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An authentic, interdisciplinary, research and problem-based integrated science, technology, engineering, and mathematics (STEM) project may be ideal for encouraging scientific inquiry and developing teamwork among undergraduate students, but it also presents challenges. The authors describe how two interdisciplinary teams (n=6) of undergraduate college students built integrated STEM projects in a research based internship setting, and then collaboratively brought the project to fruition to include designing lessons and activities shared with K-12 students in a classroom setting. Each three person undergraduate team consisted of two STEM majors and one Education major. The Education majors are a special focus for this study. Interviews, field observations, and lesson plan artifacts collected from the undergraduate college students were analyzed according to authenticity factors, the authentic scientific inquiry instrument, and an integrated STEM instrument. The authors highlight areas of strength and weakness for both teams and explore how preservice teachers contributed to integrated STEM products and lessons. Teacher educators might apply recommendations for teacher preparation and professional development when facilitating authentic scientific inquiry and integrated STEM topics with both STEM and non-STEM educators. Undergraduate college students were challenged to fully integrate the STEM disciplines, transitions between them, and the spaces between them where multiple disciplines existed. By describing the challenges of integrating the spaces between STEM, the authors offer a description of the undergraduate college students’ experiences in an effort to expand the common message beyond a flat approach of try this activity because it works, to a more robust message of try this type of engagement and purposefully organize for maximum results. 

Abstract Potential factors affecting the inland penetration and orographic modulation of lake-effect precipitation east of Lake Ontario include the environmental (lake, land, and atmospheric) conditions, mode of the lake-effect system, and orographic processes associated with flow across the downstream Tug Hill Plateau (herein Tug Hill), Black River valley, and Adirondack Mountains (herein Adirondacks). In this study we use data from the KTYX WSR-88D, ERA5 reanalysis, New York State Mesonet, and Ontario Winter Lake-effect Systems (OWLeS) field campaign to examine how these factors influence lake-effect characteristics with emphasis on the region downstream of Tug Hill. During an eight-cool-season (16 November–15 April) study period (2012/13–2019/20), total radar-estimated precipitation during lake-effect periods increased gradually from Lake Ontario to upper Tug Hill and decreased abruptly where the Tug Hill escarpment drops into the Black River valley. The axis of maximum precipitation shifted poleward across the northern Black River valley and into the northwestern Adirondacks. In the western Adirondacks, the heaviest lake-effect snowfall periods featured strong, near-zonal boundary layer flow, a deep boundary layer, and a single precipitation band aligned along the long-lake axis. Airborne profiling radar observations collected during OWLeS IOP10 revealed precipitation enhancement over Tug Hill, spillover and shadowing in the Black River valley where a resonant lee wave was present, and precipitation invigoration over the western Adirondacks. These results illustrate the orographic modulation of inland-penetrating lake-effect systems downstream of Lake Ontario and the factors favoring heavy snowfall over the western Adirondacks. Significance StatementInland penetrating lake-effect storms east of Lake Ontario affect remote rural communities, enable a regional winter-sports economy, and contribute to a snowpack that contributes to runoff and flooding during thaws and rain-on-snow events. In this study we illustrate how the region’s three major geographic features—Tug Hill, the Black River valley, and the western Adirondacks—affect the characteristics of lake-effect precipitation, describe the factors contributing to heavy snowfall over the western Adirondacks, and provide an examples of terrain effects in a lake-effect storm observed with a specially instrumented research aircraft. 

Secondary and post-secondary science and engineering educators share common class arrangements with both a laboratory and lecture component, coordinating both components so they build upon each other to create meaningful learning experiences. The COVID-19 pandemic forced educators to convert lectures and exams to online delivery. Doing so came with trade-off decisions about sacrificing laboratory experience goals of hands-on practice, problem-solving, and learning concepts at a deeper, tactile level. Due to rapidly changing conditions, educators faced course redesign to accommodate social distancing and virtual learning requirements. In this study, a team of undergraduate college students including one secondary science preservice teacher planned a set of lessons for STEM outreach to a K–12 audience. The team faced challenges in planning meaningful learning experiences in the face of COVID-19 uncertainty. Options for secondary and post-secondary educators to consider are provided in this article.