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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
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5

Workforce Training and Development

NASA’s Airborne Science Program has long been a proving ground for emerging scientists, launching many successful careers in Earth system science observations and modeling. The traditional entry point has been at the graduate student level and sometimes the postdoctoral level. Engagement at these levels, however, has done little to remedy ongoing lack of diversity in NASA’s workforce and the Earth system sciences in general. Recruitment at the undergraduate level has been improved somewhat through efforts such as the Student Airborne Research Program (SARP), which has frequently used the DC-8, but lack of engagement at earlier educational stages has hindered diversity of Earth system scientists. Efforts to improve diversity serve to strengthen the pool of talent as well as promote an appreciation and understanding of Earth system science more broadly across all sectors of society. This chapter describes the opportunities that exist in NASA’s suborbital science program for recruitment, training, mentoring, outreach, and international capacity building, along with thoughts about improvements that could be made.

Over the past few decades, the concerted efforts described in this chapter have improved the recruitment of undergraduates; training of graduate students and postdocs; mentoring of early career scientists; outreach to K-12 and the public; the development of a culture of diversity, equity, and inclusion (DEI); and the fostering of international research capacity. With continual assessment of effectiveness and accountability, these current efforts provide a solid base on which to build improved and expanded strategies to achieve future workforce training and development objectives, specifically for airborne science and also more broadly for Earth system science research.

It is important to note that creating a vibrant, diverse workforce for the Earth system sciences and an informed citizenry about the Earth sciences is not NASA’s responsibility alone, but is shared with other government agencies, academic institutions, and K-12 schools throughout the United States and internationally. It is also important to recognize that much of NASA’s airborne science is conducted collaboratively with other agencies (e.g., the National Science Foundation [NSF], the National Oceanic and Atmospheric Administration, and the U.S. Department of Energy), international partners, and many academic institutions. Consequently, many members of the “workforce” move fluidly among these entities. In that regard, the issues discussed in this chapter represent shared concerns that need to be pursued collectively to achieve and maintain a strong workforce.

Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
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5.1 RECRUITING UNDERGRADUATES

In general, the recruitment of students into Earth system sciences and specifically airborne science has been largely in the hands of university researchers who accept undergraduate degree holders into their graduate programs and then engage them in their funded NASA airborne research. Only in the past decade has NASA invested in the direct recruitment of undergraduate researchers.

One successful airborne student program is NASA’s High Altitude Student Platform (HASP1). It accepts applications from undergraduate teams for eight small payloads and four large payloads to be launched on a large helium-filled high-altitude balloon each year. The program involves the students in every aspect of the process, from payload design and construction to launch, recovery, and data analysis. An emphasis is placed on recruiting students from underrepresented groups.

SARP is one of NASA’s primary efforts to attract undergraduate students to pursue graduate studies in Earth system science. To reach outside the typical pool of candidates pursuing this path, SARP has targeted nonresearch institutions and has been recruiting across all 50 states. Gender-balance has been observed, and ethnic diversity is considered in participant selection. Over the 10-year period between 2009 and 2019, 333 students from 212 schools in 49 states and Puerto Rico have gone through the program. Almost all (93 percent) alumni of the program are employed in science, technology, engineering, and mathematics (STEM) fields or pursuing advanced degrees in STEM. Fifty alumni hold Ph.D. degrees in STEM fields, and 20 alumni from that cohort have participated as scientists or engineers on 17 different NASA Airborne Science Program missions.

A heavy-lift aircraft capable of carrying many passengers is essential for such a program because it allows for maximum participation. When SARP has been connected to a larger field campaign and the aircraft has the full complement of instruments, individual attention on flights is possible with a 1:1 scientist-to-student ratio. A separate student airborne program was recently selected by NASA to serve minority serving institutions to specifically increase opportunities for introducing minority students who are underrepresented in STEM fields to science careers. These programs represent strong efforts to expand opportunities and encourage interest beyond typical graduate school applicants.

Despite the success of SARP and HASP, only a limited number of students can have the opportunity to be involved in this type of hands-on, immersive experience in Earth system science research. SARP and HASP are comparable in size to the University Corporation for Atmospheric Research Significant Opportunities in Atmospheric Research and Science (SOARS) program and are dwarfed by the NSF-funded, university-led Research Experience for Undergraduates program. While all of these programs focus

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1 See https://laspace.lsu.edu/hasp/.

Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×

on building a diverse STEM workforce, NASA’s focus on airborne research is particularly effective in recruiting undergraduates into careers in airborne science.

5.2 TRAINING GRADUATE STUDENTS AND POSTDOCS

Opportunities for involvement in airborne campaigns are essential for building and maintaining a vibrant community of airborne science practitioners. Apprenticeship is a key component of building an airborne scientist’s skillset, and the existence and availability of these opportunities are critically important across the stages of development for scientists in training at the graduate student and postdoctoral levels. Field campaigns comprise the segments of this graduated pathway to acquiring the expertise and experience needed to be a successful airborne scientist.

Providing such opportunities has been an area of strength for NASA’s suborbital science program in general and heavy-lift aircraft in particular. Being part of a large airborne science team provides both exposure to a large cross-section of the community and visibility for graduate students and postdocs, encouraging mentorship that extends beyond the immediate graduate advisor. For instance, science teams for NASA’s recent Korea-United States Air Quality (KORUS-AQ), Fire Influence on Regional to Global Environments and Air Quality (FIREX-AQ), and Convective Processes Experiment—Aerosols and Winds (CPEX-AW) campaigns included 40+ graduate students and postdocs

Image
Figure 5.1 Graduate student Ajda Savarin from the University of Washington repairs dropsondes deployed in Tropical Storm Cindy (2017) on board the DC-8 during the Convective Processes Experiment. SOURCE: Shuyi Chen, University of Washington.
Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×

for each (Figure 5.1). They participated in a variety of roles, including observations, forecasting, and nowcasting. On the DC-8, real-time training is enhanced by the mix of senior and junior scientists working together on instruments and participating in the open science conversations over headsets that drive real-time decision making. On the ground, students monitoring the aircraft location in the context of forecasted conditions provide immediate feedback from satellite observations to guide chat room discussions with the scientists on the aircraft to enhance mission success. They gain valuable experience by conducting daily briefings during flight planning meetings and science presentations during periodic science team meetings to assess progress in meeting campaign objectives. Training similar to this example occurs for field projects in all Earth system sciences, but the experience is particularly intense when the students and postdocs are participating on the aircraft during flights.

To extend training to a greater number of students and postdocs, the science teams can make liberal use of virtual access to daily planning and science team meetings. Virtual access becomes essential when campaigns involve participants who are at remote ground sites and can contribute to the planning of the next flights. Virtual access also enables participation by those unable to be in the field for the full duration of the study to stay abreast of progress. Conducting flight planning in a meeting room large enough to accommodate even the students who are in the field with the aircraft allows them to participate in the flight decision process or at least see how the decisions are being made. Openness, in general, leads to better decision making and demystifies these processes for graduate students and postdocs. These activities are good practice for communicating and planning during any airborne field campaign but work particularly well when many of the participants are actually flying together on a large aircraft.

NASA's Space Grant Project provides funding for graduate students to conduct research on an area of interest to NASA through individual Space Grant participants' programs.2 These projects require the student to identify a faculty researcher who will mentor the student through their project and provide matching funds to support the student. These funding opportunities allow self-motivated students to propose and conduct airborne research using uncrewed airborne systems (UAS).

5.3 MENTORING EARLY CAREER SCIENTISTS

Early career scientists can be defined as scientists emerging from graduate programs and postdoctoral positions to become independent researchers. A continual progression of emerging scientists with new measurement strategies and instruments ensures continuity in Earth system science research capability as established scientists and their legacy instruments age. In some cases, legacy instruments are handed down directly to

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2 See https://spacegrant.alaska.edu/funding-opportunities/students/graduate/research-grants.

Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×

younger scientists for continuity and improvement. This is most common for scientists working in government labs to provide observations that are needed routinely across a broad range of science foci. Expanding measurement capability to replace legacy instruments, developing measurements of new variables, devising new integrated interdisciplinary approaches, or taking advantage of improved measurement techniques rely heavily on the next generation of scientists across the spectrum of disciplines from universities, the private sector, and government laboratories.

Despite the benefit of new technology and instrumentation, change necessarily involves additional challenges related to cost and risk that early career researchers must overcome to gain entry to airborne science. These challenges can be greatly mitigated by a large research aircraft such as the DC-8. Airborne payloads on the DC-8 often afford the space to include a few emerging principal investigators and their new instruments because a large platform has enough capacity to accomplish the science goals while also giving emerging investigators opportunities to participate.

If the new investigators have not previously been part of airborne science research, the learning curve can be quite steep for putting a new instrument on any aircraft, and the DC-8 offers great flexibility for integration of new instruments. It also allows for redundancy, which reduces risk as new techniques can be intercompared with older, more trusted measurements in need of being upgraded. A large aircraft with multiple investigators also can reduce the slope of the learning curve because such a large group of experienced airborne scientists can become mentors for the early career scientists due to the continual interactions that are required when preparing for flights or flying on a large aircraft with multiple investigators.

Multi-investigator field campaigns on the ground or involving smaller aircraft can also provide this mentoring environment, but few of these campaigns can create as strong a sense of community and mentoring as those airborne campaigns using large aircraft or that involve as many early career scientists as a large aircraft can. It is also common for the DC-8 to have space available for instruments of opportunity that do not integrate scientifically but still benefit from the ability to test and actively develop a new capability for future use. Such increased opportunities afforded by a large aircraft help to hasten both the evolution of airborne instruments that incorporate newer, smaller, lighter, and more energy-efficient technologies and the progression of a more diverse pool of emerging airborne research scientists.

The large science teams associated with DC-8 field campaigns extend beyond just the airborne measurements. They also include scientists involved in modeling, satellite observations, and other measurement perspectives. These large teams expand on the traditional mentoring of early career scientists by a single advisor, providing access to a large group of interested scientists for many cross-interactions and feedback. It allows for the exposure of early career scientists to all phases of airborne research, including the conception and design of airborne field studies at the earliest stages. For campaigns organized by NASA headquarters, they can contribute to developing white papers; for

Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×

Earth Venture campaigns, they can contribute to writing the pre-proposals and proposals. This process can naturally lead to leadership roles for early career scientists (e.g., deputy mission scientist, data manager, and measurement intercomparison lead) and can provide career-changing opportunities and experience that enhances interaction with the science team.

The addition of UAS to the fleet of airborne platforms available to conduct airborne Earth system science research is providing opportunities to bring early career scientists into airborne science. UAS technology is changing non-airborne research scientists into airborne research scientists by making information on vertical profiles of atmospheric constituents, measurements of surface radiative properties, and other Earth system science measurements easier, and often less expensive, to obtain. NASA scientists are demonstrating the art of what is possible to these early career scientists and providing opportunities to work on research campaigns such as NASA's Marginal Ice Zone Observations and Processes EXperiment (MIZOPEX3), an Arctic atmospheric science and sea ice project, and international UAS volcano monitoring programs in Costa Rica (Pieri et al., 2013).

Many early career scientists are funded by NASA to address integrated science questions through the lens of new UAS technology. The use of UAS requires smaller, lighter, and lower-power instruments than traditionally used in airborne science. Some of these sensors will be adapted from the instruments used on traditional airborne science platforms, but others may be novel instruments developed to address specific UAS platform size, weight, and power limitations by identifying new ways to obtain required scientific data. The sensors these scientists are developing may be transferable to traditional airborne science platforms and enhance their measurement capabilities or replace a larger instrument, allowing for the integration of additional capabilities. Early career scientists and engineers also are working with NASA experts in many of NASA's UAS Traffic Management and other UAS technology development programs that will lead to new policies and procedures, payloads, and platforms that will allow a wider use of UAS to address Earth system science needs.4

Conclusion 5.1. A large aircraft increases opportunities for mentoring and including early career scientists in all aspects of Earth system science airborne missions, which is critical for the continuity of research talent, state-of-the-art instrumentation, and leadership in airborne Earth system science research.

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3 See https://airbornescience.nasa.gov/content/Marginal_Ice_Zone_Observations_and_Processes_EXperiment_MIZOPEX.

4 See https://www.nasa.gov/utm.

Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×

5.3a Outreach to K-12 Students and the Public

Aircraft in general, and large aircraft in particular, are effective vehicles for capturing the imagination of K-12 students and for increasing the public’s awareness of the value of scientific research. To that end, open houses and aircraft tours at their home flight centers or during campaigns, media tours, and press coverage have all proven effective. Heavy-lift aircraft with sufficient payload capacity to accommodate cameras and reporters are particularly attractive as press can go on research flights and report directly on flight experience. This applies also to crews from science programs such as NOVA and for creating stories from the frontlines of science and engineering.

Researcher-teacher partnerships and teacher engagement on airborne campaigns can be facilitated through online chats with students during research flights, in-person visits to local schools during a campaign, lectures by campaign scientists at local schools, and/or collaboration with local schools to host ground sites or small sensors if relevant.

All of these strategies have been used to great effect and to varying degrees, but additional steps can improve the outreach. In press coverage, diversity is important to consider as children are looking to see recognizable faces to help them identify with the subject. Diversity is also important in the type of press coverage that is cultivated. It is important for a wide range of news sources to be invited to ask questions and observe field operations. The need for diversity is just as important for classroom visits. On airborne chats, students are more likely to ask about what kind of shoes you are wearing than what you are measuring. The first step in engagement is to humanize the participants. Once the students see a person rather than a scientist, they are more prepared to hear about the science and believe that they can also be part of that world.

Conclusion 5.2. A large aircraft has an important role for attracting, training, and developing a diverse workforce through engaging the public, exposing undergraduates to research opportunities, and immersing graduate students and postdocs in airborne Earth system science research.

5.4 DEVELOPING A CULTURE OF DIVERSITY, EQUITY, AND INCLUSION

While the need for diversity is raised several times in the discussions earlier in this chapter, encouraging participation by underrepresented groups will be limited unless the associated issues of equity and inclusion are addressed. As NASA pursues its broader efforts in diversity and inclusion across the agency, the following policies and procedures to improve DEI apply specifically to airborne fieldwork.

  1. Code of conduct in field campaigns. Science teams need to work in close quarters in a coordinated fashion when deployed to the field. As science teams become more diverse, it is important to provide training that reminds participants of the sensitivities and perceptions that can be damaging to both interpersonal relationships and the work environment and to promote conditions conducive to collaboration and good science.
Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×

    Clear communication of expectations and recognition of all science team members as professionals is helpful to everyone.

  1. Deployment responsibilities. Fieldwork can be difficult or impossible for some potential researchers for a variety of reasons, whether a need to balance family responsibilities, disabilities, or other professional and personal contexts. One way to soften the demands of fieldwork is to divide responsibilities and have tiered leadership that reduces the time spent away from home. Virtual access to planning and other field meetings also allows those back at home to stay engaged when possible. Continuing to explore creative ways to enable participation in fieldwork that balances demands at home will foster greater inclusion.
  2. Tracking outcomes and developing accountability. Clear metrics on progress in meeting DEI goals are needed. This tracking includes all phases of participation, including proposals submitted and selected, diversity by group (students, postdocs, investigators, and leadership), conference presentations, and co-authorship on publications. Such metrics can reveal where efforts to be more inclusive are successful or in need of attention and can provide a basis for establishing accountability for improvements.

Conclusion 5.3. Increasing the diversity in airborne science requires improving the sense of belonging for airborne field mission participants from underrepresented groups, making allowances for balancing professional and personal needs at work or home and adjusting efforts to improve diversity based on the results from past efforts.

5.5 FOSTERING INTERNATIONAL RESEARCH CAPACITY

NASA’s heavy-lift aircraft afford the opportunity to host international researchers with benefits to both international collaboration and capacity building. Researchers have been hosted on both the DC-8 and P-3 aircraft on numerous occasions. An early example relates to Dr. Yutaka Kondo, a Japanese scientist participating in the Pacific Exploratory Missions of the early 1990s. His participation carried both diplomatic and science benefit, with his measurements of ozone and nitrogen oxides providing fundamental value to the science objectives aimed at understanding the air pollution along the Asian Pacific Rim and its transport to the remote atmosphere. This opportunity allowed him to launch an airborne science effort in Japan that provided great value over the years through several Japan-sponsored airborne campaigns. Dr. Kondo and his research group have also participated in subsequent NASA field studies, providing his colleagues with invaluable experience and exposure to the international community. More recently, NASA hosted five Korean research instruments on the DC-8 during the KORUS-AQ field study (Figure 5.2). This invaluable training and collaboration again led to stronger airborne science in Korea and the acquisition of new airborne platforms to support Korean research. Given the need for NASA to obtain science data globally for satellite calibration and validation and science interpretation, this

Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×

collaborative approach opens more areas to flight access and fosters broader observational coverage accomplished with a stronger and more experienced international airborne science community.

Conclusion 5.4. A large aircraft has the capacity to include international partners during field missions, thus fostering scientists from other countries to improve their countries’ capacity to conduct airborne Earth system science research.

Image
Figure 5.2 Dongwook Kim and Changmin Cho, Korean students from the Gwangju Institute of Science and Technology, work on a cavity enhanced spectrometer on board the DC-8 during KORUS-AQ. SOURCE: Kent Shiffer, NASA, https://espo.nasa.gov/korusaq/image/Dongwook_Kim_and_Changmin_Cho_1.
Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×

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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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Suggested Citation:"5 Workforce Training and Development." National Academies of Sciences, Engineering, and Medicine. 2021. Airborne Platforms to Advance NASA Earth System Science Priorities: Assessing the Future Need for a Large Aircraft. Washington, DC: The National Academies Press. doi: 10.17226/26079.
×
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The National Aeronautics and Space Administration (NASA) and other U.S. science research agencies operate a fleet of research aircraft and other airborne platforms that offer diverse capabilities. To inform NASA's future investments in airborne platforms, this study examines whether a large aircraft that would replace the current NASA DC-8 is needed to address Earth system science questions, and the role of other airborne platforms for achieving future Earth system science research goals.

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