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The Nanoscience Project at Hampton University (NanoHU) responds to the international call for more workers in the field of science, technology, engineering, and mathematics (STEM) who are nano-savvy and prepared for engagement in the fourth industrial revolution. The project’s initial intent to answer statewide and national initiatives was congruent with Hampton University’s (HU) desire for increased diversification of research interests across HU and enhanced the preparation of its students for doctoral degrees. Funded by the National Science Foundation, the five-year project (2012–2017) purposed to develop and systematically implement an integrated, multidisciplinary STEM research and education program in nanoscience at HU. Evidence of NanoHU’s success is demonstrated in the following accomplishments at the University: (1) a new Nanoscience Minor, (2) a new “Introduction to Nanoscience” course that has had a total enrollment of 82 students from STEM and non-STEM fields, (3) the NanoHU Scholars Program that has prepared 23 Scholars for entry into graduate programs and 12 NanoHU Fellows for similar pursuits, (4) a Faculty Development Program that has supported a total of 20 STEM and non-STEM faculty members, (5) a NanoHU Seminar Series that has informed the HU community about the science, business, legal, and ethical topics pertaining to nanoscience and nanotechnology, and (6) a viable outreach program that has prepared high school students (NanoHU Pioneers) for successful matriculation as STEM majors at the college level and stimulated STEM interest in the surrounding community. It is worth emphasizing that execution of the project also resulted in engagement between STEM and non-STEM constituents of the University, establishing a platform for a formal science, technology, engineering, arts, and mathematics (STEAM) institutional initiative. Efforts to communicate the importance of nanoscience to the HU community through seminars resulted in an infusion of nanoscience modules in STEM and non-STEM courses including courses in English, Journalism, Ethics, and other pre-law courses. Although NanoHU is specific to the needs of HU, its collaborative construct promises to be an innovative model for STEM and STEAM programs at other institutions with a similar construct.

Three myths of life on other celestial bodies are examined as potential motivators for space tourism. The historical myth of extraterrestrial planetary life was debunked by modern astronomy. The twentieth-century myth-like belief in the existence of stellar civilizations or extraterrestrial intelligence has engendered an extensive search for transmitted signals from such civilizations, but none have yet been detected. The post-modern myth of aliens visiting the Earth by unidentified flying objects, engendered new religious movements; however, it is silent about the aliens’ stellar origins, while the new religions do not encourage adherents to visit the aliens’ abodes. In the final analysis, none of the three myths offers an incentive for space travel and tourism.