PLATINUM2024

Teachers in Space, Inc.

Real Space Experiences for Teachers and Students

aka TIS   |   New York, NY   |  http://www.tis.org

Mission

At Teachers in Space, Inc (TiS) our mission is to stimulate student interest in science, technology, engineering, and mathematics (STEM) by offering teachers extraordinary space science experiences, space flight opportunities, and industry connections. Our initiatives spark a transfer of passion for space science and exploration from teachers to their students. TiS equips the teachers participating in our workshops, to encourage and prepare students to pursue further education and careers in the emerging space industry. We provide unique teaching materials and design challenges to take back to the classroom. TiS is creating unique opportunities for a diverse set of students to contribute to space science work in exploration and discovery from their classroom.

Ruling year info

2015

President

Ms Elizabeth Kennick MS

Main address

4 E 27th St Unit 20452

New York, NY 10001-9422 USA

Show more contact info

EIN

46-5720474

NTEE code info

Educational Services and Schools - Other (B90)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

At Teachers in Space (TiS), we are aiming to increasing the lack of STEM education for underrepresented students by utilizing our professional development workshops and initiatives for teachers and educators throughout the USA. Providing access to high-quality, evidence-based STEM learning experiences, training educators in primarily Title 1 public schools, to successfully broaden participation of marginalized students receiving STEM education.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Spaceflight Experiments Workshops for Teachers

Spaceflight Experiments Workshops are aimed at K-12 teachers of underserved students. TIS trains them to build CubeSats with their students highlighting experiment and engineering design (STEM). Teachers learn about commercial and suborbital spaceflight, high-altitude balloons, and payload testing and integration. After training teachers fly CubeSats on high-altitude balloon missions and glider flights then analyze resulting data. During this time TIS also provides opportunities for teachers to meet and interact with scientists and developers from NASA and commercial space companies. Teachers leave Spaceflight Experiments Workshops empowered with the knowledge, confidence and skills required to begin teaching their students how to build CubeSat experiments. TIS personnel are available for support virtually while workshop participants teach their students. Completed student CubeSats are returned to TIS for flight integration. This encourages students to pursue space-related careers.

Population(s) Served
Teachers
Students
Children and youth

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of educators who have opportunities to attend programs offered by professional organizations

This metric is no longer tracked.
Totals By Year
Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

The goal of TiS is to equip the teachers participating in workshops to encourage and prepare students to pursue further education and careers in the emerging space industry. We are creating unique opportunities for a diverse set of students to contribute to space science work in exploration and discovery from their classrooms. The anticipated outcomes for participants attending our program(s), are as follows:
Assemble an Arduino microcontroller and sensors.
Program an Arduino and collect data from the sensors.
Assemble a CubeSat frame with an Arduino microcontroller.
Integrate CubeSats onto a balloon launch platform.
Launch, communicate with, and recover a balloon mission.
Communicate with CubeSats on suborbital and orbital missions.
Collect, analyze, present, and disseminate data collected from CubeSat missions.
Successfully stimulating students interest in STEM education complementing the efforts of NASA and others to build a diverse future STEM workforce. TiS expects the following long-range goals from our programs:
Students will pursue further education and experiences related to the STEM field, particularly in space exploration and aerospace engineering.
Teachers will report increased comfort and confidence teaching STEM topics, particularly engineering and technology.
Teachers will build a collaborative support network with each other, TiS and other aerospace professionals, to further develop and build experiments and contribute to real scientific research with their students.
Teachers will be introduced to space industry contacts to foster the creation of a pipeline for students into aerospace jobs and the commercial space sector.

TiS firmly believes STEM education should be available for every student regardless of their gender, ethnicity, background, personal circumstances, and financial status. We are providing equal access for teachers and educators with our professional development workshops (in person) and our online course (remote learning). Our strategy is developing teachers who then bring their knowledge from our curriculum back into their classrooms, not just for their current students but for all their future students as well; creating a cumulative, collective impact for generations to come. TiS personnel are providing a year of support to our program participants to help them achieve classroom participation, student engagement, and increasing students pursuit of STEM education and future careers in the space industry workforce.

Since 2014 TiS has built cross sectional collaborative relationships, to bring our professional development STEM programs and initiatives throughout the USA. Presenting workshops at New York Challenger Center, Chicagos National Computer Science Teachers Association Conference, NASA Ames, a research facility in Silicon Valley, Cosmosphere in Kansas, onboard the Intrepid Museum in New York City, and the Challenger Center in New Mexico to name a few locations. As well as building relationships with commercial space companies so student classroom experiments can fly on high altitude balloon missions, Perlan glider flights, ZeroG flights, suborbital and orbital rocket launches.

Since 2014 TiS has presented space related workshops to teachers in Florida, Georgia, California, New York, Oklahoma, Colorado, Illinois, Connecticut, and Rhode Island. Training teachers has enabled TiS to offer to students an empowering pathway of interaction with integrated STEM in the high-interest activity of designing experiments and building CubeSats. In 2022 and early 2023 TiS presented the latest iteration of its Flight Experiments Professional Development Workshops for Teachers to teachers in Maine, Kanas, and New Mexico. We support teachers in working with their students to design and build Arduino-based sensing experiments in 1U, 2U and 3U CubeSat frames for parabolic, stratospheric, suborbital, and orbital flight and data collection. A 2U cube of this design was developed and flown to space with Blue Origin in 2019 thanks to a NASA Flight Opportunities grant. Our first 3u orbital CubeSat Serenity, launched on Fireflys Alpha1 (was destroyed before reaching orbit). The second flight, launched October 1, 2022, reached very low orbit, and operated for 4 days in orbital. Serenity is committed to its third launch which will be on Firefly Alpha Launch Vehicle from Vandenberg AFB tentatively schedule for liftoff the first quarter of 2024. Students are further stimulated to pursue education and careers in the space industry when they are analyzing the data from their classroom experiments after flight. Our ultimate goal is to fly teachers to space with their classroom experiments!
Our sustainable development goal of providing quality education include:
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We share the feedback we received with the people we serve, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, The people we serve tell us they find data collection burdensome

Financials

Teachers in Space, Inc.
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Operations

The people, governance practices, and partners that make the organization tick.

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lock

Connect with nonprofit leaders

Subscribe

Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Teachers in Space, Inc.

Board of directors
as of 02/28/2024
SOURCE: Self-reported by organization
Board chair

Ms Elizabeth Kennick

Teachers in Space, Inc.

Term: 2019 - 2024

Christopher G Murphy

8th Grade Teacher

Carol Deborah Pinchefsky

Freelance Writerer

Peter Edward Wainwright

Senior Engineer

Elizabeth Kennick

Teachers in Space, Inc.

Robert Mark Werb

Partner - RiverCrest Realty

Salil S Joshi

Founder - Enspire Advantage

Organizational demographics

SOURCE: Self-reported; last updated 2/14/2024

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 09/05/2023

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.