James A. Brey

Enhancing Diversity in the Geosciences through National Dissemination of the AMS Online Weather Studies Distance Learning Course

AFFILIATIONS: GEER, MILLS, AND MORAN—American Meteorological Society, Washington, D.C.; WEINBECK—State University of New York, College at Brockport, Brockport, New York; PORTER—Elizabeth City State University, Elizabeth City, North Carolina; HARRIS—North Carolina Central University, Durham, North Carolina; BREY— University of Wisconsin—Fox Valley, Menasha, Wisconsin CORRESPONDING AUTHOR: Elizabeth W. Mills, American Meteorological Society, 1120 G Street NW, Suite 800, Washington, DC 20005 E-mail: mills@dc.ametsoc.org DOI: 10.1175/BAMS-85-1-37

Incorporating real-world data in the classroom: A unique approach to investigating Earth's Ocean, Atmosphere, and Climate System

The American Meteorological Society (AMS) views introductory college-level courses to be important avenues for promoting scientific literacy among the public. Additionally, it is from these courses that future teachers often receive their only college-level training in the geosciences. As such, the AMS Education Program considers the development of high-caliber, scientifically-authentic educational materials to be one of its top priorities. In striving to reach that goal, the AMS has produced a suite of introductory college-level courses that engage students by investigating current topics in Earth science making use of the most up-to-date, real-world environmental data.

CELEBRATING AMS’ EFFORTS TO INCREASE DIVERSITY IN THE GEOSCIENCES

The statements, findings, conclusions, and recommendations are those of the author(s) and do not necessarily reflect the views of the National Oceanic and Atmospheric Administration (NOAA), the U.S. Department of Commerce, or the National Science Foundation (NSF). American Meteorological Society Education Program amsedu@ametsoc.org ametsoc.org/EducationProgram • NSF-funded for 5 years (2011-2016) • Introduced/enhanced geoscience and/or sustainability focused course components at MSIs that are signatories to the American College & University Presidents’ Climate Commitment (ACUPCC) and/or members of the Louis Stokes Alliances for Minority Participation (LSAMP) • Partnered with Second Nature to recruit signatories • Introduced AMS Climate Studies to 101 faculty representing 90 MSIs • Via a NSF no-cost extension, a 5th course implementation workshop will be held in May 2017 Since 2001, the American Meteorological Society (AMS) has initiated course implementation at minority-serving institutions (MSIs) through NSF-supported Geoscience Diversity/National Dissemination Projects. Most recently, AMS received funding to introduce and enhance geoscience and/or sustainability-focused course components at MSIs through the AMS Climate Studies Diversity Project. Success with this Project led to collaborations with other institutions/organizations, allowing AMS to bring geoscience course work to more students, strengthening the pathway towards advanced geoscience study and careers.

The AMS DataStreme Earth's Climate System Teacher Professional Development Course: Results from a Three-Year Study

ABSTRACT The DataStreme Earths Climate System (DataStreme ECS) course implementation has been built on 20 years of American Meteorological Society (AMS) in-service K–12 teacher professional development experience, and is supported by educational research. Using the Targeting Outcomes of Programs model, DataStreme ECS was evaluated over a three-year, six-semester (spring 2011–fall 2013) study period through content and pedagogical focused pre- and posttests, a postcourse assessment, and an environmental literacy evaluation. During the NASA and NSF-supported study period the course prepared 1,027 teachers, via 25 Local Implementation Teams serving 35 states, to lead and assist their students and peers in understanding climate and global change issues. Notable evaluation results include an average 28% grade increase for teacher participants from pre- to posttest, as well as an average of 98% of participants reporting that their environmental literacy had increased (some or much) as a result of the course. There was a 99% completion rate for registered participants, demonstrating the value teachers placed on the course. Additionally, in a spring 2011 evaluation of peer-training workshops given by a specialized group of DataStreme ECS-trained teachers, 94% of attendees gave the highest possible response when assessing workshop content, and 98% recommended that the workshop be offered to others. DataStreme ECS can serve as a curriculum and instruction model for those designing long-duration teacher professional development courses to work with a network of educators and scientists to increase program reach and build public scientific literacy.