That’s why NASA’s Office of STEM Engagement at Johnson Space Center in Houston is on a mission to empower the next generation of explorers in science, technology, engineering, and mathematics (STEM).
through High School Aerospace Scholars (HAS) program, Texas juniors have the opportunity to immerse themselves in space exploration through interactive learning experiences.
“HAS is such an important program because we introduce students to the many careers and experiences that contribute to space exploration,” said NASA HAS Activity Manager Jakarda Varnado. “We ask students who they want to be when they grow up and what problems they want to solve.”
Meet former HAS student Madeleine King.
Madeleine King always knew she wanted a career in STEM, with her dream of working at NASA influencing her decision to pursue a degree in engineering.
Before joining HAS, King believed that scientists worked primarily in labs and that engineers focused on design. But the HAS program revealed a different reality—scientists and engineers often collaborated on interdisciplinary projects, sometimes even sharing roles.
The program broadened King’s perspective on the different paths that a STEM degree can take. It showed him that a career at NASA offered opportunities in a variety of fields and disciplines.
King said participating in HAS strengthened his problem-solving skills and ability to think creatively. The program required students to tackle complex technical tasks independently, with an emphasis on self-directed learning. King described HAS as fun, challenging and engaging, which helped him in technical roles.
“Learning to digest and internalize that information is a skill I continue to use when working quickly in new groups or taking on projects outside of my current skill set,” King said.
Although King joined HAS during COVID-19, which limited in-person interactions, the experience still had an impact. His mentors also offered insight into graduate school options, helping him weigh the benefits of advanced degrees against gaining experience at NASA.
The program opened doors to internships at Johnson in the Engineering Robotics and Avionics Systems Integration Division. Now, she is studying mechanical engineering at the University of Houston, bringing passion and experience in electronics, robotics, education, project management, and aviation.
“Early in my internship journey, my resume has shined,” she said. “It showed that I already had experience with NASA’s culture, values and mission.”
Looking ahead, King envisions himself as a flight controller, contributing to both the International Space Station program and the Artemis mission. Inspired by her passion for NASA’s mission, King is just beginning her journey and is eager to be a part of the future of space exploration.
“Since my internships have allowed me to make a small contribution to both of these missions, I am excited to specialize as a full-time engineer,” King said.
Meet Caroline Vergara
As a first-generation student, Caroline Vergara lacked the resources to fully explore her interests in aerospace engineering, let alone imagine what that career might look like. That all changed when he was accepted into NASA’s HAS program.
“Exposure to real-world innovation ignited my desire to be a part of something bigger, something that pushes the boundaries of human knowledge and capability,” he said.
Visiting NASA facilities and watching engineers work on projects opened his eyes to the possibilities in STEM. Today, Vergara is a propulsion design engineering intern at United Launch Alliance, contributing to the Vulcan rocket as a Brooke Owens Fellow.
Vergara initially thought that working in STEM was mostly about writing equations or running simulations but it showed her that it was so much more. “A STEM career is about curiosity, collaboration, and the power to change the world,” she said.
During the program, Vergara joined a team of students to tackle a mission simulation project. They called themselves “Charlie and the Rocket Factory” and together they designed a prototype rocket. Working with colleagues from across the country demonstrated to him the power of diverse perspectives. He experienced firsthand what it was like to be part of a team with a shared vision, working towards something bigger than himself.
Vergara also discovered her love for 3D printing and computer-aided design through HAS. Fascinated by the process of turning digital models into physical reality, he spent hours fine-tuning designs.
Her experience with HAS also sparked a desire to give back. She returned to her hometown to share her story and inspire other students to pursue STEM. Partnering with Johnson Community Engagement Lead Jessica Cordero, she organized video conferences with NASA engineers on International Engineering Day to inspire a new wave of students to become a part of space exploration. could
“The aerospace industry is entering a new space age, and we have a unique opportunity to return humans to the moon and explore beyond,” he said.
Her advice to the Artemis race: “Go for it! You can be part of the race that changes the destiny of humanity.”
As a mechanical engineering honors student at the University of Houston and chief engineer of the Space City rocket, Vergara envisions contributing to the Artemis mission and advancing NASA’s mission to explore the universe.
“My dream is to contribute to the space exploration efforts that return humans to the Moon and beyond, and to one day work at the Mission Control Center, where I can help guide these historic missions in the future. ”
Meet Iker Aguirre
For Iker Aguirre, the spark that ignited his journey toward a career in aerospace was ignited by a passing conversation during his freshman year of high school. A senior classmate described the HAS program as a once-in-a-lifetime experience that fueled his passion for aerospace. That moment stayed with Aguirre, and when the opportunity arose, he didn’t hesitate to apply.
“It’s shown me that to accomplish something as complex as Artemis, you need a good set of teams and individuals,” he said. “You don’t have to study aerospace to be in the aerospace industry!”
In 2020, Aguirre participated only during the remote version of HAS, but he recalls that the program still gave him a deep understanding of the spaceflight industry.
Despite already having an interest in aerospace, Aguirre says it has broadened his horizons, and exposed him to different paths in the field. Through collaborative projects with Texas colleagues, he discovered that solving the challenges of space exploration required more than just aerospace engineers.
The program’s emphasis on teamwork left a lasting impression. During her time with HAS, Aguirre found herself working with students from diverse backgrounds, each bringing unique approaches to problem solving. He introduced him to dedicated and passionate people with different personalities and cultures who all shared the same dreams and aspirations as him.
Aguirre credits HAS with not only improving his technical skills but shaping his approach to innovation and teamwork. That experience paid off as he went through his educational and professional journey, including a Pathways Program internship with NASA’s Johnson Space Center in Houston and Marshall Space Flight Center in Huntsville, Alabama.
“Having connections at NASA through HAS has helped me open so many doors so far,” Aguirre said. “I met many good friends through HAS and my internship at Johnson, whom I still treasure to this day.”
Now pursuing a degree in rocket propulsion, with a focus on turbomachinery design, Aguirre is committed to advancing space exploration. He hopes to contribute to humanity’s mobility in space by addressing challenges in rocket engine feed systems.
Through HAS, Aguirre found not only an academic program, but a community and a purpose. “My journey will forever be connected to NASA’s core values of benefiting humanity on and off Earth,” he said. “I hope to inspire others as much as those who have inspired me on my journey!”