Enhancing Weather, Ocean, and Climate Science Literacy by Leveraging the American Meteorological Society-Cal U DataStreme Partnership

Monday 3:30pm TSU - Humphries: 203

Authors

Chad Kauffman, California University of Pennsylvania
Wendy Abshire, American Meteorological Society
Liz Baugher, American Meteorological Society
Abigail Stimach, American Meteorological Society
Elizabeth Mills, American Meteorological Society
Elizabeth Day-Miller, BridgeWater Education Consulting
For more than 25 years, the American Meteorological Society (AMS) Education Program has been enhancing K-12 Geoscience teacher preparation and practice, and ultimately student learning through the DataStreme Project. The DataStreme Atmosphere, Ocean, and Earth's Climate System courses empower teachers to implement STEM concepts in their classrooms using real-world data and real-life events to deepen understanding of core geoscience concepts. An essential element contributing to the high quality and success of these courses is the partnership between educators and scientists. Many scientists, including those from AMS staff and membership, contribute to the courses through mentoring and online engagement with student-participant cohorts.

For much of DataStreme's existence, the 'heavy lifting' of course instruction was handled by the mentor teams, often in-person. Given the growing enhanced capabilities of online engagement and an ever-increasing technical tool set for instruction, DataStreme moved online in 2017 in a new collaboration with California University of Pennsylvania (Cal U). Since moving online, the organization of AMS curricular materials and course content within Cal U's learning management system (Desire2Learn (D2L) and Global Online program was immensely streamlined. Moreover, the shift to D2L has enabled DataStreme courses to be far more digitally-connected allowing for cohort engagement at great distances.

Now with four semesters fully online complete, metric analysis has allowed AMS to evaluate K-12 teacher 1) course engagement; 2) pre/post course cognate assessment; 3) attitudes and pedagogical influences and 4) impact within their local school district's curriculum. Quantitative and qualitative results from the past two semesters will be shared during the presentation and the authors will elaborate on how trends in the data will likely influence AMS instruction and engagement with its nationwide DataStreme mentor network and students.