OreSat: A Student Team-Based Approach to an Inexpensive, Open, and Modular (1-3U) CubeSat Bus

Most educational CubeSat projects have the same dilemma: not enough money to buy capable COTS hardware, and not enough internal experience (even with teams of students) to build reliable, and inexpensive systems in-house. We present a middle road to the “COTS vs DIY” conundrum: the OreSat bus. OreSat is a fully open source 1U – 3U CubeSat system meant to be built, modified, and flown by student teams. It’s specifically designed to be put together by resource-constrained student teams with “gaps” in their interdisciplinary breadth, as most teams have. OreSat has everything you would expect from a CubeSat system: a 1 – 3U structure, multi-band deployable antenna, solar array, battery pack, on-board computer, radio system, star tracker, reaction wheels, magnetorquers, and SDR GPS receiver. OreSat is built around a high density card-cage system with roughly a 40% higher packing density than the commonly used PC/104-plus stack. Each system is a “card” based on inexpensive 2 and 4 layer PCBs that interface to a common backplane that is capable of carrying CAN, Ethernet, RF, and power. As each CubeSat is unique, the backplane is made bespoke for each mission with 30% of backplane connections available for customization. Student teams can take the existing OreSat systems and build them as is, or modify them for their missions. The OreSat bus is scheduled for first flight in late 2021 (OreSat0, a 1U technology demonstrator), and will be fully deployed in late 2022 as the 2U “OreSat” mission, accepted into the 2017 NASA CubeSat Launch Initiative (CSLI)

The Remote Learning Experience at Portland State University in Spring 2020

It is an endeavor to understand what we have and will learn about the impact of remote instruction on faculty, students and relevant academic support teams. Simply put: We want to learn from an experiment foisted upon us by a health crisis. We have engaged in an incredibly innovative response. And now, we ask what have we learned? How might we improve? And, most importantly, are there implications from this experiment for the future of instruction at PSU and throughout higher education? The project was organized around two stages in the Spring 2020 term. Stage One: Out of the Gate: Reflections and Lessons Learned (First half of the term) Stage Two: Reaching the Finish Line: Lessons Learned and Recommendations for moving forward (Second half of the term). The project began the week of April 20 and continued through June 12. The original plan called for the following participants: (a) ten undergraduate students to put together a group of 8-10 other students to discuss the questions posed in the study; (b) Three graduate students who would assemble 5-7 fellow graduate students; (c) Three tenured or tenure-track faculty, two non-tenure-track faculty and three adjunct faculty, each of whom would form a chat group of 5-7 other faculty to discuss the questions posed in the study. In addition, Judith Ramaley put together a chat group of a dozen student support unit leaders to explore how each unit adjusted as the university moved quickly to remote learning and remote work and then, in a second round, what lessons each had learned throughout the spring term about ways to support students and assist faculty members who were also seeking to help their students