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The geosciences have the lowest racial and ethnic diversity of all STEM fields at all levels of higher education, and atmospheric science is emblematic of this discrepancy. Despite a growing awareness of the problem, Black, Indigenous, people of color, persons with disabilities, women, and LGBTQIA+ persons continue to be largely absent in academic programs and in the geoscience workforce. There is a desire and need for new approaches, new entry points, and higher levels of engagement to foster a diverse community of researchers, scholars, and practitioners in atmospheric science. One challenge among many is that diversity, equity, and inclusion efforts are often siloed from many aspects of the scientific process, technical training, and scientific community. We have worked toward bridging this gap through the development of a new atmospheric science course designed to break down traditional barriers for entry into diversity, equity, and inclusion engagement by graduate students, so they emerge better prepared to address issues of participation, representation, and inclusion. This article provides an overview of our new course, focused on social responsibility in atmospheric science. This course was piloted during Fall 2021 with the primary objective to educate and empower graduate students to be “diversity champions” in our field. We describe 1) the rationale for a course of this nature within a graduate program, 2) course design and content, 3) service-learning projects, 4) impact of the course on students, and 5) scalability to other atmospheric science graduate programs. 

Abstract. Agricultural emissions, including those from concentrated animal feeding operations (CAFOs) for beef and dairy cattle, make up a large portion of the United States' total greenhouse gas (GHG) emissions. However, many CAFOs reside in areas where methane (CH4) from oil and natural gas (ONG) complicates the quantification of CAFO emissions. Traditional approaches to quantify emissions in such regions often relied on inventory subtraction of other known sources. We compare the results of two approaches to attribute the CAFO CH4 emission rate from the total CH4 emission rate derived from an aircraft mass balance technique. These methods make use of the mixing ratio data of CH4, ethane (C2H6), and ammonia (NH3) that were collected simultaneously in-flight downwind of CAFOs in northeastern Colorado. The first approach, the subtraction method (SM), is similar to inventory subtraction, except the amount to be removed is derived from the observed C2H6 to CH4 ratio rather than an inventory estimate. The results from this approach showed high uncertainty, primarily due to how error propagates through subtraction. Alternatively, multivariate regression (MVR) can be used to estimate CAFO CH4 emissions using the NH3 emission rate and an NH3 to CH4 ratio. These results showed significantly less uncertainty. We identified criteria to determine the best attribution method; these criteria can support attribution in other regions. The final emission estimates for the CAFOs presented here were 13 ± 3 g of CH4 per head per hour and 13 ± 2 g of NH3 per head per hour. These estimates are higher than the inventory of the US Environmental Protection Agency (EPA) and previous studies highlighting the need for more measurements of CH4 and NH3 emission rates. 

Mentorship can be part of the solution to developing a more diverse global scientific workforce, but robust longitudinal evidence is limited. Developmental mentor network theory can advance our understanding of the impact of a wide range of mentors across social contexts by distinguishing between the content of mentorship support (eg career support) and the structural characteristics of an individual's mentor network (eg density of connections among mentors). We tested the influence of mentor network characteristics on longitudinal social integration into the Earth and environmental sciences, as indicated by science identity development (a key indicator of social integration) and graduate‐school applications in STEM (science, technology, engineering, and mathematics)‐related fields of study, based on a sample of 233 undergraduate women at nine universities in the US. Our findings indicated that belonging to close‐knit, larger, and skill‐focused mentorship networks creates a “sticky web” of social connections, providing information and resources that increase retention of college women in the Earth and environmental sciences. 

Rapid production of formic acid in biomass burning smoke is not captured by the Master Chemical Mechanism (MCM) nor simplified GEOS-Chem chemistry, likely due to missing secondary chemical production.