A Great Primer for Green College Programs Dr. Jim Brey Director AMS Education Program AASHE 2011

Founded in 1919 Over 14,000 members Organizes over a dozen conferences annually Publishes 11 leading journals Certifies consultants and broadcasters Significant educational activity since 1990 Non Profit 501 c3 Promote the development and dissemination of information and education on the atmospheric and related oceanic and hydrologic sciences and the advancement of their professional applications in service to society.

Innovative undergraduate course packages licensed to universities, colleges, and community colleges Including significant numbers of Minority Serving Institutions (MSIs) To better equip students in science and math through: Professional development opportunities for teachers nationwide Free graduate credits through SUNY Brockport Facilitating the development of partnerships among institutions and individuals

Encourage members of underrepresented groups to aspire to an Earth science career Prepare the next generation of earth scientists by promoting workforce development Introduce role models to emulate Provide insight into the excitement of Earth system science

Global Change Issues Environmental Hazards Biodiversity and Environmental Health Globalization Human Interactions with the Earth System Technology and Access to Information Water Issues Air and Water Quality Sustainability

AMS Climate Studies AMS Weather Studies AMS Ocean Studies Introductory courses where students use real-world and real-time data Emphasis on hands-on investigations and critical thinking skills Designed by and licensed through the AMS Can be offered in a variety of learning environments NASA, NOAA, and NSF-supported Diversity Projects facilitate implementation at Minority Serving Institutions (MSIs) nationwide

Developed with support from NASA Focuses on the science, but also addresses the societal impacts that draw the attention of students The same effective turnkey package as AMS Weather Studies and AMS Ocean Studies Also, serves as a great primer for students entering technical ‘green’ programs Licensed by more than 20 institutions since implementation in Fall 2010

Foundations of Earth’s climate system, including climate dynamics Basic understandings of climate behavior Contributions of human activities to climate change Societal and ecosystem vulnerability and response to climate variability and change Political and economic aspects of climate change The challenge of achieving sustainable development

Fully-integrated packages; contain both printed and online learning materials  Comprehensive 15-chapter, full color, hard cover textbook  Investigations Manual with 30 laboratory-style activities  Course website  Faculty website  Faculty resource CD  Course Management System-compatible files

Case-in-Point  Real-life event/issue that highlights one of the main concepts covered in the chapter Driving Question  Provides a central focus Chapter Narrative  Science-rich content Basic Understandings  Key points highlighted at the end of each chapter Review and Critical Thinking Questions Essays  Supplement topics covered within each chapter  Increasing Energy Efficiency  Implications of an Open Arctic Ocean  Permafrost and Climate Change

AMS Weather Studies  Recent meteorological case studies and an overview of the day’s weather AMS Ocean Studies  Inflatable globe guides visualization of complex ocean phenomena (such as tides, El Niño/La Niña, and tsunami trajectories) AMS Climate Studies  Newly revised AMS Conceptual Energy Model  Visualizing the effects of changing atmospheric composition Includes 30 lab-type investigations (2 per chapter)

“Attempts to collect oil leaking into the Gulf of Mexico with a giant dome have failed after it became clogged with methane hydrates.” - Nature.com (May 10 th ) “As we were placing the dome over the leak source a large volume of hydrates formed inside the top of the dome…” - BP Chief Operating Officer Doug Suttles Deepwater Horizon Oil Spill Excerpt from Investigation 9B: Methane Hydrates (from the Investigations Manual)

Diagram shows why methane hydrate formed when methane and water mixed inside the dome. Plot a point at a depth of 1500 m and temperature of 5.5 ºC, representing the conditions at the seafloor well site. It falls within the yellow portion of the diagram indicating stable conditions for the existence of methane hydrate. Figure 2: Methane Hydrate Phase Diagram denoting depth (i.e., pressure) and temperature at which methane hydrate can exist. [National Energy Technology Laboratory, DOE]

Weekly Climate/Weather/Ocean News Current Climate/Weather/Ocean Studies (Online lab component) Example on next slide Links to current environmental data: Climate Information Climate Variability Climate Change Societal Interactions & Climate Policy Preview Course Website!

The increased concentrations of heat-trapping gases are the primary causes of global warming. CO 2 has an especially large effect…because it lingers for a long time as an atmospheric constituent. Once in the atmosphere, centuries pass before it comes into equilibrium with the carbon reservoirs of the ocean, biosphere, and geosphere. Figure 1. Retention of CO 2 pulse in Earth’s atmosphere (assuming a lifetime of 100 years) [Based on CDIAC/ORNL data] Excerpt from Current Climate Studies 8: (from the Course Website) 4. According to Figure 1, a hundred years after the CO 2 pulse into Earth’s atmosphere at Time 0, about [(1)(14)(37)(100)] % of it will remain in the air.

A person’s carbon footprint = sum of all CO 2 emissions that are directly and indirectly associated with his/her activities over a given time frame (usually a year). You, as a resident of the U.S., have on average the largest per capita carbon footprint in the world compared to individuals in most other countries. To estimate your own carbon footprint and to explore ways you could downsize your CO 2 emissions, go to the EPA's Climate Change-Greenhouse Gas Emissions website (found on the Course Website!)EPA's Climate Change-Greenhouse Gas Emissions Excerpt from CCS continued

Driving Question: How does energy enter, flow through, and exit Earth’s climate system? The AMS CEM is a simple conceptual model that demonstrates climate as a planet system's response to external forcing (radiant energy from the Sun) and the amount of energy that is held in the system. Check it out ONLINE! Excerpt from Investigation 1B: Follow the Energy! (from the Investigations Manual)

Faculty manual Textbook images suitable for PowerPoint presentations Test bank questions Answers to review & critical thinking questions Course Management System-compatible files Weekly discussions Answer keys Available by other AMS-trained faculty members Faculty Mentoring Faculty Website Faculty CD

Respondus software converts formatted files to Blackboard, WebCT, ANGEL, Desire2Learn, Moodle, and other CMS files CMS files facilitate student response online and automatic grading of responses for instructor Respondus-formatted files:  Investigations Manual (faculty CD and website)  Current Climate Studies, Current Ocean Studies, and Current Weather Studies (faculty website)  Test bank questions (faculty CD)

Instructor Course offering by experienced science faculty or those new to teaching the subject matter Setting Range from traditional lecture-based to totally online Students Receive local institutional credit Purchase course materials through local bookstore AMS Ocean Studies students at Washington Adventist University on a research boat

AMS Ocean Studies Diversity Project  75 institutions  More than 3000 students AMS Weather Studies Diversity Project  145 institutions  More than 10,000 students AMS Climate Studies Diversity Project  Partnering with Second Nature  Workshops will begin early summer 2012 Since 2002, AMS has initiated course implementation at MSIs through NSF- supported Geoscience Diversity/National Dissemination Projects. Participating U.S. institutions include Historically Black College and Universities, Hispanic Serving Institutions, Tribal Colleges and Universities, Alaska Native, and Native Hawaiian Serving Institutions.

AMS Climate, Ocean, and Weather Studies have introduced geoscience education to more than 650 institutions. Turnkey course design make possible course introduction at MSIs and other institutions globally. Courses encourage additional student explorations of the geosciences, possibly leading to science careers. AMS Water Studies currently in planning phase, developmental funding will be sought. AMS Climate Studies Diversity Project currently in planning phase. Workshops will begin in early summer 2012.

AMS Weather Studies and AMS Weather Studies Diversity Project were funded by NSF grants GEO (OEDG) and DUE (CCLI_ND) AMS Ocean Studies Diversity Project is supported by NSF grant DUE (CCLI-ND) AMS Climate Studies is supported by NASA grants NNX-09AP58G and NNX- 08AN53G AMS Climate Studies Diversity Project is supported by NSF grant “AMS Climate Studies: Fostering Climate Science Literacy and Promoting Minority Participation in the Geosciences.”

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American Meteorological Society 1120 G Street NW Suite 800 Washington, DC Jim Brey Director AMS Education Program See us at Booth #215 [Copyright 2009, Joel Pett.]