supports the efforts of the Georgia Department of Education’s focus on STEM Education, the Georgia Space Grant Consortium’s mission Goal 3: STEM Engagement in NASA’s mission by providing opportunities for students and educators to participate in authentic STEM experiences that support the NASA mission and its workforce goals and also supports STEM professional development programs using NASA’s content and resources to provide educators with learning experiences that build critical instructional STEM skills to better prepare their students for STEM careers.

PI: Dr. Deepak Mishra

This research will build upon cutting-edge neural rendering methods for 3D surface reconstruction using remote sensing imagery high-resolution remote sensing satellites for three sites, augmented by unmanned aerial vehicles (UAVs) at one of these sites. Traditional multi-view stereo photogrammetric methods rely on rigid surface textures to accurately reconstruct a scene. However, many low-frequency regions such as arid and polar sites across Earth, exhibit uniform color and texture, making it difficult for traditional methods such as structure from motion (SfM) to create accurate surface models of the terrain. Neural Radiance Fields (NeRFs) overcome this problem by using neural volumetric rendering techniques to continuously learn the geometry and color radiance of a scene.

In this research, we will start with well-established NeRF models (Shadow NeRF (S-NeRF) and Satellite NeRF (Sat-NeRF)), consider newer NeRF variants, and develop original processing pipelines as necessary, to improve NeRF outputs. Three study areas are selected as representations of regions with low textural and color variation, although each is quite distinct topographically, texturally, and geographically. The first region is a sand dune in Death Valley, California. This arid site has little perceptible vegetation cover, is mid-latitude, has high topographic relief that makes it distinct from surrounding areas, tends to have low cloud cover, and no issues with satellite geometry affecting satellite imagery quality. The second region is a seasonally snow-covered mountain located in Alaska. This site has rock outcrops but low vegetation cover (above the tree line), is high-latitude, has high topographic relief but is one peak within a mountain range, tends to have issues with cloud coverer, and issues with high-latitude affecting satellite imagery quality and availability. The third region is a coastal wetland in Georgia (Sapelo Island). This site has dense graminoid vegetation that is <1 m, is mid-latitude, almost no topographic relief, can have issues with cloud cover, but no issues affecting satellite imagery quality. This coastal Georgia site is only site that we will be able to also include UAV imagery.

There are three objectives. First, compare NeRF methods developed for satellite imagery for three topographically and climatically distinct regions with low textural variation. Second, evaluate NeRF models using standard qualitative comparison of visual outputs (PSNR, SSIM, MAE). Third, determine if or how the NeRF pipeline needs to be adjusted to be optimized for each of these distinct regions that share characteristics of low textural and color variation. Our goal is to assess the feasibility of NeRF methods for generating surface meshes of terrain from these varied regions using multi-view satellite imagery from three sites, augmented by UAV imagery NeRF from one site in coastal GA.

The results from this research will contribute to research on NeRFs as a plausible contender to the current state-of-the-art for 3D scene reconstruction with remote sensing data, furthering fields in computer vision, photogrammetry, and geographic sciences.

PI: Dr. Benjamin Davis

The University of Georgia (UGA) Rocketry team is entering their third year of consecutive involvement in the International Rocket Engineering Competition (IREC), the world’s largest university rocket engineering competition. Based on the UGA Rocketry program that has been in development since 2017, project personnel are chosen from a mentorship and outreach pipeline serving to train interdisciplinary students interested in the aerospace industry with measurable certifications under the National Association of Rocketry (NAR) level certification system. Under the mentorship of current project leadership, the next generation of project personnel is guaranteed. This comes from a large range of individuals, from backgrounds in science, technology, engineering, and math (STEM), business, and other non-STEM study programs at UGA, and allows the bestowment of experience and lessons learned to keep the team moving in a positive direction encouraging innovation.

The UGA Rocketry team is currently composed of 19 mixed undergraduate and graduate students studying mathematics, computer science, and engineering in the fields of mechanical, electrical, and computer systems. The UGA Rocketry program is currently the only rocket science-based project and professional development opportunity for undergraduate and graduate students interested in the aerospace industry.

Every year, the team’s primary objective is to foster hard and soft skills of project personnel under the rules and guidelines set by IREC to develop the successful design and performance of a launch vehicle with recovery and avionics capabilities. As the team and program continue to accumulate knowledge and the skill set of old and new team members grow, the team pushes the boundary of these minimum launch vehicle readiness requirements from IREC to allow for greater skillset development of its personnel. This enables UGA to represent its rapidly growing aerospace initiative with impressive technologies and designs at an international level. Most recently and going forward, this has been measured with placement of the team at IREC, with recognition from judges given directly to the team in the 2024-2025 IREC year.

IREC has seen exponential growth in its lifetime, starting in 2006, becoming the largest collegiate rocket engineering competition in 2014 with the participation of over 600 students in 2016, to now having over 2,000 students participate in the 2024-2025 year. Given the nature of IREC, recognition and development of a positive reputation of the UGA Rocketry team is expected on a yearly basis from the successful entry of the designed launch vehicle. As IREC and the High-Powered Rocketry (HPR) community continues to grow, the UGA Rocketry program is conscious about making positive impacts on communities near Athens that allow the team to compete yearly and communities nationally as the team travels to complete test launches, demonstrating advanced rocket capabilities to a diverse range of individuals.

PI: Dr. Gregory Feiden

The University of North Georgia (UNG) will hire one exceptional undergraduate student from the University of North Georgia
(UNG) in summer 2026 to serve as summer resident observer (SRO) at the North Georgia Astronomical Observatory (NGAO)—a night-sky observatory owned and operated by UNG. The SRO’s duties include serving as a telescope operator running weekly public viewing sessions, giving observatory tours, participating in scientific and career development workshops, and contributing original scientific research on exoplanet candidate validation and sky-glow monitoring. During this time, they will receive extensive scientific and career mentoring from a UNG faculty member.

Public viewings at the NGAO are free and are conducted each week on Friday from sunset until midnight (weather permitting). They are offered in conjunction with a free planetarium show at UNG’s George E. Coleman Planetarium. These events attract an average of 75 visitors each week. The SRO will organize and conduct public viewing sessions throughout the summer providing continuity for the public viewings occurring during the academic year.

The SRO will contribute to validation of hot Jupiter exoplanet candidates identified by the Transiting Exoplanet Survey Satellite (TESS), and will continue long-term monitoring of local light pollution and sky glow of the local night sky. The former involves conducting multi-band photometric and spectroscopic radial velocity measurements using the facility’s two telescopes. Targets are selected from the TESS Objects of Interest catalog, with a requirement that they still need radial velocity confirmation. Contributions to the latter will involve monitoring zenith sky brightness, generating sky glow maps, and helping making data publicly accessible through a UNG sponsored webpage, and working with local code enforcement officers to monitor illumination levels from public light fixtures across the City of Dahlonega. Data will be used to educate the public at the observatory, planetarium, and local science events (Dahlonega Science Café, Mead Under the Stars), and to evaluate the effectiveness of Dahlonega’s recent darky sky ordinance with the
aim of advocating with the local county government for more widespread regulations. Furthermore, the research will evaluate where the University can improve lighting conditions to inform recommendations to administrators in charge of light decisions.

PI: Dr. Mark Spraker

The North Georgia Space Grant Research Assistantship program supports undergraduate students who are involved in research in physics, astronomy or related fields and, by extension, the researching faculty that advise the awarded students. The program will award eight research assistantships with the funding levels being related to the extent of research activity being performed by the students, ranging from introductory reading activities to advanced research work. The purpose of these awards is to provide undergraduate researchers some financial help with their studies, freeing them of some of the time commitments required to earn that needed money in other ways, thereby giving the awarded students more time to perform research. Faculty will nominate students with exceptional academic prowess in physics and related fields and an interest in research in STEM to be considered for the awards along with a brief description of the proposed research. Special consideration will be given to research in the space-sciences and related fields. If the student and project are chosen, the faculty member will then have a financially supported research assistant to aid in their research program. This program will help to more deeply inculcate undergraduate research into the culture of the Department of Physics & Astronomy at the University of North Georgia.

PI: Dr. Melissa Jackson

Inspired by astrobiologist Sarah Stewart Johnson’s 2012 essay “O-Rings,” the Mars Expo transforms education from passive consumption into active discovery by inviting students to become what Walker Percy called “sovereign wayfarers” exploring the challenges of Mars Colonization. As Percy observed in his essay “The Loss of the Creature” (1975), authentic learning occurs when students encounter knowledge as “a garden of delights which beckons” not as “an exercise to be learned according to an approved mode.” For teachers, Percy recommends providing conditions that help students take control as knowers, as when a tourist seeks to get off of the beaten track in order to “see” what the packaged tour conceals. Posing the problem of sustaining life on Mars takes the common but important topics from introductory college courses off the beaten track and opens them to active contemplation by students.

Human life on Mars exemplifies a complex problem with multiple, interconnected parts that demands an interdisciplinary approach. Students will examine the problem from their disciplinary viewpoints—from algebra to astronomy, government to writing—and develop insights about Mars colonization. An algebra student might analyze population dynamics while humanities students explore cultural adaptation, and geology students assess Martian terrain and dust-storm hazards. Students from different courses will be formed into colony groups where, guided by faculty mentors, they will work to integrate their disciplinary insights, a process that will expose them to the mode of interdisciplinary collaboration through which scientific and societal challenges are necessarily addressed.

The roleplay culminates in public presentations where the colony groups present their synthesized research to invited guests, family members, and peers. The goal is to restore wonder, encourage imaginative investigation, and inspire students to see their coursework in relation to humanity’s legacy and potential on Earth and beyond.

PI: John Callaway

The Aerospace Industry Training program at West Georgia Technical College (WGTC) is designed to establish a partnership between West Georgia Technical College’s Economic Development and local aerospace companies. This initiative aims to upskill and train participants with the necessary skills and knowledge to thrive in the aerospace industry.

Through hands-on training with specialized industry-standard equipment and software participants will learn the skills necessary to diagnose, repair, and calibrate aircraft parts, equipment, and instruments critical to aircraft operations. Examples include: fuel pump and fuel delivery systems, hydraulic pumps and hydraulic fluid delivery systems, navigational instrumentation, communications equipment, air craft/aeronautical engine ignition systems, etc. The program will utilize cutting-edge technology and tools commonly used in the aerospace industry to ensure students gain practical experience, creating a job-ready workforce.

The objectives of this program are to further develop the aerospace industry training available in West Georgia through purchase and use of industry specific tools and equipment, to upskill workers locally to work within high-demand, high-wage businesses related to the aerospace industry, and develop stronger industry relationships with WGTC in order to forge future opportunities for students interested in entering this field.

Outcomes from this project will be: approximately 12 individuals annually will be gainfully employed in the aerospace industry and will be equipped with the skills and knowledge to be effective on the job. WGTC will expand it’s ability to provide practical hands-on training through purchase and acquisition of specialized equipment relevant to this industry. Local aerospace companies will benefit from a skilled workforce trained to meet their specific needs.

Our primary industry partner for the initial phase of this program is Fokker Services Group. Their involvement will provide students with access to industry expertise, advanced technology, and real-world applications. Fokker Services Group’s collaboration will ensure that the training program aligns with current industry standards and practices, enhancing the overall quality and relevance of the education provided.

PI: Alan Threadgill

The Boss Laser Cutting Challenge is a program designed to develop engineering students’ skills on industry standard equipment, as well as connect them with potential employers who use this technology.

In order to prepare students to join the local workforce, the Boss Laser Cutting Challenge will ask students to design a product, program the software, and produce the final outcome. The Boss Laser Cutter is an industrial grade laser cutter with a wide range of applications. It utilizes an edition of Lightburn software, a native application written for Windows, Mac OS, and Linux. Many local businesses use this or similar equipment in the fabrication of products or components.

Students will be given the task of selecting a material, designing a finished product, and producing the item using the Boss Laser Cutter. The results will be judged by local industry partners, all of whom utilize industrial laser cutters in their business. These potential employers will select the winner of the competition.

The objective of the Boss Laser Cutting Challenge is to introduce engineering students to the process of using an industrial laser cutter, teach them the skills needed to operate the software and machine, and to engage students with local employers. We expect several outcomes from this process:

1. Engineering students will work on a practical STEM activity.
2. Students will complete the class with a specific, industry relevant skill.
3. Students will meet local employers and have a chance to discuss the various uses of their new skill in industry application.
4. Employers will look to WGTC engineering graduates to fill vacancies.