The High School Aerospace Scholars (HAS) program, run by NASA’s Office of STEM Engagement at the Johnson Space Center in Houston, provides an exceptional opportunity for Texas high school juniors to dive into the world of space exploration. By offering hands-on experience, the program allows students to engage in a variety of projects, from constructing rockets to developing solutions in collaborative environments. This initiative is not just about learning; it’s about inspiring the next generation of leaders in science, technology, engineering, and mathematics (STEM).
Impact of the HAS Program
The success stories of HAS alumni speak volumes about the program’s transformative effect on participants. These stories illustrate how the program has helped open doors to diverse career paths in STEM and empowered graduates to inspire others. Jessica Cordero, the Community Engagement Lead at Johnson Space Center, who managed the HAS program between 2018 and 2021, shared her reflections on working with these talented students.
“I had the privilege of working with so many incredible students who brought imagination and determination to their dreams,” Cordero noted. “During HAS, they connected with peers who shared their passion for NASA and STEM, and by the time they completed the program, they had a clear vision of the degrees they would pursue in college. These students are the Artemis Generation—we are in great hands!”
Neel Narayan: A Journey of Transformation
One of the former HAS students, Neel Narayan, found the program to be a pivotal experience that broadened his understanding of space exploration and his role within it. Through HAS, Narayan learned to navigate complex challenges with growing confidence. “My experience working with difficult information at HAS, combined with having mentors explain the unknown, taught me to be okay with confusion and comfortable with solving hard problems,” he explained. “That’s what STEM is all about.”
Before joining the program, Narayan had a limited view of what a STEM career might involve, imagining it as long equations and solitary computer work. HAS shattered this misconception by breaking down complex concepts into manageable pieces, showing him that complexity can be simplified effectively. During the one-week onsite experience, he engaged with scientists, built rockets, and explored NASA facilities, none of which involved endless equations. This hands-on approach taught him that STEM is not limited to technical tasks.
Narayan describes HAS as an eye-opening experience that revolutionized his problem-solving approach. Collaborating with others unveiled solutions he hadn’t considered, emphasizing the importance of teamwork. He attributes much of his academic and professional growth to the HAS community, particularly his fellow scholars. For those studying together in California, they continue to meet and discuss work, school, and opportunities, nurturing a network that extends beyond the program.
His advice to high school students considering STEM is simple: keep exploring. “You don’t need to know your career path yet—in fact, you shouldn’t,” he said. “There is no better field to explore than STEM because of its vastness.” Narayan is currently pursuing a master’s degree in computational and mathematical engineering at Stanford University, after earning an undergraduate degree in computer science. His aspirations include contributing to NASA’s innovative work, expressing that being part of NASA’s research mission is a dream he’s long held.
Sarah Braun: Embracing Multifaceted STEM Careers
For Sarah Braun, the HAS program solidified her understanding of how a STEM career could integrate her diverse interests, ranging from design and education to planning spacecraft orbits and launches. Braun believes that STEM careers can be as varied as the people who pursue them. “HAS showed me the options ahead were as endless as my imagination,” she said. “The program convinced me that all my skills would be put to use in STEM, including getting to be creative and artistic.”
The program provided her with the chance to network, solve problems, and collaborate with students from different backgrounds. Learning to communicate her designs was initially challenging, but observing her teammates and mentors equipped her with the necessary skills. The networking opportunities she gained through HAS have been instrumental in her academic and career growth. The mentors she met through the program have supported her through college and into her early career, providing technical skills and guidance on maximizing her college experience. Braun’s journey led her to an internship with NASA, focusing on space systems, and eventually to a career at Collins Aerospace.
Braun encourages high school students uncertain about their career paths to engage and ask questions. “There are so many people out there who pursue STEM to follow a passion or challenge themselves,” she said. “Talking with people about what they have experienced and learned has been a huge help and inspiration for me throughout the years.” She is passionate about inspiring and educating others, leading after-school STEM clubs and mentoring students as part of her contributions to NASA’s mission of exploration and discovery.
Audrey Scott: Expanding the Horizons of STEM
Audrey Scott attributes the HAS program with providing her a chance to explore science in a practical setting. She experienced the excitement of space through events like the landing of NASA’s InSight Lander mission and Cassini’s Grand Finale. The program opened her eyes to the vast possibilities within STEM fields, inspiring her to pursue her passion.
After HAS, Scott chose to study astrophysics at the University of Chicago and is now pursuing a Ph.D. in experimental cosmology. The program not only gave her confidence to pursue STEM excellence but also transformed her approach to teamwork and problem-solving. Coming from a school that did not prioritize group projects, HAS provided a safe space to experiment with leadership and collaboration.
Scott encourages high school students to “try everything.” If something fascinates you, she advises taking advantage of that curiosity to learn something new. Time spent discovering dislikes is just as valuable as finding out what you love. She also emphasizes the importance of finding mentors and resources.
Scott continues to connect with HAS peers, especially young women navigating STEM alongside her. Her HAS experience opened doors to opportunities like the Brooke Owens Fellowship, working on a satellite with NASA’s Goddard Space Flight Center, and the Illinois Space Grant, which led her to NASA’s Jet Propulsion Laboratory. She envisions part of her thesis research occurring at a NASA center and remains open to a future with the agency.
“I’ll continue advocating for space exploration and pushing the boundaries of what’s known,” she said. “In my research, I’m driven by questions like, ‘What did the beginning of the universe look like—and why are we here?’”
The HAS program is not just an educational initiative; it is a life-changing experience that equips students with the skills and inspiration to pursue careers in STEM, ultimately contributing to the future of space exploration and innovation. For more information, visit the NASA High School Aerospace Scholars website.
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