Lessons Learned
  • Based on the longitudinal data presented in Figure 3 and Figure 4 it appears the training (questions 2 and 3) and the “overall enjoyment” were rated markedly worse in 2017 than in previous years. I do not believe this to be an actionable finding, but it bears watching for future UNDEOs.

     
  • The outreach to LPS was much easier with the new Science Curriculum Specialist (James Blake) who facilitated contact with numerous teachers/schools in the system.

     
  • Overall, the Weather and Climate students found the new educational component to be effective. It appears that the student presentations were more effective at improving understanding of basic concepts related to weather radars than improving understanding of the scientific method. Based on student comments, it would likely benefit the Weather and Climate students to receive a quick review of the scientific method prior to the presentations.

     
  • Several Weather and Climate students noted the less than ideal timing of the educational component. First, the suggestion was made that the educational component should be administered closer to the class lecture dealing with weather radars. Second, its occurrence during “dead week” (the week prior to finals), agitated several folks who argued that this time should have been dedicated to reviewing for the final. Positioning the component nearer to lectures on weather radars might be difficult if the data collected during an active UNDEO are to be used. However, given that this is not essential, some flexibility is certainly possible. Similarly, administering this component before “dead week” should be possible.