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This study was grounded in the spatial computational thinking model developed by the 3D Weather project funded by the NSF STEM+C program. The model reflects a discipline-based perspective towards computational thinking and captures the spatial nature of computational thinking in meteorology and the reliance of computational thinking on spatial thinking for geospatial analysis. The research was conducted among nineteen teachers attending the summer workshop offered by the project in its third project year to prepare them for teaching spatial computational thinking with IDV (Integrated Data Viewer, downloadable at https://www.unidata.ucar.edu/software/idv/) visualization of weather data. Quantitative survey data were collected measuring these teachers’ meteorology content knowledge, spatial computational thinking, self-efficacy for teaching spatial computational thinking, and epistemic cognition of teaching meteorology. The data were analyzed to examine the effects of the workshop in terms of these variables and the correlations among them were also explored. 

Funded by the NSF STEM+C program, the 3D Weather project developed instructional modules of using IDV visualization of weather data to help middle and high school students to develop spatial computational thinking. This paper reports the research on the professional development provided to 15 teachers by the 3D Weather project in the second project year. 

Abstract This paper develops a mathematical model and statistical methods to quantify trends in presence/absence observations of snow cover (not depths) and applies these in an analysis of Northern Hemispheric observations extracted from satellite flyovers during 1967–2021. A two-state Markov chain model with periodic dynamics is introduced to analyze changes in the data in a cell by cell fashion. Trends, converted to the number of weeks of snow cover lost/gained per century, are estimated for each study cell. Uncertainty margins for these trends are developed from the model and used to assess the significance of the trend estimates. Cells with questionable data quality are explicitly identified. Among trustworthy cells, snow presence is seen to be declining in almost twice as many cells as it is advancing. While Arctic and southern latitude snow presence is found to be rapidly receding, other locations, such as eastern Canada, are experiencing advancing snow cover. Significance StatementThis project quantifies how the Northern Hemisphere’s snow cover has recently changed. Snow cover plays a critical role in the global energy balance due to its high albedo and insulating characteristics and is therefore a prominent indicator of climate change. On a regional scale, the spatial consistency of snow cover influences surface temperatures via variations in absorbed solar radiation, while continental-scale snow cover acts to maintain thermal stability in the Arctic and subarctic regions, leading to spatial and temporal impacts on global circulation patterns. Changing snow presence in Arctic regions could influence large-scale releases of carbon and methane gas. Given the importance of snow cover, understanding its trends enhances our understanding of climate change. 

ABSTRACT The initial phase of the COVID-19 pandemic changed the nature of course delivery from largely in-person to exclusively remote, thus disrupting the well-established pedagogy of the Genomics Education Partnership (GEP; https://www.thegep.org ). However, our web-based research adapted well to the remote learning environment. As usual, students who engaged in the GEP’s Course-based Undergraduate Research Experience (CURE) received digital projects based on genetic information within assembled Drosophila genomes. Adaptations for remote implementation included moving new member faculty training and peer Teaching Assistant office hours from in-person to online. Surprisingly, our faculty membership significantly increased and, hence, the number of supported students. Furthermore, despite the mostly virtual instruction of the 2020–2021 academic year, there was no significant decline in student learning nor attitudes. Based on successfully expanding the GEP CURE within a virtual learning environment, we provide four strategic lessons we infer toward democratizing science education. First, it appears that increasing access to scientific research and professional development opportunities by supporting virtual, cost-free attendance at national conferences attracts more faculty members to educational initiatives. Second, we observed that transitioning new member training to an online platform removed geographical barriers, reducing time and travel demands, and increased access for diverse faculty to join. Third, developing a Virtual Teaching Assistant program increased the availability of peer support, thereby improving the opportunities for student success. Finally, increasing access to web-based technology is critical for providing equitable opportunities for marginalized students to fully participate in research courses. Online CUREs have great potential for democratizing science education.