Mentor scientists interviews

The interviews with the mentor scientists were conducted through email

How was your overall experience working with the animation students for this project?

For most mentor scientists interviewed, working with the animation students on their research and watching the final screening of the projects was a positive experience. From some comments, scientists found the model to be a great way to enhance science communication and outreach experience for the general public, which is vital for society and scientists. It offers different perspectives on NASA science and what the students gleaned from the science concepts is uplifting. It gives a glimpse into a very interesting field of study in a unique way for some scientists. But one scientist also reported that while often very artistic, it sometimes seems that the science gets lost, or worse, miscommunicated in the final product.

“Seeing the work of the animation students allowed me a glimpse into a very interesting field of study I had not encountered up close in this way before.”

“Students consistently deliver fascinating results. One of the most satisfying things I do. Communicating science to the general public is vital for both society and for scientists and this is one of the best ways to do so.”

“While often very artistic, it sometimes seems that the science gets lost, or worse, miscommunicated in the final product.”

Was your involvement in the production of a student animated film beneficial for your work?

The scientists thought that this experience was beneficial for their work. Explaining the science concept to the students helps improve the ability to be more concise by focusing on the key points. Being a mentor with other scientists was a way to learn about research topics at NASA GSFC.

“Yes! Teaching astronomy students, communicating my research results to colleagues, and outreach to non-specialists are all important parts of my work. All these aspects benefit from my discussions with your students because they exercise and improve my ability to get to the heart of a topic and convey information in a concise and clear manner.“

Did the experience of working with students change your perspective on animation as an art form?

Through this experience, the scientists confirmed their positive perspective on animation. It strengthened the belief that art and science are complementary to explore the wonder and mystery of the Universe. Getting to see the animation process and the range of techniques was revealing for them.

“For a non-expert it is also illuminating to see how many different styles and technical approaches were used by the different animation student teams.”

“The playful side of animation offers a great, fun, light way of sharing science concepts and at their best when the animations highlight one or two key science concepts, while it is obvious to the audience which components are real orfictional.” e.g. in Lava Bed Bats the audience can learn that there are lava tubes on the Moon, while likely not really thinking that there are Moon bats.

F ig. 14. Lava Bed Bats ’20 - E.Copperman, C.Krempp

Do you wish to work with artists again in the future?

The scientists confirmed their desire to work with artists in the future. One scientist underlined the positive elements of learning from each other within a friendly and accepting environment.

“I would be interested in an opportunity to continue collaborating with the students, if there are students who are interested.”

Are you likely to use the animations and if so, how? What purpose…

Most of the scientists expressed their intention to use the animations either for outreach events or public talks, NASA social media, and a potential seminar at Goddard.

“Definitely. With colleagues they are a great way to break the ice and set a more relaxed tone for a more serious discussion. For outreach, they are a wonderful addition to talks and presentations. People often grasp a key concept when it is presented with such great visual story-telling.”

“I already use them to explain complex ideas to non-specialists. I expect to also use them to introduce these topics to students.”

Any suggestions to improve this program or to make it more meaningful for you?

As for suggestions to improve the program, a couple of scientists thought that it was working great as it was and did not need any changes. Involving new scientists from other teams was perceived as a positive way to reach out and expand the scale. Having more information on the “making-of” the animations could help scientists understand the process by which the animations are made in more depth, and the challenges the animators may face. Several scientists were also very curious about the details of how the animations were made.

Some improvements could be made for better communication between scientists and students: More structured interactions with the students, providing a slack channel for communication or shared files and having an early schedule with the exact time and visits would help scientists to work out their overall schedule.

One scientist wanted to stress accuracy a bit more.

“I think the program has been optimized already and is working very smoothly.”

“It would be helpful to have the expected time commitments for each of the dates scientists are involved in the program as far in advance of the program as possible. When I’m recruiting scientists, they like to know how much time to dedicate to a MICA visit, and a Goddard visit, etc. so that they can schedule their time accordingly.”

“Stressing accuracy a bit more would be useful for me.”

MICA Mentor scientists interviews