Calling All Weather Campers

Are you a student looking for a camp that provides more than the typical summertime experience? Something that will excite you about meteorology and STEM careers?  Then weather camp might be the perfect place for you.
There are now more than a dozen summer weather camps for middle or high school students across the country (some are for commuters; others are residential). Along with hands-on experiences, campers can get a glimpse of the various careers associated with meteorology.
“These camps provide an amazing opportunity for students,” says Mike Mogil of How the Weatherworks, an organization that spearheads the camps. “The program works to broaden exposure to meteorology, the physics behind it, and more.  Observation skill building is a key component of many of the camps.Campers are engaged in hands-on activities, field experiments, seminars, tours of research facilities, and other opportunities that expand their knowledge in these areas.”
Programs are run by various groups, including local museums, colleges and universities, and even some student AMS chapters. The camps are designed to encourage all students (with an emphasis on reaching bright, underrepresented populations) to consider science and engineering education in college and to increase the pipeline of talented and focused students pursuing careers in these areas. Partial funding for camps is provided by NOAA and many local businesses.
“The camps are an incredible way to help kids enjoy learning,” comments Mogil, an AMS CCM and CBM who often presents at the AMS Annual Student Conference.. “In the atmosphere of the camps, even the teachers become kids.”
Deadlines for camp registration are quickly approaching. If you are aware of other weather camps not listed here, please share them in the comments section of The Front Page.
If you have any questions about the overall camp program, please contact Mike directly.
National camp page
Lyndon State College – Lyndonville, VT
Blue Hill Observatory – Milton, MA (Weather Programs)
City University of New York – New York, NY
2014 National High School Weather Camps
–           Jackson State University – Jackson, MS
–          University of Puerto Rico – Mayagüez, PR
–          Howard University, Washington, DC
University of Oklahoma – Norman, OK
North Carolina A&T, Greensboro, NC (Science & Engineering Camps)
Arizona State University and Arizona Science Center
Museum of Science – Miami, FL
Southwest Florida
Western Kentucky University – Bowling Green, KY
St. Louis University, St. Louis, MO
University of Nebraska – Lincoln, NE
Weather Museum – Houston, TX
Penn State University – State College, PA

King's Dream Is "Tangible for Me:" Perspectives from a Scientist

by J. Marshall Shepherd, AMS President. Reprinted from The Mind of J. Marsh.
I had no intentions of writing anything about the Anniversary of my Alpha Phi Alpha fraternity brother Dr. Martin Luther King’s historic “Dream Speech” today. But as I sit here in the Tate Center of the University of Georgia eating breakfast and responding to emails from the Executive Director of the American Meteorological Society, a flood of realization came over me. Dr. King’s Dream is tangible for me and my career path.

King stated in 1963:

“I have a dream that one day little black boys and girls will be holding hands with little white boys and girls.”

I am one of those little black boys. I grew up in a small town north of Atlanta called Canton, Georgia. It is home and I cherish it. Yes, it had (and has) as any place does, pockets of hate and narrow thinking, but my experiences reflected the aforementioned quote. I went to school with, played S.W.A.T with, played sports with, and interacted with white and black kids. I eventually went on to be the first African American Valedictorian at Cherokee High School. I don’t make this point to brag. I make the point because it presents a dilemma in how I view it. On one hand, I feel proud to have achieved a goal and hopefully inspired someone else to strive to achieve academically. On the other hand, over 25 years later, I may still be the only person that looks like me to have given that speech. Indeed, times have changed but there is still room for me to continue to dream for my kids or for cousins that may aspire to similar goals at Cherokee High School. 

But, I want to reflect on my personal career trajectory as a projection of King’s Dream forward. 
I was blessed to be the first (and only) African American to receive a PhD in meteorology from Florida State University. This presents the same aforementioned dilemma. It’s too far past 1963 for these types of “firsts.”  After a successful career at NASA, I returned to my home state of Georgia and am now the Director of the Atmospheric Sciences Program and the Athletic Association Professor of Geography and Atmospheric Sciences at the University of Georgia. Only 2 years before Dr. King delivered his “Dream Speech,” the University of Georgia was integrated and allowed black students, and now I am teaching, advising and mentoring students of all races.

Another significant milestone and blessing came last year when my peers, the members of the American Meteorological Society (AMS,, the largest and oldest professional society in my field, elected me to serve as President. To serve as the President of one of the more influential science organizations in this country is a privilege and honor. So back to the email I mentioned earlier from Dr. Keith Seitter, AMS Executive Director. I emailed Keith to inquire how many members of the AMS would have looked like me in 1963, the time of the “Dream” speech.  I guessed less than 10. Keith’s reply:

“Other than (Charlie) Anderson, I can only think of Warren Washington (not sure when he might have joined but probably close to then), and maybe June Bacon-Bercy (though she may have come on the scene closer to 1970), So, yes, almost surely less than 10, but probably not zero.” 

These numbers are not a reflection of the AMS, it is more of reflection of the times. However, in 2013, a relatively : ) young African American that has loved weather since 6th grade presides over this esteemed organization with contributions from all races, genders, and cultures. I am the 2nd African American to serve as AMS President. My mentor and recent National Medal of Science recipient, Dr. Warren Washington (, was the first. 
I owe many aspects of my career to the AMS and Warren Washington. I received one of the first AMS Industry Fellowships, have been afforded opportunities to lead and inspire within the organization, and have experienced the scholarly community of a first-class organization. Warren Washington invited me as a young scholar to spend a week with him at the National Center for Atmospheric Research (NCAR) and gave me sage advice that I carry with me to this day and try to pass along also. Blacks are still underrepresented in Science, Technology, Engineering, and Math (STEM) careers and my field is no exception. However, I offered some thoughts on how to overcome this in a recent article ( One of those suggestions is mentorship and I am grateful to Warren (another Alpha Fraternity brother, by the way) for life. I originally hesitated when approached to be put on the ballot for the AMS Presidency, but then I reflected on how I might inspire some boy or girl, irrespective of race.

There are so many other examples of my traceability to the Dream as the nation reflects on this anniversary, but I hope you see why I say that “I am one of those little black boys” in the Dream speech.


New NSTA Executive Director Talks Climate Education

Last month, AMS member David L. Evans began as the new executive director of The National Science Teachers Association (NSTA), the largest professional organization promoting excellence and innovation in science teaching and learning.
Evans—former director of the Center for Sustainability: Earth, Energy, and Climate at Noblis, Inc.—has served the science profession in many different capacities throughout his career. Along with serving as undersecretary for science at the Smithsonian Institution in Washington, D.C., he was assistant administrator for Oceanic and Atmospheric Research at the National Oceanic and Atmospheric Administration, deputy assistant administrator for the National Marine Fisheries Service, senior scientist and deputy administrator at the National Ocean Service, and program manager at the Office of Naval Research. Evans was also a tenured professor of oceanography at the University of Rhode Island and was a classroom teacher in Media, Pennsylvania.
The Front Page asked Evans about his plans as executive director.
As the new executive director of NSTA, what are your plans for promoting education about climate and weather?
The National Science Teachers Association is a partner in the development of the Next Generation Science Standards (NGSS) and will be working to encourage their adoption and assisting with implementation. One of the design constructs of the NGSS has been to reduce the breadth of topics covered in favor of greater depth. Weather and climate are among the disciplinary core ideas in the standards, which are important at all grade levels. In addition to their presence as “topics,” weather and climate provide ideal areas to explore science and engineering practices and cross cutting concepts like model development.
How did teaching prepare you for a career in science (and/or science prepare you for teaching?)
For me, teaching and science have always been intimately linked. Being a scientist has always inspired me to share what I know, whether in a journal article or in the classroom. Teaching is where it all begins, where we can ignite a spark in students to want to learn more about science. Discovering something new about the world we live in and discussing and sharing the information with others is all part of the scientific process of evidence-based reasoning and communication.
How do you feel your background in general will aid in facilitating the goals of the NSTA?
My background includes teaching at both high school and university levels, conducting and managing scientific research, and leading large scientific and educational organizations. At NOAA, I worked to enhance the education programs in the National Marine Sanctuaries, the National Sea Grant College Program, and NOAA Cooperative Institutes. At the Smithsonian, I worked to develop the National Science Resource Center and to emphasize the importance of the public understanding of science in the museums and zoo. My executive skills coupled with my management expertise will be helpful in leading the NSTA and navigating the association’s future. My program and administrative experiences will be helpful in managing the NSTA.
Are there plans for any new programs/innovations in the NSTA?
It is really too soon to talk about new programs in detail. However, STEM education is on the national agenda and there seems to be broad agreement on its importance. NSTA’s mission is to promote excellence in science teaching and learning for all and that is not confined to doing everything the same way that it has always been tried. We have learned quite a lot about how people learn and we have mature and evolving technologies that make “information” available everywhere, all of the time. NSTA will be a part of the changing landscape of professional development for teachers and new learning methodologies for students.

A Simple Investment in the Sciences

It’s not every day you get a chance to invest in a sure-fire start-up based on science you know very well. Even rarer is a start-up that is the brainchild of a group of determined middle school students. And when was the last time you could make that investment, for free, with just a click on the internet?
Vicky Gorman, a science teacher in Memorial Middle School in Medford, New Jersey, is currently taking the AMS’s DataStreme Atmosphere distance learning course. The students, and the start-up venture, are hers, so we’ll let Vicky explain it as she did to AMS President Marshall Shepherd this week:

Two of my 7th grade students approached me last fall about submitting an idea for the $5000 Beneficial Foundation School Challenge. These two young ladies brought many ideas and wonderful enthusiasm to the table. We decided on a “Citizen Science Education Program” to bring science into the lives of the citizens of our community, and allow students to apply their science knowledge to the real world. I am developing this program with my students now as my final project for the DatasStreme course. The focus of the program is Earth Science, which as you know, needs a greater presence in both child and adult education in the 21st century. I can see this project making a difference in our community, county, state, and beyond.
Fast forward a few months to January of this year. We were selected as a top ten finalist! However, now, we need your help. We have posted a video to the Beneficial Challenge web site, as have the other nine schools. Click there and you will see that this final phase of the competition will be decided by number of votes for our video.Voting opened on Monday, and closes at midnight on next Monday, 11 March. You may vote every day and multiple times every day.

Here’s what you’re looking for when you click on the links above:
Let’s take this opportunity to start up something new, and invest in the future of earth sciences.

Planning for the Next Superstorm: Kids Will Lead the Way

by Ellen Klicka, AMS Policy Program
Superstorm Sandy was a reminder that the best time for severe weather preparedness is before hazards strike. Unfortunately, it also made clear that many people still lack sufficient know-how to take measures against potential loss of life and property from natural hazards.
Where to get that know-how? From their kids!
At least, that’s the solution developed in a new online gaming initiative—the Young Meteorologist Program (YMP)—launched during the height of this week’s storm. Children can be passionate about issues that concern them and can be effective at mobilizing the whole family and ultimately the community. Thus YMP stands out from other preparedness initiatives by recognizing children as the gateway to educating families, neighbors, and friends.
YMP is an educational collaboration between the AMS Policy Program, PLAN!T NOW (a non-profit organization that assists communities at risk of disasters), the National Weather Service, and, eventually, children across the nation. PLAN!T NOW asked AMS to help create this free online resource and computer game about severe-weather science and safety. In 2010, AMS Policy Program staff connected PLAN!T NOW to disaster preparedness and response leaders.
NOAA contributed considerable knowledge and support for the Young Meteorologist Program and other PLAN!T NOW initiatives. The AMS Policy Program and NOAA advised PLAN!T NOW on such topics as storm classification, tornado development, flooding and storm surges. The National Education Association also assisted to ensure the educational quality of the program. The diverse team of experts involved in YMP includes educators, scientists, entertainers and software developers, all working towards the common goal of creating disaster resilient communities across America.
The joint effort culminated in YMP’s public launch on October 29, as the Eastern seaboard began to feel Sandy’s impact. The AMS Education Program has assisted in promoting the program’s availability by reaching out to its network of K-12 science teachers. YMP will be a part of classrooms, museums, libraries, major city expos and events all over the country, reaching tens of thousands of children and adults.
YMP also brings Owlie Skywarn – a trademarked character of NOAA, revised and updated by PLAN!T NOW – into the 21st century by making him a central character in an interactive environment online—no longer limited to printed brochures. YMP game designers began with educational material from a NOAA booklet featuring Owlie; he and a host of other animated characters help each child become a junior data collector for the game’s “Weather Center.” Game modules cover hurricanes, lightning, floods, tornadoes, and winter storms. Each game is created in full, interactive animation.
Students who complete the online program earn a Young Meteorologist Certificate. Empowered by this recognition of their knowledge and effort, they are more likely to encourage parents and others to make assemble disaster kits, write emergency plans, and overall make preparedness a priority. The kids are invited to put their new knowledge to work through hands-on activities and community service projects highlighted on the program’s website. Resources for educators, parents and meteorologists to give further guidance to the Young Meteorologists are also available there.
Attendees at the upcoming AMS Annual Meeting in Austin, Texas, can learn more about YMP from the expert’s perspective–NOAA’s Ron Gird and colleagues will present a poster at the Education Symposium (2:30-4 p.m.; 7 January 2013). Dan Pisut of NOAA’s Visualization Lab spoke to the AMS Broadcast Conference about YMP this past August, and that presentation can be heard on our meetings archive.
Future versions of YMP may include new modules on fires and tsunamis, in addition to the five modules in the current game. Other scientific disciplines, such as oceanography and climatology could serve as the basis for programs similar to YMP down the road.
Prepared communities start with prepared households. AMS and its partners are recognizing that those households might become prepared because of knowledgeable children.

Wild Weather Comes to NCAR

A visitor's contribution to the "Tell Your Weather Story" wall.

A new exhibit exploring the power of weather and the stories behind it opened earlier this month at NCAR’s Mesa Lab in Boulder, Colorado. Spark, the group that oversees science education at UCAR, created the exhibit with input from scientists, engineers, designers, and writers.
“Weather is a fascinating topic and it affects us all,” comments Rajul Pandya, director of Spark. “In the new Weather Gallery, visitors can touch clouds, make forecasts, and learn how scientists understand weather using special instruments and computer simulations.”
The NCAR Weather Gallery joins existing exhibits like an eight-foot-tall tornado, a microburst generation tank, and a display that shows current wind speeds measured on top of the building. One of the new features is the interactive, “Tell Your Weather Story,” which gives visitors the opportunity to describe and post their own experiences on weather.
It took about 20 months to plan and develop the exhibit from start to finish. To begin the process, an advisory committee met to decide what topics the exhibit should cover and what they wanted visitors to experience. They came up with a plan that included five content sections and several different ways of delivering information, which included hands-on interactives, large mural photos, panels with pictures and text, and touch screens with games and videos.
Since the exhibit opened on 10 October, the Mesa Lab has had approximately 2,000 visitors, with at least half that number spending time in the exhibits. About 15,000 people a year attend scheduled programs at lab, including 10,000 K-12 students and teachers who take classes and go on tours, as well as 5,000 in special groups and public tours.
“People are really excited about the new exhibit. Visitors love all of the opportunities to play with the hands-on stuff, and it’s been fun to see groups of visitors interacting with each other as they explore different parts of the exhibit,” says Becca Hatheway, NCAR exhibit manager. “UCAR and NCAR staff members are also excited to see something new in this space. I’ve seen just as many staff spending time in the exhibits as I have seen visitors. So I guess we’re all excited to learn more about the weather.” The visitor center at the Mesa Lab is open to the public year round and offers free exhibits about weather and climate, a gallery featuring local artists, an outdoor weather trails, and more.  For more information visit the Spark web site.
And speaking of Spark, today (Saturday, 27 October) is UCAR’s Super Science Saturday from 10 a.m. to 4 p.m.–a chance for the whole family to visit the labs and combine science with some Halloween fun. There’s a preview video at the Spark home page:


A Chat with the Iceman

Thorsten Markus, on sea ice in Antarctica.

By Maureen Moses, AMS Education Program
I hope you all had a good Earth Science Week last week! The theme was “Careers in the Earth Sciences,” and the AMS Education Program participated in a twitter chat with NASA Polar Scientist Thorsten Markus, who admits that as a high schooler in Germany science wasn’t his passion, but becoming a musician was. Now head of NASA Goddard’s Cryospheric Science Lab, Dr. Markus makes measurements of ice thickness in Antarctica.
Chat participants included a whole classroom full of eighth graders. Dr. Markus had plenty of advice on how a future polar scientist with an adventuresome streak can make a splash in a cool field! Here are some of the questions he fielded–edited and excerpted from the full chat archived on Twitter:

I’m here with 25 8th grade Earth Science students and one student would like to know what the day to day duties are as a polar scientist.
It’s extremely playful — playing with lots and lots of satellite data and learning something new every day.
Do you get to travel to cool places or are you processing data in an office?
Oh man, yes. I used to go to the Arctic and Antarctic and also flew over them in helicopters and planes.
What was your favorite experience in the field as a scientist?
Seeing the penguins coming out of the water and then standing right next to us. Fantastic!
When you decided becoming a rock star might not happen, why did you choose physics over math for a major?
Physics is pretty much applied Math — you deal with everyday problems… and actually learn how to solve some.
Which class helped you the most to get where you are today?
Maybe Math, but the arts fostered my creativity, for thinking outside the box
What level math did you have to go to? (for the future polar scientists out there). THX for the response!
I have a Ph.D. in physics, which involves a lot of math — but there’s also chemistry, biology and geography.
What is the difference between glacier ice data and sea ice data… Do they tell different stories?
Very different. Glacier ice is fresh water from mountains or ice sheets whereas sea ice is frozen ocean.
Are they affected differently by climate change?
Glaciers are balanced by snowfall and temperature, while with sea ice, also ocean properties play a big role.
So sea ice is inherently more volatile/variable?
I’d like to say sea ice is more complex, but then the ice sheet people might get angry 😉
What is/will be the impact of disappearing ice sheet on the global climate?
Melting of the ice sheets will increase sea level and affect ocean circulation because of the fresh water influx.
When can we expect to see Antartica’s ice retreating because of climate change. If it keeps stable or increasing, what can be made of that?
The Arctic and Antarctica are two different systems and global warming does not mean it warms uniformly everywhere.
What do you say to people who claim there’s a “debate” about climate change?
I don’t think there’s a “debate” about whether there’s climate change. The debate is by how much we’re responsible for it.
How good are the current models in predicting Arctic and Antarctic ice response to the climate warming?
I think the models are remarkable — certainly not perfect, but what prediction is perfect?
What climate data scares you the most (has the greatest implication for scary future events)?
The global ocean circulation, because it shows that things we do to the Chesapeake Bay may affect far away places.
Does any of the research you do tell us anything about other sheets of ice in cosmos?
As a matter of fact, I was involved in research about the Jupiter icy moons. So yes, there are analogies.
Who do you regard as your inspiration?
It was Keith Richards, now it’s the balance of the earth system… isn’t it remarkable how it all works together?

AMS Climate Course To Reach 100 More Minority-Serving Institutions

The AMS Education Program has been awarded a grant by the National Science Foundation (NSF) to implement the AMS Climate Studies course at 100 minority-serving institutions (MSIs) over a five-year period. The project will focus on introducing and enhancing geoscience coursework at MSIs nationwide, especially those that are signatories to the American College & University Presidents’ Climate Commitment (ACUPCC) and/or members of the Louis Stokes Alliances for Minority Participation. AMS is partnering with Second Nature, the non-profit organization administering the ACUPCC.
“This national network involves more than 670 colleges and universities who are committed to eliminating net greenhouse gas emissions from campus operations by promoting the education and research needed for the rest of society to do the same,” explains Jim Brey, director of the AMS Education Program. “AMS and Second Nature will work together to demonstrate to current and potential MSI signatories how AMS Climate Studies introduces or enhances sustainability-focused curricula.”
In the first four years of the project, AMS will hold a weeklong AMS Climate Studies course implementation workshops for about 25 MSI faculty members. The annual workshops will feature scientists from NOAA, NASA Goddard Space Flight Center, University of Maryland, Howard University, George Mason University, and other Washington, DC area institutions. Faculty will initially offer AMS Climate Studies in the year following workshop attendance and colleges that successfully implement AMS Climate Studies will be encouraged to build a focused geoscience curricula area by also offering AMS Weather Studies and AMS Ocean Studies.
“The major outcomes of this project will be a large network of faculty trained as change agents in their institutions, sustained offering of AMS undergraduate courses within MSIs, and the introduction of thousands of MSI students to the geosciences,” comments Brey. He notes that this project builds on the success of similar NSF-supported programs for MSI faculty implementing the AMS Weather Studies and AMS Ocean Studies courses, which together have reached 200 MSIs and over 18,000 MSI students. “We’re looking forward to working with Second Nature to continue to expand the climate course and the education that it represents.”

AMS DataStreme Teachers Brown Bag it at NOAA

The AMS Education Program has been actively training teachers in the atmospheric, oceanic, and climatological sciences for 20 years. Over 16,000 teachers have taken part in its professional development program, DataStreme. In June, some of DataStreme-trained teachers attended a NOAA brown-bag seminar, where their presentations were seen by NOAA education officials.
The teachers—who hailed from Pennsylvania, New Jersey, and Delaware—are representatives from an AMS DataStreme Local Implementation Team (LIT). The LIT teams are run by a master teacher and local scientist. The setup provides training for teachers in a specific scientific field as well as helping them strategize ways to bring scientific information into the classroom. LIT team leader and DOE Albert Einstein Distinguished Educator Fellow John Moore was so inspired by the teachers’ hard work and creative applications of Earth Science to their classrooms that he orchestrated the brown-bag meeting to facilitate dialog between the NOAA funders and the end-result teachers.
The teachers described the positive impact of bringing real-world NOAA and NASA data into the classroom, using skills from AMS DataStreme courses. They shared how strategies developed in DataStreme Atmosphere, Ocean, and Earth’s Climate System programs could be creatively implemented in the classroom, such as introducing a climate-science section by reading a novel with a general environmental theme, or comparing “textbook” atmospheric data with real data provided by NOAA and NASA. Teachers lauded DataStreme for providing the relevance needed to keep their students excited about science and help develop them into better decision makers. Others thanked NOAA and NASA for the opportunity to bring free, real-world data into the classroom.
In addition to the live audience, the presentations were also Web cast to NOAA offices across the country. The Archived PowerPoint slides from their presentations can be accessed at

State of the Union STEMwinder

by William Hooke, Director, AMS Policy Program, from the AMS project, Living on the Real World
Stemwinder? An old-fashioned mechanical watch needing winding. Now there’s a word that probably will disappear from the vocabulary in a few more years! tells us that it’s also old slang for “a rousing speech, especially a stirring political address.”
But STEM itself is an acronym that will be with us for a while. It refers to Science-, Technology-, Engineering-, and Mathematics education.
President Obama’s speech last night called all this to mind. Partisans found much in his talk to like. And one area of emphasis was STEM education. An excerpt:

Maintaining our leadership in research and technology is crucial to America’s success. But if we want to win the future – if we want innovation to produce jobs in America and not overseas – then we also have to win the race to educate our kids.

Think about it. Over the next ten years, nearly half of all new jobs will require education that goes beyond a high school degree. And yet, as many as a quarter of our students aren’t even finishing high school. The quality of our math and science education lags behind many other nations. America has fallen to 9th in the proportion of young people with a college degree.(Emphasis added). And so the question is whether all of us – as citizens, and as parents – are willing to do what’s necessary to give every child a chance to succeed.

That responsibility begins not in our classrooms, but in our homes and communities. It’s family that first instills the love of learning in a child. Only parents can make sure the TV is turned off and homework gets done. We need to teach our kids that it’s not just the winner of the Super Bowl who deserves to be celebrated, but the winner of the science fair; that success is not a function of fame or PR, but of hard work and discipline.

Our schools share this responsibility. When a child walks into a classroom, it should be a place of high expectations and high performance. But too many schools don’t meet this test. That’s why instead of just pouring money into a system that’s not working, we launched a competition called Race to the Top. To all fifty states, we said, “If you show us the most innovative plans to improve teacher quality and student achievement, we’ll show you the money.”

There’s more to the president’s speech, but this gives the flavor. He is right to emphasize education. Most of us want to see American values maintained, advanced, and extended throughout the remainder of this century. If we were the most populous country in the world, perhaps we could tolerate a mediocre educational system and achieve such aims through sheer force of numbers. But given that we add up to no more than a few percent of the world’s people, we must ensure that our science and engineering are cutting edge. We must create and innovate. And for the world’s sake, the best of our accomplishments should contribute to sustainable development – new energy technologies; better understanding of Earth processes; greater use of renewable resources; knowing how to protect the environment and ecosystems.
Even were we the best in this arena there would be no cause for complacency. But lagging behind other countries with respect not just to STEM education but also attainment of college degrees? This is truly alarming. Such decline in educational standing is probably the most reliable leading indicator that future U.S. fortunes and U.S. standing in the world will decline in years ahead. A November post on Living on the Real World describes how an emphasis on Earth science in public education would help reverse this threat.
Here the American Meteorological Society can hold its head high. For decades Society staff (led initially by Ira Geer, and now by Jim Brey), and a vast and committed network of teacher-collaborators across the country have made Earth science accessible to American public-school students. This week at the Annual Meeting the 20th Symposium on Education was causing a lot of hallway buzz. Participants were finding the sessions especially lively and energizing. Are you one of their number? Are you working at one of the federal agencies – NSF, NOAA, NASA, the Navy, and others – who have supported this work? You should take special satisfaction in your contributions to world well-being.
Others of you should be pleased at this recognition for your efforts as well. James R. Mahoney (Chair), Martin Storksdieck (Director), and others standing up the new NAS/NRC Climate Change Education Roundtable should give yourselves a pat on the back. Are you working in the education programs of any of the federal agencies? Enjoy the moment. But in a sense, all of us in this community, as well as the media who cover our stories, are donating dollars, thought, and effort to this great cause. We should all feel good.
And then get back to the task at hand!