Thursday, April 24, 2025

Women in Astronomy: Space for Students - Part 7 Nikola Mazzarella

By: Libby Fenstermacher

In our popular Career Profile series, the AAS Committee on the Status of Women in Astronomy has compiled dozens of interviews highlighting the diversity of career trajectories available to astronomers, planetary scientists, and those in related fields. In a twist on this series, we video-interviewed students in astronomy and astrophysics to highlight their personal and academic career paths. The purpose of this series is three-fold. It aims not only to give a voice and exposure to those who are up and coming in the field but also to give feedback to the Astronomical community at large about the experiences of students who identify as women. The hope is that these interviews will not only share advice and lessons learned but will shed light on how to encourage and inspire more women, from various backgrounds and skill sets, to follow space trajectories and reach towards the stars. 

Nikola Mazzarella



Below is our interview with  Nikola Mazzarella,  a Senior at the University of Hawaii at Manoa as of Fall 2024. Nikola, a recent NASA Communications intern, is majoring in Physics with a concentration in Astrophysics, and a minor in Earth and Planetary Exploration Technologies.  While interning for the NASA Headquarters Office of Communication she made a tool in SharePoint that allows communicators to learn more about their target audience to engage with them more effectively. On top of that, she is the chief scientist for the VIA-SEES Mission, a small sat mission from the University of Hawaii-Manoa. Outside of astronomy and astrophysics, Nikola loves to surf, travel, and explore this world. She believes a key to her success is time management and balancing her work, play, and mental health effectively. 

Watch the full interview on YouTube at Space for Students or read the conversation below between Libby and Nikola.



“Do not undersell yourself. Know your self-worth and put yourself out there for every single opportunity because you never know where an opportunity will lead you. Sometimes life has a plan for you that you might not expect at first, but you might really, really appreciate at the end. Go for everything and apply for everything and don't undersell yourself.”
Watch the full interview between Libby Fenstermacher and Nikola Mazzarella on YouTube

TRANSCRIPT
Libby: Hi, everybody. Thanks for joining me today. My name is Libby Fenstermacher, and I'm here today with Nikola, and she's here to tell us a little bit about being a woman and a student in astronomy and astrophysics. So thank you for being here today, Nikola. Do you want to share a little bit about your background?
Nikola: Yeah, so hi, everyone. I'm Nikola Mozzarella. I'm a physics student at the University of Hawaii at Manoa, getting a concentration in astrophysics and Earth and planetary exploration technologies. And I'm graduating in the fall, and I'm really excited. 

Libby: Awesome. What inspired you to choose a path in astronomy and astrophysics?

Nikola: So I have had a lot of inspiration from my family. My dad got a bachelor's in physics as well as my grandpa worked on the attitude, determination, and control systems with NASA in the 1900s. So they really inspired me to take this path. I'm also named after Nikola Tesla, so I felt like I was just meant to do this. So yeah, it's definitely in my family and my blood and just something I've always loved to learn about.

Libby: What about astronomy excites you?

Nikola: I think that there's so many things in astronomy that are very exciting. I think the most exciting thing is learning about the possibility of extraterrestrial life and the possibility of habitable worlds other than Earth and being able to you know, populate those at some point in the future and explore the universe. So there's just…it's hard to really pinpoint anything that's specifically, you know, it's unending. 

Libby: I mean, astronomy is everything. It's endlessly inspiring and endlessly exciting. But what about astronomy and astrophysics challenges you and what have you done to overcome those challenges?
Nikola: So I do want to answer this in two different ways. I think that being a STEM student taking challenging courses is just going to be difficult for everybody in the sense that you need to be able to manage your time in a way that allows you to have all of these different aspects of your social life and your physical health taken care of. And I think that that's extremely important and probably the most challenging thing about being a college student in general. And so I think that that's something that everyone taking challenging courses should be aware of and be able to plan for these extra hours that it might take you to study or get office hours and help. So something that I've done to combat this is to manage my time very efficiently, utilize tools such as Google Calendar and Monday to really schedule out my time and make sure that I'm taking care of myself and my mental health and doing things that I like, to make sure that I'm motivated and healthy and do my best. And then the second thing is being a woman in any STEM course can be very difficult because you find yourself in classes, maybe you're one of only two women in the class, and that can be extremely challenging and give you kind of a sense of imposter syndrome or thinking, oh, I don't fit in with everybody else. And I think that the idea of putting yourself into a box thinking you don't fit in with everybody else can hold you back. Something that I've done to combat this is just erase the idea that I don't fit in and just reach out right off the bat and start making friends in class. And you'll realize that by putting yourself out there, no one actually thinks that of you. And you're not an imposter and you are smart enough to be there.
Libby: Awesome. That's really, really great advice. What do you think is a common misperception about astronomers and astronomy and astrophysics um and the educational path in general?
Nikola: I think that I, when I pictured an astronomer or an astrophysicist, I do tend to picture kind of someone that's more reserved, maybe someone that's, I don't know, in a sense, nerdy, someone that keeps to themselves and doesn't really care, kind of has their head in the clouds and doesn't really care about maybe they don't care about world issues or topics and that is just wrong altogether. I mean, I'm an aspiring astrophysicist myself and I am very, very involved in world issues and keep up to date on current events and many of my mentors and professors are as well. They care a lot about indigenous rights. And minorities getting educational opportunities. And I just think that thinking that astronomers are just, you know, only looking up is wrong and a misconception. And yeah, that's just not true.
Libby: So what are you, what are you currently working on right now?
Nikola: So right now I'm interning with NASA Headquarters Office of Communication and I'm working on audience profiles. I'm making a tool on SharePoint that allows communicators to learn more about their target audience and use that tool to engage with them better. On top of that, I'm the chief scientist for the VIA-SEES Mission. It's a small satellite mission out of the University of Hawaii in Manoa. And we're working on-- we have two payloads. So one is a UV VIS spectrometer, and that is commercial off-the-shelf. Another one is our small particle detector. And we have designed that from the ground up and it's just a labor of love for us. And that is a very, very personal, passionate project of mine.
Libby: I'm so excited for you on that one. I can't wait to see what comes from that. Are you looking to publish any papers, or are you involved in the design-build?

Nikola: So we have published believe, four or five papers by now. We have presented our work at multiple conferences, including the small satellite conference in Logan, Utah, which brings together a whole bunch of industry professionals, and they have an opportunity for students to present their work. And so we presented there, which was a great honor and so much fun. And, my team and I presented at the Space Grant Consortium National Conference, and we got to present our work there, and that was super fun. And I believe that we have, I believe there are four other published papers other than that from my team, but those are the two that I have been involved in.

Libby: Awesome, if someone wants to, research those papers or look them up. Is there a way they can do that?

Nikola: Yeah, absolutely. So right now I know that if you just typed in variability in the atmosphere solar energetic events study or VIA-SEES small satellite conference 2023, you will see our paper. It's the first thing that pops up, and you'll see my name, Nikola Mazzarella, as one of the authors, and you can find it there. You can also find it at the Hawaii Space Grant Consortium. We have many published papers on their website as well. So you can check those out there.

Libby: Neat. So that's what you're doing now, but what are your near future plans?
Nikola: So this fall, I hope to continue this internship with NASA Headquarters Office of Communications, as well as the VIASEAS project. We are launching late 2025, so it is still in the fabrication phase. I will be continuing to work on that. And then after I graduate in fall, I hope to get a NASA Pathways internship and I'll be applying to many different opportunities because I just…I love NASA. So any any opportunity to be involved, I'm very interested in.

Libby: Yeah, absolutely. Same here. I love, love being a part of the NASA universe and I am interning this fall as well and I think I have 18 different applications in there for for spring. So mentors, if you're looking for somebody, hit me up. 

Nikola: Exactly.

Libby: What are your future long-term aspirations? What do you see yourself having accomplished by the time you're 80?

Nikola: Okay, this, this hits home because I have always, always, always had a dream of making the world a better place. And I think that the best way to do that, and it's not even an I think, I know the best way toto do that is to help develop the aerospace industry and to get humans exploring our universe and learning about different technologies that can allow us to be a sustainable, healthy society. And I know that there's going to be a lot of world conflicts that could be solved by gaining knowledge of the universe and just developing a greater understanding for everything altogether. And I plan to be a major key part of that. I hope to be, and I won't stop until I do become someone that can that can lead that idea.

Libby: So I'm right there with you. I couldn't agree more. I definitely see the path to sustainability in the stars.

Nikola: Yes, I love that. That should be on a sticker.

Libby: I'll have to make it.
Nikola: Yes, I love that. Yes.
Libby: What advice would you give to someone who wants to follow a trajectory similar to yours?

Nikola: Okay, this goes back to the challenges. I think that managing your time issuper, super important for your success. So I would advise someone to start adopting whatever tools that they want to utilize to manage their time. Like I said, I use Google Calendar. It's free, it's easy. That's like just my tool of choice, but there's so many tools out there that can help you organize your time. And it seems kind of like something you wouldn't expect to be the most important thing, but it really is. And I think that you'll come to realize that everything is not necessarily about how hard you work, but how you balance your life and how you can make sure that you're healthy as well as a hard worker. And you know it does take a little extra work to plan things out, but in the end, it's going to help you. So, that's one of the major big advice I give to you. Also, do not undersell yourself. Know your self-worth and put yourself out there for every single opportunity because you never know where an opportunity will lead you. Sometimes life has a plan for you that you might not expect at first, but you might really, really appreciate at the end. Go for everything and apply for everything and don't undersell yourself.

Libby: Yes, excellent advice. Did you receive any advice and mentorship yourself? And if so, can you share any of the advice you received?

Nikola: I feel like my mentor is like taking over my body and saying this stuff as I say it. Because yes…I have a really, really great mentor, Dr. Engler at the University of Hawaii at Manoa, and he has encouraged me to really, really put myself out there for opportunities. I was like, I don't know, like, I don't think I'm qualified. And he was like, yes, you you have to apply. You gotta find out. And so I think that that's absolutely one of my favorite things is I've been practicing this thing that I call rejection therapy. And so I've just been applying to everything. And the more rejections I get, it doesn't feel like a failure. It feels like kind of a step in the right direction to where I should be. And I think that's super healthy.

Libby: I love that so much. Yeah. Because you learn from every mistake that you make and then you know, you know, OK, well that didn't work this time. What can I tweak? What can I work out to make it work for this next time? I think that's really, really solid advice.

Nikola: And it's totally like acceptance of where where life is putting you. Like just make the most out of it. So I totally…I love his mentorship and everything he has to say. And I would not be at the internship I'm at today if it were not for him, you know, giving me that base of confidence. 

Libby: And we all need that. So yeah, great job, mentor.

Nikola: Yes.

Libby: What, if any, changes would you like to see for women in astronomy?
Nikola: Yes. Oh, so many. There's so many things that I would like to see differently, happen differently. I have had many friends come to me with their stories and experiences that I have shared as well about being a woman in astronomy and even looking the way that we look like we are not maybe what you would perceive as what you would imagine as someone who is an astronomer or an astrophysicist, and sometimes that does leak into, you know, our experiences and our opportunities. And I have actually had a faculty member who has had some discrimination for being a woman and has had things not published or given the credit that she deserves. And I just think that that's absolutely wrong. And of course, I would love to see women get recognition for what they do and for us to feel like we don't have to fight. We shouldn't have to fight for our for our feeling comfortable in our work for our position. We should not have to fight for that. That should be already as a system, not be accepted. And I would love to see that change where we're not having to be fighting certain, you know, certain lawsuits and certain other, you know, systemic issues. We should already be at a position where we are heard and credited for our work. So that's definitely the biggest change I'd like to see. 
Libby: Yeah, I know that has been a notoriously large problem within the astronomical community and the astrophysics community is women being devalued and discredited from their published work. Not getting that top credit…maybe they're third line down you know when maybe it's their idea and work in the first place. So I think that’s very solid hopes for the future and hopefully it won't be hopes soon enough.

Nikola: It's even even more than that. Like, unfortunately, I've heard cases where there is things such as a sexual assault that are not addressed appropriately, and that's not OK. And I think that that's a huge, huge issue. I've experienced it myself. I've experienced that. And really, I've had some, I actually had a good outlet for it. And a lot of faculty reached out to me and gave me options about what I could do about that. But it still sucks that that is something that seems normal for the person that did it to me for them to think that that's okay. Like that's kind of seems like a systemic problem. And I would love to see that change. This is not just my story. This is, like I said, a lot of other peers that I have had have come out with the exact same experience. And that's just awful.

Libby: Yeah, it's a a known issue. And if anybody has or is experiencing this issue themselves, I would obviously encourage them to talk to the appropriate higher ups, but also go to the Committee for the Status of Women in Astronomy's resource page. Where there are a ton of resources on harassment and bias and stereotypes, all of that. So you can have some literature to back-to-back up. Thank you for sharing that all with me today. Gonna take a little change.

Nikola: Yeah, it won't change until you until we speak up.
Libby: So absolutely. Well, now we're gonna get really unserious and talk about what your favorite movie is.
Nikola: Okay. It is Fight Club. I love Fight Club. It's been my favorite movie forever.

Libby: But there is no Fight Club, I thought.

Nikola: Yeah. Don't know what you're talking about.

Libby: How fun. I mean, I was, I think in high school when that movie came out, everybody, all the little boys would just…Yeah, there is no fight club. Is there anything else you'd like to share today? This has been a wonderful interview. Thank you for being here again.

Nikola: Of course. I just can't stress enough how much you need to believe in yourself and how much you should put yourself out there. How much you should give yourself credit for everything that you do. And I'm talking about any project you worked on. If it's in a class, that does not mean that it's not relevant for your resume or for your LinkedIn or any other platform that you want to put that on. I think you need to give yourself that credit cause you did that work no matter how you went about doing that work. Put that, put that on your resume, put that, give yourself that credit umm and don't be afraid to to apply to things. And you wanna try rejection therapy, it's working well for me.

Libby: I love that so much.

Nikola: Also, yes, like I said again, I'm gonna say it again because this is important, but do your best to manage your time and take care of your mental health. Because I have seen so many of my friends just really, really get to a low point because they were working a little too hard and did not give themselves that, whatever they needed physically or spiritually or anything. So really, really take care of your mental health and and physical health, and that's the most important thing that you can do, and I hope you guys have really amazing opportunities in the future and excited to see what these, what changes will bring about for women in astrophysics and astronomy.
Libby: Yeah, and so being in Hawaii, I'm sure one of your relaxation nodes is surfing. 

Nikola: Surfing, yes, yes, yes that is my favorite thing to do. I am a huge surfer, so. That 100% takes care of me spiritually, mentally and physically.

Libby: So there we go. The trifecta. I'm gonna have to get myself on a board.

Nikola: Yeah, totally. Come out here.

Libby: Well, thanks so much again for being here. This has been wonderful. And I can't wait to share your story.

Nikola: Yeah. Thank you so much.

Libby: Bye.

Nikola: Bye.
Photos courtesy of Nicola Mazzarella and used with permission.

Thursday, April 17, 2025

Cross-post: PhD Parents: The Pros and Cons of Having a Child During Your Doctorate

When is it a good time to have a child if you're studying for a PhD? Science writer  explores this question with several researchers who had children during the PhD process in this Nature article originally published January 25, 2025.


Neuroscientist Ewa Bomba-Warczak knew she wanted to have children, and in the fourth year of her doctoral studies she remembers asking her aunt, “When is a good time?” Her aunt countered with, “When is a bad time?” Others told Bomba-Warczak to wait until she passed her qualifying exams for the PhD or reached another milestone, but she realized there was always going to be a new bar to clear. She became pregnant soon after that conversation with her aunt and defended her thesis at the University of Wisconsin–Madison in 2016 when her daughter was four months old. “My mum was taking her around the hallways so she wouldn’t cry,” she recalls.

Many PhD students find themselves contemplating whether to have a child during their PhD or wait until afterwards. 

Read the entire article at nature.com.

Thursday, April 3, 2025

Cross-post: The AAS Education Committee Is Soliciting New Volunteers!

This is a cross-post from the AAS Education Committee blog. The AAS Education Committee oversees the AAS's education activities. Members make recommendations, review educational activities, and implement AAS activities. Contact education committee co-chair Tania Anderson if you're interested in learning more or volunteering!


From the AAS Education Blog:

As co-chairs of the AAS Education Committee, we want to publicly thank all of the current committee members and let you know about the amazing work that is ongoing by this mighty set of volunteers. The AAS Education Committee, which is charged with the oversight of the educational activities of the AAS, is made up of 16 members from across the Society who have an interest and expertise in education, outreach, public engagement, and communication. As the mission of the AAS is “to enhance and share humanity's scientific understanding of the universe as a diverse and inclusive astronomical community,” the Education Committee thus serves a vital role in guiding the impact of the Society. Members of the committee bring their experience and network to support the whole Society’s activities in astronomy education — from public outreach, through introductory astronomy, to the training of future astronomers.

Read the full blog and get in touch with the committee at the AAS Education Committee blog

Thursday, March 27, 2025

The Telescopes for Teachers Program with Dr. Rachel Huchmala

Kimberly Mitchell, CSWA blogger, interviewed Dr. Rachel Huchmala, CSWA member and doctoral research fellow for Central Idaho Dark Sky Reserve STEM Network (CIDSRSN). They spoke about the Telescopes for Teachers program Rachel helped found with CIDSRSN. 

*This interview has been edited for clarity and brevity.

"Huchmala_Whirpool" taken by Dr. Rachel Huchmala using the "enhanced vision" mode on one of the telescopes on the Boise State Campus (ie with light pollution). 
Photo Credit: Rachel Huchmala


Kimberly: Tell me about the Telescopes for Teachers program. What is it, and how did you get involved?

Rachel: Telescopes for teachers is a program that I started here in Boise, Idaho, as part of a NASA Science activation grant that we have. This program has allowed us to purchase 50 robotic telescopes. They're the Unistellar eQuinox 2s. They're super easy to use. They're also very compact and out of the box. In ten to fifteen minutes, you can have your telescope up and running. So with these fifty telescopes, we then got fifty teachers across the whole state of Idaho, not just Boise involved, trained on the telescope, and now the telescope is on long term loan to their school, and so they have this resource to use in their classroom to support any Earth and space science that they're doing.


Kimberly: Okay, that's really cool. So how did you come up with the idea, “Hey, let's put some telescopes and some teachers together and see what happens?”

Rachel: Our science activation program is called the Central Idaho Dark Sky Reserve Stem Network. Our original outreach group was a group of undergraduate students that would go for classroom visits. However, using undergraduate students for these outreach events is really beneficial for a lot of reasons, but one of the big cons to it is that they are undergraduate students, most of the time physics students, which means they have quite rigorous course schedules. And so what we found was that a lot of our events ended up being stem nights, which is still good, right? But this then introduced the idea that if we're not doing classroom visits, if we're coming to the school at night, what's maybe a more exciting astronomy thing that we could do?  Through those kinds of conversations and meeting some of the teachers that had invited us to those STEM nights, we learned that one of the big disconnects in students really engaging in astronomy is that they can't touch it. It's not a tangible thing. 

So for us, it was like, what if we gave them telescopes? And so we had this idea, and in talking with collaborators and other people, we decided to make it kind of big and open to see how in this first year things went, so we knew how best to cater this program to what the teachers need. Because I think one thing that's been really important to me through this whole kind of creation process is that we're not telling them what to do, we're giving them a resource, teaching them how to use it, and then allowing the teachers to decide how to best use it in their classroom. 

And because we've taken this approach, that's also allowed us to involve teachers from kindergarten all the way through 12th grade. So we got this nice variety of teachers and the subjects they teach, how long they've been teaching, and the schools that they teach at. We have some urban teachers, mostly rural teachers, so we have people all over the place, and what it's allowed us to do is to learn ways that we can better support Earth and Space Science learning in the classroom, instead of forcing an idea on these already just oversubscribed, busy teachers. 

Kimberly: When did you receive the telescopes, and how did you decide who got a telescope?

Rachel: September 2023 we received notice that our grant was getting that extra allocation to purchase the telescopes. We ordered them in January of 2024, and they arrived in March of '24. We gave out our first ones in May, and our 49th and 50th telescope went out probably last September.

Kimberly: How did you choose teachers? Was that hard?

Rachel: It was really hard. There was kind of the idea that we had put forward something that probably wasn't going to work. I don't know why, call it imposter syndrome, or whatever you like. It was not entirely positive that this was going to get funded, and so when it did, we immediately had a bunch of issues kind of come to fruition that we didn't think through, because there was no point in stressing out about something that wasn't happening yet. In hindsight, maybe a little more planning on the front end (would have been good). But what we ended up doing was we were featured in a local news article that very quickly spread around the Treasure Valley. We put together a Google Form for teachers to express their interest. We had a couple of teachers that we knew, so we reached out to them first, and then this article came out, and pretty much overnight, we had 100 people fill out the form requesting telescopes. 

It was very rewarding to see an immediate response, like we're doing something that is needed and that our community is interested in. But then we were immediately oversubscribed. So we put together this ad hoc rubric. It grew as we went, but we started first by looking at the locations of the schools, so teachers that were outside of our immediate area, schools that would be a lot harder for us to serve with the outreach programs that we already had in place. Those teachers moved towards the top of the list just because we knew that was a way that we could still reach those communities, especially if we couldn't send our students out there. So our furthest teacher is about eight hours north of us here in Boise, all the way up in Coeur d'Alene, and then our second furthest teacher is about four and a half hours east.

Dr. Huchmala with all fifty telescopes in the Telescopes for Teachers Program.
Credit: Rachel Huchmala


Kimberly: How did you train those teachers?

Rachel: So we learned that the big disadvantage to these telescopes is that their batteries are internal and they're too large to go on a plane. This summer, with one of our undergraduate outreach students as my volunteer assistant, we packed up the Boise State motor pool van and we drove and we ended up holding ten workshops over the summer, each one about four and a half hours of classroom training and two hours of stargazing, if weather allowed, where we went over the basics of the telescope. These are the parts, and this is what the buttons do. How does this telescope compare to other telescopes? One of the really interesting things about these unistellar telescopes is that the model we have doesn't have an eyepiece. They're cameras. You're still getting a live image, but it's not like you walk up to the telescope and look through the eyepiece that a lot of people are more used to. However, this does make them much nicer to use in classrooms, especially with younger students, because you don't have to worry about students climbing up ladders or standing very still to look through the eyepiece. And they're more accessible because nobody has to climb up a ladder or be a certain height to see through it. We can just pass around the tablet, so in the end, it works out, and this also allows them to have really nice light pollution filtering. So even our teachers in our more urban areas have the capability to see the deep sky objects that our teachers in the darker areas are able to see. 

Kimberly: Have you heard back from teachers yet on what they've been able to do with their classes?

Rachel: A little bit. So it's very cold here in Boise right now. I think the high today is 24 degrees Fahrenheit. We have a few teachers that were already into astro photography before they started. Some of them really hit the ground running over the summer. The rest of them, I suspect, in the next couple of months, will start kind of hosting their first events, pulling them out at STEM nights. But we have a couple teachers that have just taken some incredible images with these unistellar telescopes. We have a couple teachers that have already contributed to citizen science campaigns that Unistellar runs. So that was another interesting way that we were able to get them involved is to provide this kind of new and exciting thing. I was recently granted a citizen science seed funding program grant, and what we're going to do is work to turn this Telescopes for Teachers program into a citizen science project specifically geared towards these teachers and their students.

Kimberly: And you’re naming your telescopes after women in astronomy and physics, right? Can you tell me about that decision process and who you chose? You don't have to name all fifty.

Rachel: I honestly don't think I could if I tried, but we wanted to bring something kind of fun into this aspect of the Telescopes for Teachers Program. And for me, it's always been important to learn about women, especially in physics and astronomy, because they're not always the ones that are front page in the textbook. What we ended up doing was deciding to give the telescopes a name so that we were able to track them better.  That led to the decision to name them all after historical women in physics and astronomy, which created very fun history book report kind of project for me and some of the students, combing through Wikipedia pages and the women in astronomy blog, resources like that. We had a couple of criteria. The main one was that we couldn't name one of our telescopes after a telescope that had already been named. So we don't have a Nancy Grace Roman, that's kind of the big one, and we chose all historical women. These are all women who have already passed away, but that made impacts to science that not only furthered our scientific knowledge, but also helped to break down barriers and make it easier for people like myself and the next generation of female scientists to have this opportunity to even be a scientist, in some cases.

Kimberly: Do you remember some of your favorite names that you used? 

Rachel: Yes. My favorite is probably the oldest one. Her name is Seondeok. She was a Korean queen, and when she became queen, she built an observatory in Korea. It's the first one. And basically her whole life, men were telling her that she couldn't study astronomy because she was a woman, and so when it became her turn to come into power, she said, “I'm going to build this observatory, and I'm going to do what I want.” That one is one of my favorites. One really interesting one that I learned about was Judith Love Cohen (aerospace engineer, Apollo Space Program). She's a little bit more modern, but she is also Jack Black's mom. I was listening to an interview with Jack Black, and he was talking about his mom, and I was like, “Wait a second!” So searching for these women kind of took over my life for a bit of time, but it was interesting, all the seemingly random places we found inspiration for doing this. 

Kimberly: You could almost do a book about it, the fifty telescopes you’ve named. Is there a place where that information is centralized? 

Rachel: On our website, we have a page called Meet the Scientists, and that's where all fifty of the women our telescopes are named after are listed. There's a PDF link to each of them with our little synopsis biography. 

Kimberly: Do you have any plans for possibly doing a second round? 


Rachel: We are working on a renewal proposal for our NASA Science Activation Grant for continued support and growth of the Telescopes for Teachers and other outreach programs here at Boise State University.

Kimberly: Very cool. Is there anything else you want people on the astronomy blog to know about what you guys are doing? 

Rachel: We send around a monthly newsletter to all of our teachers. We spotlight one of the astronomers and updates about events that we're doing on the Boise State campus and things to look at if you're new to stargazing. 

Kimberly: Thank you so much, Rachel.

Rachel: Thank you.

Find out more about the Telescopes for Teachers program from Boise State University and the Central Idaho Dark Sky Reserve STEM Network. 

"Telescopes On Deck" is an image of four of the Unistellar eQuinox2 telescopes set up on the Boise State University Observatory deck during a training session.
Photo Credit: Rachel Huchmala