Space Technology, a Rhetoric Strategy Helping Inspire Proficiency
Credit: NASA (Artist Pat Rawlings)
Project Authors: Betty and Jerry Woodfill
NASA conducted a study, decades past, of what topics motivate youth most. The survey
Space Technology, a Rhetoric Strategy Helping Inspire Proficiency
Credit: NASA (Artist Pat Rawlings)
Project Authors: Betty and Jerry Woodfill
NASA conducted a study, decades past, of what topics motivate youth most. The survey found two subjects most popular, dinosaurs and space exploration. Somehow, the distant past and distant future possess an inexplicable magnetism in a child’s formative years. Additionally, this attraction, if nurtured, continued. Often, the interest ultimately influenced career selection. Many an astronaut attested to youthful reading of Tom Swift’s rocket exploits as leading to a career in aerospace. While dinosaur study tends to ebb with maturity, the wonder of exploring the Cosmos grows. Certainly, popular media recognizes the appeal of dinosaurs and space with the STARWARS and STARTREK billion dollar cinema series. And while PLANET OF THE APES films along with ONE MILLION, B.C. proved less profitable, nevertheless, that youthful fascination with antiquity carries over into adulthood.
A NASA study discovered space and dinosaur themes captured reader’s interest.
Below is an example of an electronic game company’s use of the space/dinosaur theme for marketing appeal.
STARSHIP, the project, seeks to benefit reading and writing (rhetoric) similarly, not in the billion dollar monetary sense of Hollywood, but, more importantly, in enriching the nation’s rhetoric challenged youth (and adults) to become proficient readers and writers. It’s goal seeks to go beyond a study/research project. The ultimate purpose of STARSHIP is a permanent presence in all levels of reading/writing education, from developmental youth and adults to gifted readers/writers. All groups will benefit, regardless of proficiency, when the STARSHIP program is employed.
SO WHAT’S NOVEL ABOUT THIS INITIATIVE?
1. a. Past effort targeted on developmental education by NASA and other aerospace interests has been modest.
b. Priority has always been given to exciting youth about careers in science, technology, engineering, and mathematics (STEM). These efforts are designated as STEM motivational programs.
c. This program-concept places developmental reading/writing first with science, engineering, technology benefits as hoped for trickle down spinoffs rather than primary goals.
d. While world-wide leadership in engineering and science is extremely important as a NASA aim, the overwhelming need for Hispanic, Asian, African-American, and Anglo students facing impaired reading/writing skills begs for NASA participation in Developmental Education.
e. To this end, specific resources and teaching schemes need be developed, explored, and promoted. Hundreds of existing NASA documents already exist precluding resources to recreate them for this initiative. Rather, reviewing what exists then adapting, advertising and promoting these resources to the developmental community would be cost effective above funding altogether new versions of products already existing. (Example: PDF files of the SPACE EDUCATORS’ HANDBOOK.)
SO WHAT REMAINS TRADITIONAL ABOUT THE STARSHIP PROGRAM?
1. a. STARSHIP will teach traditional English rhetoric in the context of space exploration themes. Included will be standard textbook topics: subject, verb, parts of speech, sentence structure and types, etc. The chronology of the lessons will be likened to a mission to the Moon and back. Additionally, analogy to space features, rockets, astronauts, etc. will serve as a backdrop to the STARSHIP course. Yet, such will only be in the context of supplementing and enhancing English rhetoric basics. The candidate topics listed below will be correlated with the chronology of a basic entry level college English developmental study curriculum. Likewise, the course will be adapted to a more rudimentary level for middle/high school application.
The STARSHIP Project Process
(See the candidate lessons listed below.)
The candidate materials will be from the voluminous NASA SPACE EDUCATORS’ HANDBOOK, and the public domain DEVELOPMENTAL EDUCATORS’ HANDBOOK, a treasure trove of existing public domain space resources, resident on DVD and the Internet. A syllabus/text will be authored based on lessons developed in the first year which will be augmented, refined, and amended throughout the project.
3a. STARSHIP funding for student/instructor one day workshops: Sponsors among the community will be sought to fund attendance scholarships.
Few know that despite the wealth of potential knowledge resident in researching lunar materials, academic study would have been altogether modest had it not been for NASA funding such studies by laboratories, universities, etc. Likewise, attempts to launch STARSHIP-like workshops at a public space venue/museum failed initially when offered as a pay-to-participate opportunity. That experience led to the STARSHIP sponsor/benfactor approach. Paying for a one-day Developmental Educators’ STARSHIP workshop as a professional development option would be competitive with such existing efforts for math and science instructors.
3b. STARSHIP Venues for Phase 3. While a space facility akin to Johnson Space Center, Space Center Houston, or a Challenger Center would seem most appropriate, other options might serve equally well. For example, school classrooms, auditoriums, cafeterias, and even local movie theaters offer advantages based on proximity to attendees. The STARSHIP program is best suited to instructional staffs resident in community colleges throughout the Houston Met