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Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats

Contents

1 Purpose
2 Lunar University

The Lunar University concept described below was developed 2000 by Nobel Laureate Baruch Blumberg and Lynn Harper, who was the initiating founder of the science of Astrobiology. It was further developed under Gary Martin, NASA Space Architect in 2003, whose team developed the Vision for Space Exploration. The Lunar University Quick Assessment Team of experts was led by Harper, chaired by Blumberg, and included two of the Chief Scientists for the International Space Station, two astronauts, and a number of technical experts and academicians from multiple disciplines.

Purpose

To create the first University whose campus is on another world.

There is a renewed excitement as the International Space Station begins to produce discoveries and applications that benefit the public in biotech, in Earth sciences, in materials sciences, in technology development and in international collaborations.

A generation from now, human beings will land on Mars and walk on the red soil of the most habitable planet in our solar system next to Earth because of investments we are making today.

But there is another opportunity: We can bridge the gap between the excitement of Space Station and the dream of Mars with an endeavor designed to unleash the genius of our nation from kindergarten through retirement.

NASA could engage the nation’s talent pool in industry and academia to build the first university whose campus is on another world in conjunction with the development of an International Lunar Research Park.

All of the taxpayers money for Lunar U will be spent on Earth, in America’s businesses, in America’s colleges and universities, in NASA’s Centers throughout the United States. This is the final step necessary to make America a space-faring nation, whose understanding and whose commerce will no longer be constrained to one world.

But when we leave Earth, our national and racial differences fade before the vast emptiness of space. The exploration and settlement of the solar system is a human endeavor. Perhaps that is why America has reached so far into the Universe. We are a nation composed of people from many lands, many colors, many religions, and, most importantly of all, many ideas.

For this reason, we should invite our friends and colleagues around the world to join us as partners and to share their own genius in crafting the curriculum and assets of this unique institution of higher education. Together and only together can we create an oasis of life, of understanding, and of discovery beyond Earth.

Lest some of you think this is more lunacy than Lunar U, here is why we are convinced that not only is this endeavor feasible, it is practical.

Like any university, Lunar University must contain housing, laboratories, and classrooms. The International Space Station is proof that a large enough facility can be built and sustained beyond Earth.

Transporting cargo and people to and from low Earth orbit is the second requirement. The Space Shuttle, Soyuz, Progress, ATV, HTV, Delta, Atlas, Titan, and now Falcon 9 prove that this requirement can easily be met. We've been doing this since 1958.

We need to build spacecraft that ferry people and cargo between Earth orbit and lunar orbit. We proved that could be done in the 1960s during the first Apollo missions to the moon.

We need a third spacecraft that can take people and cargo from Lunar orbit, land them safely on the surface of the Moon, then launch from the Moon’s surface to lunar orbit. Neil Armstrong and Buzz Aldrin demonstrated that technology in 1969.

We need to build resource depots in Earth orbit and in Lunar orbit where we can deposit excess fuel, oxygen, water and other valuables that are now either burned up in Earth’s atmosphere or turn into orbital debris that become hazards to navigation and space travel. This is far less complicated than building a 20 story tall Space Station, as we have already done.

One of the earliest construction activities of Lunar University could be to build a space-based solar power station to provide the energy needed to construct and operate the University. Not only is this necessary for construction and operation of Lunar University, it will also serve as a prototype to examine the practicalities of space-based solar power for energy production on Earth. Results from this endeavor, including longevity data, will inform of us where improvements need to be made in the existing state of the art to harness the clean energy of the sun for a better future on Earth.

Construction on the lunar surface will be done via robots and by virtual presence. With this activity, America will maintain its preeminence in the increasingly important field of automation and robotics and will extend these applications and products into new fields and new markets.

Funding for this endeavor could come from three primary sources. First, NASA could use former Constellation funds to start building the technologies for construction of Lunar University. Second, private individuals and corporations would be invited to endow chairs, buildings, and facilities to make Lunar University a reality. Third, we could invite the International community to partner with us in creating something that has never been seen in the history of humankind.

As for what the University will study … there is an entire undiscovered world to explore. But its first research assignment could be to use the insight gained from living and working on the Moon to send humans safely to Mars and back home again.

The second research assignment for Lunar University could be to determine how humans can establish permanent settlements on other worlds that are self-sufficient in both resource generation and economic independence. In the process, the faculty and students of Lunar University will learn to live off the land, harness the resources of other worlds, explore the biology of life on alien worlds, invent new processes and products, create new forms of art and music, establish new arenas for commerce and the generation of wealth.

Our nation could use the knowledge of two worlds to do what it has always done best. Innovate. Create. Explore. Discover. And from the knowledge and tools gained from two worlds, craft a better future for us all.

“The vision of Apollo is an incomplete chapter in the annals of American achievements. As a democratic leader of the global community, we are capable of opening a new 21st Century era of pioneering in our solar system. We and our partners are capable of bringing the people of the globe together again, this time to venture to the moon, our celestial companion, and this time to create a dynamic, interdisciplinary learning community there to generate knowledge and resources, in all of the sciences, for the benefit of all humankind. This time we would go to pioneer a sustainable life-oriented political economy of the solar system; to assist earth and develop new energy sources that enable better options for the future; to practice needed development and environmental stewardship; and to preserve and extend terrestrial life. This time we not only return to the Moon, but return to a second home in the universe. This time we go to the Moon to stay.” Kathleen Connell/RIACS/USRA NASA ARC April 23, 2003

Why a University?

Universities are dedicated to the teaching of the accumulated knowledge of all humanity's legitimate fields of inquiry, the acquisition of new knowledge, and the sharing of that knowledge to the highest standards of the era.

Universities and their affiliate campuses, institutes, and research stations are located in every environment from the North Pole to the South Pole, in deserts, on mountains, under the oceans, in forests, on glaciers, in caves. In each of these cases, it is the unique features of the environment that drive the research and the community of researchers and students who explore, discover, and develop applications there.

Many see the Moon as a basic research station for space biology and medicine, planetary sciences, and earth sciences. Some see a practical location for learning how to explore Mars or to provide supplies for deep space endeavors. Others see the Moon as a new place to generate wealth or new products for humanity. Many see the Moon as a place where humanity may someday dwell for generations, a vision that would include sports, entertainment, and commerce.

A University embraces all these ideas equally and provides a long proven foundation for coalition among government, industry, philanthropy, and humanitarian concerns.

The greatest discovery of my generation is that human beings can alter their lives by altering their attitudes of mind. William James

Value

The skills of space exploration and returning benefits to humanity were developed in Apollo. So, for American and global youth, who must solve the complex problems of the 21st century, the Lunar University will provide an unprecedented perspective on the Earth and generate an inter-generational,inter-disciplinary cadre of leaders of every age who have returned to the roots of a physical, intellectual, compassionate and bold human endeavor; thus fulfilling the exploration imperative and expanding the potential of the human family.

Contributing to National and Global Needs

This project could serve as an extraordinary inspiration for students to develop new robotics tools for a wide variety of space as well as terrestrial applications as well as assemble the infrastructure needed to develop the new space economy.

Building the Campus

The first project of Lunar University would be to build the campus on the Moon for the initial purpose of perfecting the technologies and human systems necessary for exploring Mars. This endeavor would begin on Earth through University consortia at analog sites and would both leverage and partner commercial space organizations to construct the lunar infrastructure.

Initial projects could include:

Construction of a space solar power station in orbit around the Moon to provide the energy needed for site development and initial habitation. Such a facility might be a collaborative venture to exercise concepts relevant to space solar power beaming to Earth.
Robotic hazards and assets assessments
Robotic site preparation and ISRU
Robotic science investigations
Earth-Lunar transportation systems

Lunar University Quick Assessment Team 2003

Quick Assessment Study Team Lead: Lynn Harper/ARC

Baruch Blumberg, Nobel Laureate, Fundamental Space Biology Program, first director of the NASA Astrobiology Institute

Rita Briggs, Lockheed Martin

Geoff Briggs, NASA ARC

Ray Bula, Environmental Sciences

Kathryn Clark, Consultant, former Space Station Chief Scientist

Kathleen Connell, RIACS, former Policy Director, Aerospace States Association, one of the founders of Astrobiology.

Roger Crouch, NASA HQ,

Minoo Dastoor, Senior Advisor to the Associate Administrator, Office of Aerospace Technology

Kenneth Ford, Founder and Director of the Institute for Human and Machine Cognition of the University of Florida.

Chuck Fuller, UCDavis

Clark Glymour, Carnegie Mellon University, author, John Pace Eminent Scholar and Senior Research Scientist at the Institute for Human and Machine Cognition of the University of Florida, and Valtz Family Professor at UCSD.

Lynn Harper, NASA Ames Research Center

Glenn Hicks, UC Riverside

Dina Mandoli, Washington State University

Frank Owens, NASA HQ, Office of Education

Robert Phillips, Former Chief Scientist for Space Station

Neal Pellis, Program Manager, Biotechnology Cell Science Program, JSC

IngridRudolph-Angelich, Lockheed

Greg Schmidt, Assistant Director, Astrobiology and Space Research Director

Lunar University

Quick Assessment Study

Preliminary Report

11 May 2003

Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats

Primary Contributors: Mel Averner/ARC, Baruch Blumberg/Nobel Laureate, Chris Brown/ NorthCarolinaStateU, Kathryn Clark/ TIVY, Inc. .Kathleen Connell/RIACS, Roger Crouch/NASA HQ, Minoo Dastour/HQ, Alan Drysdale/KSC, Ken Ford/UFlorida, Clark Glymour/Carnegie, Rose Grymes/ARC, Lynn Harper/ARC, Kris Kimel/State of Kentucky, Gerald Kulcinski/UWisconsin, ,Terri Lomax/HQ, David Morrison/ARC, Robert Phillips/Colorado State, Marianne Rudisill/LaRC, John Rummel/HQ, Greg Schmidt/ARC.

Purpose: The purpose of this quick assessment study was to conduct a fair broker examination of the value of establishing a University campus on the Moon as one of the organizing concepts for exploring a new world. A quick search through records, archives, and search engines reveals that this is a novel concept that has never been explored in any depth by NASA. However, the Space Architect studies span a twenty year time frame and NASA has just reaffirmed its long standing commitment to education by creating an Education Enterprise dedicated to sharing knowledge and inspiring students that has the same scope, stature, and responsibilities of the other Enterprises. One feature important to all NASA Enterprises are flagship missions. It is proposed here to examine the viability of creating the first Lunar University whose walls are on the Moon itself as a concept for the next decade.

Key Findings for the Quick Assessment Study: A Lunar University is an exciting concept that could capture the nation’s imagination as few other concepts can, and would serve as the right type of forum for the broad range of investigations that should be part of lunar exploration.

This was a very interesting study, both because of the quality, enthusiasm, and daily growth in the number of volunteers who worked on it as well as the institutional split in the recommendation. There was no consensus. As of this writing, the study participants voted 11 to 6 in favor of a Lunar University (2 did not vote). The others recommended a Lunar Research Institute over a University to enable a wide range of participants to contribute to lunar exploration but to focus the work and organizational difficulties to a manageable level. Those in favor of a Lunar University believed that it was the breadth and scope of work enabled under a University forum that made the concept so exciting and so potentially superior in productivity and value. Almost all those in favor of a University were employed outside of NASA. All those in favor of a Lunar Research Institute over a Lunar University had been or are employed by NASA. All team members were in favor of either a University or a Lunar Research Institute over not having an organizing forum for lunar exploration.

This study began on April 15 and concluded May 9 as a low priority investigation. Some team members suggested that a University was not the right concept for the Moon, but strongly endorsed a Lunar Institute concept instead.

The primary recommendation is to take the Lunar University concept forward for more in-depth investigation.

Organizing Concept:. Universities are institutions respected throughout human history because of their dedication to the acquisition of new knowledge and the sharing of that knowledge to the highest standards of the era. Universities and their affiliate campuses, institutes, and research stations are located in every environment from the North Pole to the South Pole, in deserts, on mountains, under the oceans, in forests, on glaciers, in caves. In each of these cases, it is the unique features of the environment that drive the research and the community of researchers and students who explore, discover, and develop applications there.

Research interests on the Moon are remarkably varied and the priority of one over another is sometimes debated so fiercely that progress cannot be made to realize a goal that the debaters all share. In other cases, science communities state “Our research interests aren’t drivers for human expeditions to the Moon, but if you’re going, here are some very interesting research ideas.”

Many see the Moon as a basic research station for space biology and medicine, planetary sciences, and earth sciences. Some see a practical location for learning how to explore Mars or to provide supplies for deep space endeavors. Others see the Moon as a new place to generate wealth or new products for humanity. A few see the Moon as a place where humanity may someday dwell for generations. A University embraces all these ideas equally and provides a long proven foundation for coalition among government, industry, philanthropy, and humanitarian concerns.

"The significant problems we face cannot be solved at the same level of thinking we were at when we created them." --Albert Einstein

Summary of Conclusions:

The greatest discovery of my generation is that human beings can alter their lives by altering their attitudes of mind. -- William James

Scientific returns from Apollo can now be informed by our new understanding of life,

extremophiles and technology. Used on the Moon, these tools could change our view of both our origins and our destiny. The skills of space exploration and returning benefits to humanity were developed in Apollo. So, for American and global youth, who must solve the complex problems of the 21st century, the Lunar University will provide an unprecedented perspective on the Earth and generate an inter-generational,inter-disciplianary cadre of leaders of every age who have returned to the roots of a physical, intellectual, compassionate and bold human endeavor; thus fulfilling the exploration imperative and expanding the potential of the human family.

There are two obvious reasons for establishing a continuously inhabited research station or University on the moon before Mars: distance and gravity. The importance of distance is time. At least initially, launch from Earth and extra terrestrial landing costs may not be importantly different for the moon and for Mars, but the moon’s proximity makes resupply times enormously shorter, which means personnel rotation, equipment replacement, even emergency rescue, is much more feasible for the moon. The moon’s gravity at its surface is 16% of Earth’s gravity, less than half that of Mars. Therefore, missions are significantly easier and quicker to implement, and require much less fuel transport from Earth. These features make a Lunar University practical enough to warrant serious study.

An experimental station—or University-- on the Moon could house rotating students and supervisors who would spend several weeks to months at a time on the moon. As they do on Earth, students and faculty could conduct investigations in geology, animal and plant behavior, cellular biology, cognitive psychology, materials science, exploration science, astronomy and other subjects, linked by real time video to colleagues on Earth, often conducting experiments in parallel with terrestrial control experiments.

While privacy must be respected, a continuous webcast of public activities is feasible, creating a vast interest throughout the world not only in the scientific activities of a Lunar University, but also in the evolving human relationships in the most adventurous setting in human history.

The project is interesting in that it leaves very open the consequences of establishing a first human organization on the moon. An industrial concern or a specific scientific institute would not have the desired "petri dish" or "knowledge network" effect. A university in the broad sense would prevent stovepiping and unproductive competition. Instead, the University would be supportive of all members and help scholars adapt quickly to the extreme novelty of the environment, making connections and identifying key issues, concerns and benefits, from the physical to the societal aspects (e.g.,science, humanities, business, legal) of extending the human biosphere beyond Earth. By doing so in-situ, fundamentally new ideas will be generated faster in key fields spanning space biosciences, space sciences and astrobiology to technology (e.g., robotics, communications, energy). The physical university would be a hub/node in a much larger virtual institute (including earth-bound institutions).

In addition, a University can be funded through government, public, private, international and philanthropic organizations according to well-established procedures. This could allow the burden to the taxpayers to be reduced – perhaps considerably over time – while encouraging non-traditional scientific and humanitarian endeavors that are out of the NASA mainstream. A University would be more representative of all of society’s interests in the Moon, opening opportunities – perhaps very valuable and lucrative opportunities -- that would be considered low priority or inappropriate for a science and technology driven government agency or a technocratically driven research institute.

NASA has a responsibility to share its discoveries with those who fund its programs; to include humanity in exploration and discovery (since we cannot physically "be" there ourselves); and to educate our fellow humans, especially our next generation. A Lunar University could focus this public outreach responsibility in a non-governmental/non-exclusive manner. That could be the second primary purpose for the Lunar University (its first purpose being to actually generate knowledge, as any university, but in the unique environment of the Moon).

A Lunar University's primary mandate could be to "manage a unique science-focused Lunar Facility and part of that responsibility could be public outreach." Then the concept has a clearer purpose and the unique features of the Moon would be used to enable a wide range science, business, and humanities research and development.

Other team members felt that a Lunar Research Institute would be a better forum for lunar explorations than a Lunar University for the following reasons. They believe that the concept of creating a Research Station on the Moon populated continuously by research scientists is an excellent and visionary idea but they envision something analogous to the NSF Antarctic Research Facility rather than a University in the traditional sense.

One concern was that the idea of a Lunar University appears to be a gimmick. In contrast, a “Lunar Institute”, which would serve many colleges and universities as the South Pole Station serves the whole community, may be a better initial concept. A recent change in universities has been to allow its researchers to work for industry under controlled conditions. A Lunar Institute could provide the same kind of funding opportunity as well as research bed for industry.

Regardless of which strategy is eventually enabled – and there is reason to support both ideas – the establishment of a permanent outpost or University or Institute on the Moon will change the emotional impact of space travel. Like the South Pole, traveling to the Moon would become not quite routine, but certainly quite feasible because of the number of people who will do it.

It might be best to model the Lunar Institute after the South Pole Station, realizing that it will be a few years before we get too many people working at the same time on the Moon. For example, the South Pole Station was built up slowly and now houses over 100 scientists (CHECK).

Supporters of the Lunar Institute recommend creating a virtual institute on the Moon as fast as possible and add the reality of Institute scientists resident on the Moon as soon as possible. We could start getting data/images from the Moon almost immediately as well as setting up archival data from previous trips.

Some were unable to see the value for "students" to receive conventional lectures at a Lunar University. Cost and safety constraints demand the use of Lunar real estate for those activities that cannot be replicated elsewhere. (Proponents of the Lunar University rebut that their concept is for a very unconventional University, a pioneering effort that is the first of its kind. It would almost certainly be a virtual University from the beginning enabling collaborations, joint research campaigns, and lectures between the Moon and Earth. The students wouldn’t physically travel to the Moon for a very long time – but the faculty would).

Conclusion: The Lunar University Quick Assessment Team concludes that the idea of a Lunar University is immature but has merit, perhaps considerable merit. Initially, the Lunar University Quick Assessment Team was composed of only a few members. As the subject was discussed in various forums, including the Fundamental Space Biology Roadmap Workshop, a number of scientists volunteered to support the effort, and the team began growing. Based on the enthusiastic responses received so far, it would not be difficult to obtain a critical mass of talent to work on this concept.

The general consensus is that “The vision of Apollo is an incomplete chapter in the annals of American achievements. As a democratic leader of the global community, we are capable of opening a new 21st Century era of pioneering in our solar system. We and our partners are capable of bringing the people of the globe together again, this time to venture to the moon, our celestial companion, and this time to create a dynamic, interdisciplinary learning community there to generate knowledge and resources, in all of the sciences, for the benefit of all humankind. This time we would go to pioneer a sustainable life oriented political economy of the solar system; to assist earth and develop new energy sources that enable better options for the future; to practice needed development and environmental stewardship; and to preserve and extend terrestrial life. This time we not only return to the Moon, but return to a second home in the universe. This time we go to the Moon to stay.” Kathleen Connell/RIACS/USRA NASA ARC April 23, 2003

Next Steps: The Lunar University Quick Assessment Team recommends that a study be pursued to document the value of a Lunar University versus other research institution alternatives. The range of specialists involved in such a study must be broadened to include all relevant expertise and a steering committee should be formed to organize and evaluate the products. The Team further recommends that NASA form a Working Group to frame this concept over the next few months, organize and conduct a workshop to develop implementation strategies, and conduct “blue sky” studies to pull the pieces together. This could be done during the summer 2003 in preparation for more in-depth efforts in 2004.

Lunar University Quick Assessment Team

Quick Assessment Study Team Lead: Lynn Harper/ARC

Baruch Blumberg, Nobel Laureate, Fundamental Space Biology Program, first director of the NASA Astrobiology Institute

Rita Briggs, Lockheed Martin

Chris Brown, University of North Carolina

Kathryn Clark, Consultant, former Chief Scientist, Human Exploration & Development of Space Enterprise

Kathleen Connell, RIACS, former Policy Director, Aerospace States Association, one of the founders of Astrobiology.

Roger Crouch, NASA HQ,

Minoo Dastoor, Senior Advisor to the Associate Administrator, Office of Aerospace Technology

Alan Drysdale, KSC

Kenneth Ford, Founder and Director of the Institute for Human and Machine Cognition of the University of Florida.

Lynn Harper, NASA Ames Research Center

Glenn Hicks, UC Riverside

Kris Kimmel, State of Kentucky

Gerald Kulchinski, University of Wisconsin

Dina Mandoli, University of Washington

Frank Owens, NASA HQ, Office of Education

Robert Phillips, Colorado State University, Former Chief Scientist for Space Station