Grants Collection

Valdosta State
University

UNIVERSITY SYSTEM
OF GEORGIA

Jason Allard and Weimin

Feng

Introduction to
Weather and Climate
 Grants Collection
Affordable Learning Georgia Grants Collections are intended to provide
faculty with the frameworks to quickly implement or revise the same
materials as a Textbook Transformation Grants team, along with the aims
and lessons learned from project teams during the implementation
process.

Each collection contains the following materials:

 Linked Syllabus
o The syllabus should provide the framework for both direct
implementation of the grant team’s selected and created
materials and the adaptation/transformation of these
materials.
 Initial Proposal
o The initial proposal describes the grant project’s aims in detail.
 Final Report
o The final report describes the outcomes of the project and any
lessons learned.

Unless otherwise indicated, all Grants Collection materials are licensed

under a Creative Commons Attribution 4.0 International License.
Initial
Proposal
Application Details
Manage Application: Textbook Transformation Grants Round Seven
Award Cycle: Round 7

Internal Submission Sunday, September 4, 2016

Deadline:

Application Title: 272

Application ID: #001175

Submitter First Name: Jason

Submitter Last Name: Allard

Submitter Title: Associate Professor

Submitter Email Address: [email protected]

Submitter Phone Number: 229-249-2745

Submitter Campus Role: Proposal Investigator (Primary or additional)

Applicant First Name: Jason

Applicant Last Name: Allard

Co-Applicant Name(s): Weimin Feng

Applicant Email Address: [email protected]

Applicant Phone Number: 229-333-7030

Primary Appointment Title: Associate Professor

Institution Name(s): Valdosta State University

Proposal Category: Specific Top 100 Undergraduate Courses

Submission Date: Tuesday, September 6, 2016

Team Members (Name, Title, Department, Institutions if different, and email address for
each):
Jason Allard; Department of Physics, Astronomy, and Geosciences; Valdosta State University;
[email protected]

Weimin Feng; Department of Physics, Astronomy, and Geosciences; Valdosta State

University; [email protected]

Sponsor, (Name, Title, Department, Institution):

Dr. Edward Chatelain, Department Head and Associate Professor; Department of Physics,
Astronomy, and Geosciences; Valdosta State University; [email protected]

1 of 22
 Final Semester of Fall 2017
Instruction:

Proposal Title: 272

Course Names, Course Numbers and Semesters Offered:
GEOG 1112K: Introduction to Weather and Climate

The course is offered every semester. Enrollment is ~125 in fall, ~75 in spring, and ~25 in
summer.

Average Number of 25
Students per Course
Section:

Number of Course 9
Sections Affected by
Implementation in
Academic Year:

Total Number of Students 225

Affected by Implementation
in Academic Year:

List the original course Lutgens, F.K. and E.J. Tarbuck, 2016: The
materials for students Atmosphere: An Introduction to Meteorology,
(including title, whether th
13 Ed. Pearson Education. 462 p.The
optional or required, & cost textbook used to be required, but is now
for each item): listed as recommended. The instructor of the
course felt that the cost of the textbook was
too excessive to require its use.A new
paperback copy of the textbook costs
$191.75.

Requested Amount of $10,800

Funding:

Original per Student Cost: $191.75

Post-Proposal Projected $0
Student Cost:

Projected Per Student $191.75

Savings:

Projected Total Annual $43,144

Student Savings:
Creation and Hosting Platforms (Use "n/a" if none):
BlazeView D2L and VSU Digital Repository (VText)

2 of 22
Project Goals:
1. To provide no-cost, high-quality, web-based educational material to replace the current
textbook for students in the introductory weather and climate course (GEOG 1112K) on a
department-wide basis at Valdosta State University (VSU). With an average 9 sections per
year and 25 students per section, the projected annual savings would be $43,144.

2. Develop and deliver targeted, online, open-source material (e.g., text, movies, animations,
websites, interactives, or other educational resources) presented as modules (i.e., course
specific materials divided into modules according to broad conceptual themes) that more
closely align with the learning outcomes of VSU and the Department of Physics, Astronomy,
and Geosciences.

3. Redesign the syllabus and PowerPoint lectures to match the new educational material
presented in the OER modules.

4. Create a BlazeView course that provides the OER modules to the students and make the
modules available via the VSU Digital Repository (VText) for use by other faculty.

5. By offering these new and free OER modules, increase student enrollment and increase the
likelihood for student success within the course.

6. Develop assessment methods to measure the impact of these changes on student success,
engagement, and experience in the course, as compared to the textbook currently in use.

Statement of Transformation:
The barrier to the adoption of OER most often cited by faculty is the lack of resources for their
subject area (~49% of faculty cite this reason) (Allen and Seaman, 2016). A due-diligence
search for OER resources related to weather and climate courses demonstrated that there is
indeed a lack of available material, such that it is likely that a much higher percentage of
faculty would cite the lack of resources for weather and climate courses at a barrier to adoption
than the previously cited ~49%. Rather than relying upon a single OER that would not prove
suitable for an introductory weather and climate course, many different free resource materials
will be identified and combined to create a comprehensive repository of material. The
resources will be modular in nature, as opposed to the traditional structure of a textbook. As
such, the modules, constructed by major concepts, could be used individually or in
combination so as to mirror the more traditional structure of a textbook.

Introduction to Weather and Climate is a large enrollment course at Valdosta State University
(VSU), fulfilling an Area D.1 or D.2.b Core Curriculum Area D – Natural Science, Math, and
Technology – requirement. The primary stakeholders are the approximately 225 students who
take this course each year. About 94% of students agree that the cost of textbooks, reaching
$1200 on average during the 2013-2014 academic year, affect their ability to afford college

3 of 22
 (Textbook Survey Report 2012; College Board 2013). Many VSU students come from
economic backgrounds that can make the purchase of expensive textbooks difficult. Moreover,
it is not uncommon for students to await financial aid disbursement weeks into the semester
before being able to purchase textbooks. As such, the students can begin the semester at a
disadvantage. An OER for GEOG 1112K would reduce the financial burden of students
enrolled in the course, and also allow access to course material upon the first day of the
course, thereby allowing students to use their funds for other school-related expenses. In
addition, the modules will be available in PDF format so that is can be downloaded to mobile
devices or computer, and used offline, which allows the students to review the materials at any
time and place.

A secondary stakeholder would be faculty that teach introductory weather and climate courses.
Because the material will be freely available, other faculty at other institutions could access the
materials. Moreover, the module nature of the resources created would allow other faculty to
select modules that are most suitable for their courses, rather than be forced to adopt an entire
text that may include information irrelevant to their courses.

Overall, the creation of the OER for an introductory weather and climate course has the
immediate financial benefits to students (at $191.75 per textbook, the transformation would
collectively save students $43,144 annually), and creates a resource that is more accessible to
students. It also creates a resource that in available to faculty at other institutions. The
availability of the course material at the beginning of the semester would will likely aid in
student success in the course by creating educational material to all students in the most
timely available manner, thereby aiding in the success of the students in the course. The
modular nature of the education resources will also allow for the continued expansion and
update of information in a timelier manner than the updates of new textbook editions (which
typically carry higher price tags). The new OER will be adopted by all faculty in the department
that teach GEOG 1112K, providing consistency across multiple sections of the course here at
VSU. A well-designed and free educational resource should also aid in drawing more students
into the course, potentially increasing the number of majors in the department that discover an
interest in the discipline by taking the course.

Transformation Action Plan:

The process will involve identifying online, open access resources that cover the major themes
of the course. Given that there is no single online resource currently available for an
introductory weather and climate course, this will involve a comprehensive search of available
online resources that can be combined into the aforementioned learning modules. As such, the
themes of each module will be used to guide the adoption of resources. To ensure students’
engagement with the modules, the material collected will include material incorporating a
variety of active learning strategies. The identification and collection of resources to create the
modules will not consist of just text or image-based material, but rather include relevant
movies, animations, websites, interactives, or other educational resources to aid in student

4 of 22
learning.

As is true with the adoption of any new textbook, or equivalent educational material, the
syllabus and PowerPoint lectures will need to be revised to align with the content and delivery
format. Because the modules created will align with major themes for an introductory weather
and climate course, changes to the syllabus are anticipated to me minimal. The instructional
material, such as PowerPoint lectures, will have to be significantly modified to include the new
content and learning material incorporated into the modules.

The investigators on this proposal will work together on all project goals, sharing the duties of
developing the educational modules. Both investigators will modifying the syllabus, lecture
notes, quizzes, and exams so that the course content aligns with the educational modules.
While both investigators will share in the responsibilities, one investigator will take the lead in
certain aspects of the development. Dr. Allard will provide the lead guidance on the selection
of the themes for the educational modules and for authoring any new material that may not be
available as a free resource online. Dr. Allard will also provide the lead guidance in modifying
the syllabus, lecture notes, quizzes, and exams. Dr. Feng will provide the lead guidance in
editing, formatting, and publishing the educational modules. Dr. Feng will also ensure
compliance with copyright and accessibility requirements.

All students will have access to the educational modules through BlazeView D2L, and public
access will be available through the VSU Institutional Repository (Vtext). This ensures that
students will have access to the course material anywhere there is access to the internet. The
educational material will be adopted across the department to ensure uniformity in the
instruction of the course. All content will be open access and licensed CC-BY (Creative
Commons – by attribution). Neither investigator has experience with posting material to
OpenStax or LibGuide, but it is hoped that eLearning or Resource Instructors at the Odum
Library will be able to assist in providing access to the learning modules through those
resources. Funding to hire somebody should be available for this purpose through the home
department.

5 of 22
Quantitative & Qualitative After the implementation of the project,
Measures: quantitative and qualitative measures will be
used to determine the impact of this
transformation on student success.A number
of quantitative measures will be utilized.
First, we will compare course grades and
DFW rates pre- (traditional textbook) and
post-transformation (educational modules)
between sections taught by the same
professor to determine if the new material
aids student success in the course. Particular
attention will be paid to the attrition rate with
the new material. Second, we will assess
before and after performance on exams
(aligned with learning objectives). This will be
done by identifying highly similar exam
questions that tested the same concepts to
compare student success using the
commercial textbook versus the educational
modules. GEOG 1112K is undergoing a core
curriculum assessment in fall 2016, so the
questions selected for this assessment can
be incorporated into the assessment of the
textbook transformation to link student
success from the textbook transformation to
core curriculum assessment (including
university and departmental learning
objectives), increasing the usefulness of the
transformation assessment. Third, statistics
on online usage of the educational module
will be collected from BlazeView D2L, and
compared to student performance on class
quizzes and exams.Qualitative measures will
also be used. First, student experience and
satisfaction will be evaluated through the use
of Student Opinion of Instruction (SOIs),
controlled for variation among instructors.
Second, a survey will be used that contains
proving questions will be created to solicit
students’ perspectives on the use of the
alternative educational resource and the
modular nature of the educational material.
Questions will focus on the difference type of
educational resources available (e.g., text,
graphics, animations, pictures) and their
effectiveness. These survey results will not
be shared with the instructor of record until
after the course grades are submitted.
Responses to this survey will be used to
improve the educational material in future

6 of 22
 semesters.
Timeline:
October 2016: Principle investigators meet to review goals, identify online resources, and
establish module-specific content and objectives, as related to learning objectives.

November – December 2016: Review and collection of online content to be used in the
creating of educational modules.

January – February 2017: Begin the process of designing modules in BlazeView D2L, and
identify educational material required for the modules that are not available online as free
access material.

March 2017: Develop and include content into D2L that were not available online as free
access material.

April – June 2017: Finalize the content of educational modules.

June 2017: Finalize the design of educational modules in D2L and Vtext.

June 2017 – July 2017: Adapt and finalize course material, including the course syllabus,
PowerPoint lectures, quizzes and exams, and other educational resources for use with the
educational modules.

August 2017: Pre-semester meeting to confirm the completion of transformation for the fall
semester.

Fall 2017: Implement new course materials.

December 2017: Complete assessment of transformation and submit required ALG report.

Spring 2018: Co-investigators modify course material based on student feedback.

Budget:
Dr. Jason Allard - $5000 for overload and/or release time.

Dr. Weimin Feng - $5000 for overload and/or release time.

Travel for two team members to the ALG kickoff meeting ($800)

Sustainability Plan:
The overall goal of this project is to create a compilation of modules, which cover the themes
required to teach an introductory weather and climate course. All material will be made

7 of 22
available to every instructor prior to the beginning of the semester through BlazeView D2L.
The modules will also be made available to faculty at other USG institutions through the VSU
Institutional Repository (Vtext).

GEOG 1112K is offered every fall, spring, and summer semester. Following the development
of the modules, they will be available for all future offerings of the course. The course material
will be adopted throughout the department, ensuring consistency of course content. Dr. Allard
will update the modules and improve the master design as any feedback is provided on
improving the course from colleagues or students.

8 of 22
 COLLEGE of ARTS & SCIENCES

September 1, 2016

Dear Affordable Learning Georgia,

I am pleased to write this letter in enthusiastic support of the Affordable Learning Georgia Textbook
Transformation Grant proposal submitted by Dr. Jason Allard (Associate Professor of Geography) and Dr.
Weimin Feng (Associate Professor of Geography) in the Department of Physics, Astronomy, and Geosciences
at Valdosta State University. I am encouraged that during this time of dwindling enrollments and soaring
textbook costs in the State of Georgia that this proposal will enable many more students to enroll and be
successful in GEOG 1112K Weather and Climate Area D Core Lab Science course. The cost of the Tarbuck
and Lutgens 13th edition of The Atmosphere: An Introduction to Meteorology text used in multiple GEOG
1112K Weather and Climate lab sections at Valdosta State University is presently $191.75, which is
prohibitively expensive for only a single semester course.

The first three weeks in this course are critical in determining student success because of the new terminology
and ideas that are introduced and added upon. Many students at this stage have yet to purchase their textbook
and thus are likely to be putting themselves at serious risk of failure, or resolved to play catch-up for the entire
semester in that class. Not only does this new project eliminate the costs of textbooks, which for non-science
majors can be overwhelming, but also will provide each student with instant access to all course materials from
the first day of class. Most of the course drops and withdrawals in the first few weeks of class would be
prevented, and the rigor of these more complex concepts can be embraced by all students equally and
immediately. Therefore, the continuing challenges of retention for the university and graduation in a timely
fashion for the student are resolved. Furthermore, the flexibility and efficiency of the disseminated material
assures its currency far beyond that of an easily dated published text.
I am pleased with the clarity and simplicity of the project design, and am most certain that its results will yield
recommendations for essential change in how core-lab science course materials are accessed by students in
the USG.

Long-term sustainability of this project at Valdosta State University is particularly essential, as student
enrollment (approximately 225 students each year) and retention in this multiple section course provides a
crucial gateway for majors into our own Environmental Geosciences program. The transformation of this
multi-section course in the department, taught by Dr. Jason Allard and Dr. Mark Groszos, will serve as a model
to other departments within the College of Arts and Sciences at Valdosta State University. I see this study as
vital link to success for both students and departments in the USG.

Your consideration on this matter is greatly appreciated. Thank you.

Sincerely,

Edward E Chatelain, Head

Physics, Astronomy, and Geosciences

DEPARTMENT of PHYSICS, ASTRONOMY & GEOSCIENCES

9staoefdu2/p2hy
PHONE 229 333 5752 • FAX 229 219 1201 • WEB www.valdo • ADDRESS 1500 N Patterson St. • Valdosta GA

31698 - 0055
 Affordable Learning Georgia Textbook Transformation Grants
Rounds Six, Seven, and Eight
For Implementations beginning Fall Semester 2016
Running Through Fall Semester 2017

Proposal Form and Narrative

Submitter Jason Allard

Name

Submitter Title Associate Professor

Submitter [email protected]
Email

Submitter 229-249-2745
Phone
Number

Submitter Primary Proposal Investigator

Campus Role

Applicant Jason Allard

Name

Applicant [email protected]
Email

Applicant 229-588-0106
Phone
Number

Primary Associate Professor

Appointment
Title

Institution Valdosta State University

Name(s)

[Proposal 1 [Publish Date]

No.]
10 of 22
 Team Jason Allard; Department of Physics, Astronomy, and
Members Geosciences; Valdosta State University; [email protected]
Weimin Feng; Department of Physics, Astronomy, and
Geosciences; Valdosta State University; [email protected]

Sponsor, Title, Dr. Edward Chatelain, Department Head and Associate

Department, Professor; Department of Physics, Astronomy, and
Institution Geosciences; Valdosta State University;
[email protected]

Proposal Title Educational Modules for GEOG 1112K: Introduction to Weather

and Climate

Course GEOG 1112K: Introduction to Weather and Climate

Names,
Course The course is offered every semester. Enrollment is ~125 in
Numbers and fall, ~75 in spring, and ~25 in summer.
Semesters
Offered

Final Fall 2017

Semester of
Instruction

Average ~25 Number of 5 in fall, Total Number of ~225

Number of Course 3 in Students students
Students Per Sections spring; Affected by (see
Course Affected by 1 in Implementation above)
Section Implementatio summe in Academic
n in Academic r Year
Year

Award ☐ No-or-Low-Cost-to-Students Learning Materials

Category ☐ OpenStax Textbooks
(pick one) ☐ Interactive Course-Authoring Tools and Software
☒ Specific Top 100 Undergraduate Courses

List the Lutgens, F.K. and E.J. Tarbuck, 2016: The Atmosphere: An
original Introduction to Meteorology, 13th Ed. Pearson Education. 462 p.
course
materials for The textbook used to be required, but is now listed as
students recommended. The instructor of the course felt that the cost of
(including the textbook was too excessive to require its use.
title, whether

[Proposal 2 [Publish Date]

No.]
11 of 22
 optional or A new paperback copy of the textbook costs $191.75.
required, &
cost for each
item)

Requested $10,800
Amount of
Funding

Original Per $191.75 for the new paperback textbook.

Student Cost

Post-Proposal $0 for the online textbook (online: see narrative for details).
Projected Per
Student Cost

Projected Per $191.75

Student
Savings

Projected With 225 students not having to purchase a $191.75 new

Total Annual paperback textbook, the total annual student savings would be
Student $43,144.
Savings

Creation and BlazeView D2L and VSU Digital Repository (VText)

Hosting
Platforms
Used

[Proposal 3 [Publish Date]

No.]
12 of 22
NARRATIVE

[Proposal 4 [Publish Date]

No.]
13 of 22
1.1 PROJECT GOALS
1. To provide no-cost, high-quality, web-based educational material to replace the
current textbook for students in the introductory weather and climate course (GEOG
1112K) on a department-wide basis at Valdosta State University (VSU). With an
average 9 sections per year and 25 students per section, the projected annual savings
would be $43,144.
2. Develop and deliver targeted, online, open-source material (e.g., text, movies,
animations, websites, interactives, or other educational resources) presented as
modules (i.e., course specific materials divided into modules according to broad
conceptual themes) that more closely align with the learning outcomes of VSU and the
Department of Physics, Astronomy, and Geosciences.
3. Redesign the syllabus and PowerPoint lectures to match the new educational
material presented in the OER modules.
4. Create a BlazeView course that provides the OER modules to the students and make
the modules available via the VSU Digital Repository (VText) for use by other faculty.
5. By offering these new and free OER modules, increase student enrollment and
increase the likelihood for student success within the course.
6. Develop assessment methods to measure the impact of these changes on student
success, engagement, and experience in the course, as compared to the textbook
currently in use.

[Proposal 5 [Publish Date]

No.]
14 of 22
1.2 STATEMENT OF TRANSFORMATION
The barrier to the adoption of OER most often cited by faculty is the lack of resources
for their subject area (~49% of faculty cite this reason) (Allen and Seaman, 2016). A
due-diligence search for OER resources related to weather and climate courses
demonstrated that there is indeed a lack of available material, such that it is likely that a
much higher percentage of faculty would cite the lack of resources for weather and
climate courses at a barrier to adoption than the previously cited ~49%. Rather than
relying upon a single OER that would not prove suitable for an introductory weather and
climate course, many different free resource materials will be identified and combined to
create a comprehensive repository of material. The resources will be modular in nature,
as opposed to the traditional structure of a textbook. As such, the modules, constructed
by major concepts, could be used individually or in combination so as to mirror the more
traditional structure of a textbook.
Introduction to Weather and Climate is a large enrollment course at Valdosta State
University (VSU), fulfilling an Area D.1 or D.2.b Core Curriculum Area D – Natural
Science, Math, and Technology – requirement. The primary stakeholders are the
approximately 225 students who take this course each year. About 94% of students
agree that the cost of textbooks, reaching $1200 on average during the 2013-2014
academic year, affect their ability to afford college (Textbook Survey Report 2012;
College Board 2013). Many VSU students come from economic backgrounds that can
make the purchase of expensive textbooks difficult. Moreover, it is not uncommon for
students to await financial aid disbursement weeks into the semester before being able
to purchase textbooks. As such, the students can begin the semester at a
disadvantage. An OER for GEOG 1112K would reduce the financial burden of students
enrolled in the course, and also allow access to course material upon the first day of the
course, thereby allowing students to use their funds for other school-related expenses.
In addition, the modules will be available in PDF format so that is can be downloaded to
mobile devices or computer, and used offline, which allows the students to review the
materials at any time and place.
A secondary stakeholder would be faculty that teach introductory weather and climate
courses. Because the material will be freely available, other faculty at other institutions
could access the materials. Moreover, the module nature of the resources created
would allow other faculty to select modules that are most suitable for their courses,
rather than be forced to adopt an entire text that may include information irrelevant to
their courses.
Overall, the creation of the OER for an introductory weather and climate course has the
immediate financial benefits to students (at $191.75 per textbook, the transformation
would collectively save students $43,144 annually), and creates a resource that is more
accessible to students. It also creates a resource that in available to faculty at other
institutions. The availability of the course material at the beginning of the semester
would will likely aid in student success in the course by creating educational material to
all students in the most timely available manner, thereby aiding in the success of the
students in the course. The modular nature of the education resources will also allow

[Proposal 6 [Publish Date]

No.]
15 of 22
for the continued expansion and update of information in a timelier manner than the
updates of new textbook editions (which typically carry higher price tags). The new
OER will be adopted by all faculty in the department that teach GEOG 1112K, providing
consistency across multiple sections of the course here at VSU. A well-designed and
free educational resource should also aid in drawing more students into the course,
potentially increasing the number of majors in the department that discover an interest
in the discipline by taking the course.

[Proposal 7 [Publish Date]

No.]
16 of 22
1.3 TRANSFORMATION ACTION
PLAN
The process will involve identifying online, open access resources that cover the major
themes of the course. Given that there is no single online resource currently available
for an introductory weather and climate course, this will involve a comprehensive search
of available online resources that can be combined into the aforementioned learning
modules. As such, the themes of each module will be used to guide the adoption of
resources. To ensure students’ engagement with the modules, the material collected
will include material incorporating a variety of active learning strategies. The
identification and collection of resources to create the modules will not consist of just
text or image-based material, but rather include relevant movies, animations, websites,
interactives, or other educational resources to aid in student learning.
As is true with the adoption of any new textbook, or equivalent educational material, the
syllabus and PowerPoint lectures will need to be revised to align with the content and
delivery format. Because the modules created will align with major themes for an
introductory weather and climate course, changes to the syllabus are anticipated to me
minimal. The instructional material, such as PowerPoint lectures, will have to be
significantly modified to include the new content and learning material incorporated into
the modules.
The investigators on this proposal will work together on all project goals, sharing the
duties of developing the educational modules. Both investigators will modifying the
syllabus, lecture notes, quizzes, and exams so that the course content aligns with the
educational modules. While both investigators will share in the responsibilities, one
investigator will take the lead in certain aspects of the development. Dr. Allard will
provide the lead guidance on the selection of the themes for the educational modules
and for authoring any new material that may not be available as a free resource online.
Dr. Allard will also provide the lead guidance in modifying the syllabus, lecture notes,
quizzes, and exams. Dr. Feng will provide the lead guidance in editing, formatting, and
publishing the educational modules. Dr. Feng will also ensure compliance with
copyright and accessibility requirements.
All students will have access to the educational modules through BlazeView D2L, and
public access will be available through the VSU Institutional Repository (Vtext). This
ensures that students will have access to the course material anywhere there is access
to the internet. The educational material will be adopted across the department to
ensure uniformity in the instruction of the course. All content will be open access and
licensed CC-BY (Creative Commons – by attribution). Neither investigator has
experience with posting material to OpenStax or LibGuide, but it is hoped that
eLearning or Resource Instructors at the Odum Library will be able to assist in providing
access to the learning modules through those resources. Funding to hire somebody
should be available for this purpose through the home department.

[Proposal 8 [Publish Date]

No.]
17 of 22
1.4 QUANTITATIVE AND QUALITATIVE MEASURES
After the implementation of the project, quantitative and qualitative measures will be
used to determine the impact of this transformation on student success.
A number of quantitative measures will be utilized. First, we will compare course grades
and DFW rates pre- (traditional textbook) and post-transformation (educational
modules) between sections taught by the same professor to determine if the new
material aids student success in the course. Particular attention will be paid to the
attrition rate with the new material. Second, we will assess before and after
performance on exams (aligned with learning objectives). This will be done by
identifying highly similar exam questions that tested the same concepts to compare
student success using the commercial textbook versus the educational modules. GEOG
1112K is undergoing a core curriculum assessment in fall 2016, so the questions
selected for this assessment can be incorporated into the assessment of the textbook
transformation to link student success from the textbook transformation to core
curriculum assessment (including university and departmental learning objectives),
increasing the usefulness of the transformation assessment. Third, statistics on online
usage of the educational module will be collected from BlazeView D2L, and compared
to student performance on class quizzes and exams.
Qualitative measures will also be used. First, student experience and satisfaction will
be evaluated through the use of Student Opinion of Instruction (SOIs), controlled for
variation among instructors. Second, a survey will be used that contains proving
questions will be created to solicit students’ perspectives on the use of the alternative
educational resource and the modular nature of the educational material. Questions will
focus on the difference type of educational resources available (e.g., text, graphics,
animations, pictures) and their effectiveness. These survey results will not be shared
with the instructor of record until after the course grades are submitted. Responses to
this survey will be used to improve the educational material in future semesters.

[Proposal 9 [Publish Date]

No.]
18 of 22
1.5 TIMELINE
October 2016: Principle investigators meet to review goals, identify online resources,
and establish module-specific content and objectives, as related to learning objectives.
November – December 2016: Review and collection of online content to be used in the
creating of educational modules.
January – February 2017: Begin the process of designing modules in BlazeView D2L,
and identify educational material required for the modules that are not available online
as free access material.
March 2017: Develop and include content into D2L that were not available online as
free access material.
April – June 2017: Finalize the content of educational modules.
June 2017: Finalize the design of educational modules in D2L and Vtext.
June 2017 – July 2017: Adapt and finalize course material, including the course
syllabus, PowerPoint lectures, quizzes and exams, and other educational resources for
use with the educational modules.
August 2017: Pre-semester meeting to confirm the completion of transformation for the
fall semester.
Fall 2017: Implement new course materials.
December 2017: Complete assessment of transformation and submit required ALG
report.
Spring 2018: Co-investigators modify course material based on student feedback.

[Proposal 10 [Publish Date]

No.]
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1.6 BUDGET
Dr. Jason Allard - $5000 for overload and/or release
time.
Dr. Weimin Feng - $5000 for overload and/or release time.

Travel for two team members to the ALG kickoff meeting

($800).

[Proposal 11 [Publish Date]

No.]
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1.7 SUSTAINABILITY PLAN
The overall goal of this project is to create a compilation of modules, which cover the
themes required to teach an introductory weather and climate course. All material will
be made available to every instructor prior to the beginning of the semester through
BlazeView D2L. The modules will also be made available to faculty at other USG
institutions through the VSU Institutional Repository (Vtext).
GEOG 1112K is offered every fall, spring, and summer semester. Following the
development of the modules, they will be available for all future offerings of the course.
The course material will be adopted throughout the department, ensuring consistency of
course content. Dr. Allard will update the modules and improve the master design as
any feedback is provided on improving the course from colleagues or students.

[Proposal 12 [Publish Date]

No.]
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1.8 REFERENCES & ATTACHMENTS
Allen, I. E. A. and J. Seaman 2016, Opening the Textbook: Educational Resources in
U.S. Higher Education, 2015-2016. Available at:
http://www.onlinelearningsurvey.com/reports/openingthetextbook2016.pdf
College Board 2013, accessed September 3, 2016 at https://trends.collegeboard.org/
Textbook Survey Report, 2012. Available at http://www.studentsunited.org/

See attached letter of support from sponsoring Department Head, Dr. Edward
Chatelain.

[Proposal 13 [Publish Date]

No.]
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Syllabu
s
 GEOGRAPHY 1112K, Sections A-E: Fall 2017, 3-2-4
Introduction to Weather and Climate

Instructor: Dr. Jason Allard

Office: Nevins Hall, Room 2021
Office phone: 229-249-2745
E-mail: [email protected]
Office hours: Monday – Thursday, 11:00 am – 12:00 pm; or by Appointment
Mailbox: Nevins Hall, Room 2006
Lecture: Tuesday and Thursday, 12:30 – 1:45 pm, JH 1111

Labs: Section A (82145): Tuesday 2:00 – 3:50 pm, NH 2032

Section B (82146): Tuesday 4:00 – 5:50 pm, NH 2032
Section C (82147): Wednesday 1:00 – 2:50 pm, NH 2032
Section D (82148): Wednesday 3:00 – 4:50 pm, NH 2032
Section E (82149): Thursday 2:00 – 3:50 pm, NH 2032

Course Overview:

 Course Description (from the 2017-2018 VSU Undergraduate Catalog): Weather components, processes,
and their measurements. Climatic elements and their control factors and geographic classification of
climatic and vegetation types are also discussed.
 Course Objectives: To understand the basic principles of weather phenomena and climate and the physical
processes underlying these phenomena.
 How Achieved? A combination of lectures and laboratory exercises that apply the principles of
meteorology and climatology in the context of processes (e.g., energy, water) and landscape structure (e.g.,
soils, vegetation, landforms).
 Prerequisites: MATH 1101 or higher; a desire to learn more about the Earth’s weather and climate, how it
varies, why it varies, how it impacts humans and how we, too, may be affecting it.

Attendance:

A student who misses more than 20% of the scheduled classes of a course (6 classes) will be subject to receiving a
failing grade for the course; how often a student attends class directly affects the comprehension of the course
material and grades. You are strongly encouraged to attend class; your course grade will be significantly higher if
you attend the lectures (and pay attention). The class meets from 12:30 – 1:45 pm on Tuesday and Thursday. All
labs are held in Nevins Hall, Room 2032. Lab attendance is mandatory; missing more than three (3) labs will result
in a failing lab grade. Having an individual pass in your lab during your lab period does not count as attending lab.

Textbook:

Online through BlazeView

Optional Textbook:

The Atmosphere, 13th Edition

by Lutgens, Tarbuck, and Tasa
ISBN-10: 0-321-98714-4

Required Lab Manual:

Laboratory Exercises: Introduction to Weather and Climate

Only available through the VSU bookstore
Laboratory:

There is a lab component that every student must take. Lab attendance is mandatory; missing more than three (3)
labs will result in a failing lab grade. You should attend each week’s lab and must complete the required lab. Each
lab will be due the next lab after it is assigned. The lab syllabus will discuss late labs. At the end of the semester, the
lowest lab grade will be dropped, and the other labs will be equally weighted to be 20% of the final course grade.
This is a lab science course; you cannot pass the course without passing the lab. Bring a calculator, lab manual,
lecture notes, and textbook to lab.

Assessment:

This course grade will consist of three tests (the last being the final exam), and a lab grade. There will be no
additional course credit offered (i.e., no extra credit). Remember that you most likely will not attain a high grade if
you do not regularly attend classes. Here’s the weighting of points and the tentative dates of the three tests:

Date Weeks Covered Percentage

1st Test September 19 1-5 20%
2nd Test October 24 6-10 25%
Final Exam December 5 all, esp. wks. 11-16 30%
Lab Grade 20%
Attendance/Participation 5%

Total course points: 100%

Grades:

The following grading scale will be used to compute final grades:

A = 90% - 100%
B = 80% - 89.9%
C = 70% - 79.9%
D = 60% - 69.9%
F = < 59.9%

Course Outcomes:

The Objectives and Outcomes of this course address VSU General Education Outcomes for Area D, posted at:
http://www.valdosta.edu/academics/academic-affairs/vp-office/general-education-council/ge-outcomes.php

 Students will demonstrate understanding of the physical universe and the nature of science, and they will use
scientific methods and/or mathematical reasoning and concepts to solve problems.

The Objectives and Outcomes of this course address Environmental Geosciences Major Outcomes 1, 2, and 3 as
shown in the 2017-2018 Undergraduate Catalog.

 To provide a working knowledge of the basic research tools in physical and cultural geography,
environmental research, and in digital cartography.
 To provide the knowledge required to evaluate and interpret environmental data, address and analyze
regional environmental questions and synthesize and recommend solutions to a range of environmental
 problems.
To provide the analytical and technical skills necessary for geographical research including: spatial and
temporal analysis; digital and conventional mapping; and analysis and interpretation of data.
Policies:
University and Department Policies
Please read the following carefully:

 The Physics, Astronomy and Geosciences Department at Valdosta State University adheres to Section 504
of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA) in prohibiting
discrimination against any qualified person with a disability. Students with disabilities who are
experiencing barriers in this course may contact the Access Office for assistance in determining and
implementing reasonable accommodations. The Access Office is located in Farbar Hall. The phone
numbers are 229-245- 2498 (V), 229-375-5871 (VP) and 229-219-1348 (TTY). For more information,
please visit VSU’s Access Office or email: [email protected].

 The Department of Physics, Astronomy, and Geosciences adheres to the academic honesty policies and
procedures of VSU and requires all students enrolled in departmental courses to honor the same (see this
policy at: http://www.valdosta.edu/academics/academic-affairs/vp-office/academic-honesty-at-vsu.php).
Cheating and/or plagiarism may result in a failing grade for an assignment/quiz/test or for the course.
Students who violate these procedures will be reported to the Academic Dean as outlined in the academic
honesty policies and procedures.

 The Department of Physics, Astronomy and Geosciences does not tolerate sexual harassment. Please refer
to Valdosta State University’s official policy on sexual harassment found at the following web location:
http://www.valdosta.edu/administration/finance-admin/human-resources/policy/sexual-harrassment.php.

 The Department of Physics, Astronomy and Geosciences adheres to the Title IX Statement: Valdosta State
University (VSU) is committed to creating a diverse and inclusive work and learning environment free
from discrimination and harassment. VSU is dedicated to creating an environment where all campus
community members feel valued, respected, and included. Valdosta State University prohibits
discrimination on the basis of race, color, ethnicity, national origin, sex (including pregnancy status, sexual
harassment and sexual violence), sexual orientation, gender identity, religion, age, national origin,
disability, genetic information, or veteran status, in the University's programs and activities as required by
applicable laws and regulations such as Title IX. The individual designated with responsibility for
coordination of compliance efforts and receipt of inquiries concerning nondiscrimination policies is the
University's Title IX Coordinator: Maggie Viverette, Director of the Office of Social Equity,
[email protected], 1208 N. Patterson St., Valdosta State University, Valdosta, Georgia 31608, 229-333-
5463.
 HB 280 (“Campus Carry”): It is now legal to bring concealed guns to our campus IF you have a
permit. “Concealed guns” refer to firearms that are “carried in such a fashion that does not actively
solicit the attention of others and are not prominently, openly, and intentionally displayed.” However,
even license-holders may NOT carry a handgun into the following locations:

- Buildings and property used for athletic sporting events

- Student housing facilities including residence halls
- Classrooms in which high school students are enrolled, whether through dual enrollment or
programs such as Move On When Ready (MOWR)
- Faculty, staff, and administrative offices

Note: It will be the responsibility of those who choose to carry handguns on campus to know the law.
Thus, among other things, license-holders need to visit the Registrar’s Office to determine if there are
high school students enrolled in their classes. It is a misdemeanor to violate any of the regulations put
forth in HB 280. Moreover, those found in violation of HB 280 will be reported to the Student
Conduct Office and the VSU Police. If you have any questions concerning HB 280, contact the VSU
333-7861),
Police (229- the University Attorney (229-333-5351), visit the VSU website at
www.valdosta.edu/campuscarry or visit the website of the University System of Georgia
at http://www.usg.edu/hb280/additional_information.
Class Policies
Please read the following carefully:

 Make-up exams are given only if there is a valid excuse for missing the regularly scheduled exam. If you
miss one of the exams because of illness or injury, you must give me a valid written excuse from a local
physician (note that an appointment with a doctor is not a valid excuse for missing an exam) or from the
Office of Student Affairs to be eligible to take a make-up exam. If you do not give me a valid written
excuse, you will be assigned a score of “0” for that exam. The make-up text may be an essay-type test. A
student that misses two or more exams will receive an “F” for the course. Final exam: no make-up for any
reason.
 Cell phones are a problem. Cell phones should be turned off during the class period. Any misuse of the cell
phone may result in it being confiscated for the class period. The instructor will hold no responsibility for
the confiscated cell phone. Emergency phone calls are an exception.

 Please respect your classmates! Please refrain from any disruptive behavior during class. Disruptive
behavior includes but is not limited to: text messaging, talking on a cell phone, cheating on quizzes/tests,
talking in class, arriving after class starts or leaving before class ends, disruptive comments during lectures,
and any non-class related activity such as studying for an exam or surfing the web. Note: when the
instructor is lecturing, do not attempt to hold a non-course related conversation with the instructor.
Disruptive behavior may result in your expulsion from class for that day. Six (6) such expulsions will
trigger the absence regulations outlined above and result in an “F” for the course.

 The Student Success Center provides free peer tutoring. It also offers test preparation, time management,
and study skills workshops as well as provides free professional academic advising. It is located in
Langdale Residence Hall, and the phone number is 333-7570.
Tentative Lecture Schedule:

Date Topic Lab Exercise

T Aug 15 Introduction No Lab

R Aug 17 Composition of the Atmosphere

T Aug 22 Earth-Sun Relationships Lab 1: The Earth’s Atmosphere

R Aug 24 The Nature of Radiation

T Aug 29 Radiation Budget Lab 2: Earth-Sun Relationships

R Aug 31 Energy Budget

T Sep 5 Temperature Lab 3: The Surface Energy Budget

R Sep 7 The Global Water Cycle and Humidity

T Sep 12 Condensation I Lab 4: Atmospheric Humidity

R Sep 14 Condensation II

T Sep 19 Exam I: In Class No Lab

R Sep 21 Precipitation

T Sep 26 Clouds Lab 5: Adiabatic Processes

R Sep 28 Air Pressure

T Oct 3 Atmospheric Pressure and Wind Lab 6: Atmospheric Motion and Wind
R Oct 5 General Circulation of the Atmosphere

T Oct 10 No Class: Fall Break No Lab

R Oct 12 Jet Streams and the Westerlies

T Oct 17 Air Masses and Fronts Lab 7: Surface Weather Maps

R Oct 19 Mid-Latitude Cyclones

T Oct 24 Exam II: In Class No Lab

R Oct 26 Monsoons

T Oct 31 Thunderstorms Lab 8: Mid-Latitude Cyclones

R Nov 2 Tornadoes

T Nov 7 Hurricanes Lab 9: Thunderstorms and Tornadoes

R Nov 9 Teleconnections

T Nov 14 Climate Classifications Lab 10: Hurricanes

R Nov 16 Köppen Climate Classification

T Nov 21 Paleoclimatology No Lab

R Nov 23 No Class: Thanksgiving

T Nov 28 Climate Change I Lab 11: Controls of Climate

R Nov 30 Climate Change II

T Dec 5 Exam III: 12:30 –2:30 pm in JH 1111

Chapter 1: Introduction to the Atmosphere (Week 1) - Attributions

1. https://www.ucar.edu/learn/1_2_1.htm

2. https://eo.ucar.edu/educators/ClimateDiscovery/LIA_lesson1_9.28.05.pdf

3. http://w1.weather.gov/glossary/index.php?letter=e

4. https://www.esrl.noaa.gov/gmd/outreach/info_activities/pdfs/Teacher_PSA_sphere_interactions.pdf

5. https://www.esrl.noaa.gov/gmd/outreach/info_activities/pdfs/TBI_earth_spheres.pdf

6. http://www.weather-climate.org.uk/01.php

7. https://www.esrl.noaa.gov/gmd/outreach/carbon_toolkit/basics.html

8. https://www2.ucar.edu/atmosnews/perspective/9574/five-things-know-about-carbon-dioxide

9. http://oceanservice.noaa.gov/education/yos/resource/JetStream/atmos/atmos_intro.htm

10. https://scijinks.gov/atmosphere-formation/

11. http://www.scientificpsychic.com/etc/timeline/atmosphere-composition.html

12. https://scied.ucar.edu/shortcontent/earths-atmosphere

13. http://oceanservice.noaa.gov/education/yos/resource/JetStream/atmos/pressure.htm

14. http://w1.weather.gov/glossary/

15. http://www.opengeography.org/ch-10-the-atmosphere.html

16. https://scied.ucar.edu/atmosphere-layers

17. http://oceanservice.noaa.gov/education/yos/resource/JetStream/atmos/ionosphere_max.htm
Chapter 2: Earth-Sun Relationships (Week 2) - Attributions

1. https://www.livescience.com/25202-seasons.html

2. http://www.opengeography.org/ch-10-the-atmosphere.html
Chapter 3: Heating of the Earth’s Surface (Weeks 2 and 3) - Attributions

1. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=2&page=2.0.0

2. http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/temperature.html

3. http://www.physicsclassroom.com/class/thermalP/Lesson-1/What-is-Heat

4. http://climate.ncsu.edu/edu/k12/.Temperature

5. http://www.weather-climate.org.uk/04.php

6. http://climate.ncsu.edu/edu/k12/EnergyTransfer

7. https://science.nasa.gov/ems/01_intro

8. http://learningweather.psu.edu/node/18

9. http://www.oercommons.org/courses/earth-4/view

10. http://climate.ncsu.edu/edu/k12/.Albedo

11. http://learningweather.psu.edu/node/19

12. http://climate.ncsu.edu/edu/k12/.eeb

13. https://earthobservatory.nasa.gov/Features/EnergyBalance/page7.php

14. https://science-edu.larc.nasa.gov/EDDOCS/whatis.html

15. http://www.ces.fau.edu/nasa/module-2/energy-budget.php

16. http://www.earthonlinemedia.com/ebooks/tpe_3e/energy/energy_balance.html

17. http://climate.ncsu.edu/edu/k12/.lsheat

18. http://www.earthonlinemedia.com/ebooks/tpe_3e/energy/geographical_patterns_of_energy.html
Chapter 4: Temperature (Week 4) - Attributions

1. http://www.oercommons.org/courses/earth-4/view

2. http://climate.ncsu.edu/edu/k12/.IsobarIsotherm

3. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=2&page=6.0.0

4.
http://www.earthonlinemedia.com/ebooks/tpe_3e/temperature/temperature_water_bodies_p_1.html

5. http://physicalgeograph.blogspot.com/2011/06/chapter-7-land-water-heating.html

6. http://www.preservearticles.com/2011111217111/the-controls-of-temperature-include-those-
factors-that-bring-about-spatial-variations-in-temperature.html

7.
http://www.earthonlinemedia.com/ebooks/tpe_3e/temperature/temperature_water_bodies_p_2.html

8. http://www.noaa.gov/resource-collections/ocean-currents

9. http://www.ces.fau.edu/nasa/module-3/why-does-temperature-vary/ocean-currents.php

10. https://www.tvcc.cc/media/documents/cbwcl/pms_425_fire_wx_ch_02.pdf

11.
http://web.gccaz.edu/~lnewman/gph111/topic_units/temperature1/temperature/temperature2.html

12. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=2&page=6.2.0

13. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=2&page=10.2.0

14. https://www.epa.gov/heat-islands/learn-about-heat-islands

15. https://scied.ucar.edu/longcontent/urban-heat-islands

16. https://laulima.hawaii.edu/access/content/group/2c084cc1-8f08-442b-80e8-
ed89faa22c33/book/chapter_3/temperature.htm

17. http://www.meted.ucar.edu/fire/s290/unit4/print.htm#z5_0

18. https://www.ncdc.noaa.gov/societal-impacts/apparent-temp/at

19. http://www.srh.noaa.gov/jetstream/global/hi.html

20. https://www.osha.gov/SLTC/heatillness/heat_index/about.html

21. http://www.srh.noaa.gov/jetstream/global/chill.html
Chapter 5: Atmospheric Humidity (Weeks 4 and 5) - Attributions

1. http://www.opengeography.org/ch-4-earths-hydrosphere.html

2. http://essenceofwater.org/importance-of-water/

3. https://water.usgs.gov/edu/watercyclesummary.html

4. http://www.oercommons.org/courses/earth-4/view

5. http://www.srh.noaa.gov/srh/jetstream/atmos/hydro.html

6. http://www.opengeography.org/ch-7-weather-hazards.html

7. https://www.meted.ucar.edu/fire/s290/unit5/print.htm#z3_0

8. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=6&page=1.1.0

9. https://www.meted.ucar.edu/intromet/atmosphere/print.php

10. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/evaporation.html

11. http://www.arl.noaa.gov/faq_c1.php

12. http://study.com/academy/lesson/causes-of-saturation-saturation-processes.html

13.
http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/concept_of_saturation.htm

14. http://hyperphysics.phy-astr.gsu.edu/hbase/Kinetic/vappre.html

15. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=6&page=1.2.0

16. http://www.meteo.psu.edu/~wjs1/Meteo3/Html/midlatjet.htm

17. http://www.ux1.eiu.edu/~cfjps/1400/moisture.html

18. http://climate.ncsu.edu/edu/k12/.humidity

19. http://rhpweatherblog.blogspot.com/2010/07/dew-point-best-indicator-of-comfort.html

20. Woodford, Chris. (2009/2016) Hygrometers. Retrieved from

http://www.explainthatstuff.com/hygrometers.html. [Accessed 7/15/17]
Chapter 6: Saturation and Atmospheric Stability (Week 5) - Attributions

1. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/concept_of_saturation.htm

2. http://study.com/academy/lesson/causes-of-saturation-saturation-processes.html

3. http://hyperphysics.phy-astr.gsu.edu/hbase/Kinetic/vappre.html

4. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=6&page=1.2.0

5. http://science.jrank.org/pages/2795/Fog.html

6. http://www.weather-climate.org.uk/08.php

7. http://www.weather.gov/media/zhu/ZHU_Training_Page/fog_stuff/fog_guide/fog.pdf

8. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=6&page=2.1.0

9. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/lapse_rates_1.html

10. http://w1.weather.gov/glossary/

11. http://www.weather-climate.org.uk/09.php

12. https://www.e-education.psu.edu/earth111/node/751

13. http://www.meted.ucar.edu/afwa/climo/intro/print.htm

14. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/uplift_mechanisms.html

15. http://www.opengeography.org/ch-7-weather-hazards.html

16. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/condensation_process.html

17. http://www.meted.ucar.edu/fire/s290/unit6/print_2.htm#page_2.3.0

18. https://earthobservatory.nasa.gov/IOTD/view.php?id=81833

19. https://www.nasa.gov/pdf/135641main_clouds_trifold21.pdf

20. http://w1.weather.gov/glossary/index.php?letter=s

21. http://imnh.isu.edu/digitalatlas/clima/imaging/clddev.htm

22. http://www.atmo.arizona.edu/students/courselinks/fall99/atmo171-mcc/atmo171_f99_09.html

23. http://www.srh.noaa.gov/srh/jetstream/upperair/bowls.html

24.
http://ocw.usu.edu/Forest Range and_Wildlife_Sciences/Wildland_Fire_Management_and_Planning/Unit_7
Atmospheric_Stability_and_Instability_1.html

25. http://cimss.ssec.wisc.edu/wxwise/ack/book/chapter9.doc

26. http://www.meteo.psu.edu/~wjs1/Meteo3/Html/stability.htm

27. http://www.csun.edu/~hmc60533/CSUN_103/weather_exercises/soundings/smog_and_inversions/Inversions.htm
Chapter 7: Fogs and Clouds (Week 6) - Attributions

1. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/concept_of_saturation.htm

2. http://study.com/academy/lesson/causes-of-saturation-saturation-processes.html

3. http://hyperphysics.phy-astr.gsu.edu/hbase/Kinetic/vappre.html

4. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=6&page=1.2.0

5. http://glossary.ametsoc.org/wiki/Fog

6. http://w1.weather.gov/glossary/index.php

7. http://www.weather-climate.org.uk/08.php

8. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/dew_and_fog.html

9. https://www.meted.ucar.edu/fogstrat/ic31/ic311/print.htm

10. https://www.meted.ucar.edu/mesoprim/dynfog/print.htm#2.1

11. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/fogs_p_2.html

12. https://www.aviationweather.ws/067_Fog.php

13. https://www.slideshare.net/niki2110/ppt-31654952

14. https://www.meted.ucar.edu/fog_int_cases/guyana/navmenu.php?tab=1&page=2.3.0&type=flash

15. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/geographic_patterns_fog.html

16. http://www.srh.noaa.gov/srh/jetstream/clouds/clouds_intro.html

17. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/lapse_rates_1.html

18. http://www.srh.noaa.gov/srh/jetstream/clouds/formation.html

19. http://www.eartheclipse.com/geography/what-are-clouds-how-do-clouds-form-and-different-types-of-clouds.html

20. http://climate.ncsu.edu/edu/k12/.cloudformation

21. http://glossary.ametsoc.org/wiki/Cloud_classification

22. http://www.srh.noaa.gov/srh/jetstream/clouds/corefour.html

23. http://www.srh.noaa.gov/srh/jetstream/clouds/basicten.html

24. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/clouds_1.html

25. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/clouds_2.html

26. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/clouds_3.html

27. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/clouds_4.html

28. https://cloudatlas.wmo.int/home.html
29. https://www.weather.gov/abq/features_acsl

30. https://scijinks.gov/clouds/
Chapter 8: Precipitation (Week 6) - Attributions

1. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/precipitation.html

2. http://www.srh.noaa.gov/srh/jetstream/global/precip.html

3. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=6&page=3.1.0

4. http://www.oercommons.org/courses/earth-4/view

5. http://www.meted.ucar.edu/norlat/snow/micro_ice/1.1.crystal_growth.htm

6. http://www.srh.noaa.gov/srh/jetstream/global/preciptypes.html

7. http://w1.weather.gov/glossary/index.php?letter=v

8. http://www.srh.noaa.gov/srh/jetstream/global/obscurationtypes.html

9. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/forms_of_precipitation.html

10. http://w1.weather.gov/glossary/index.php?word=blizzard

11. http://www.srh.noaa.gov/srh/jetstream/tstorms/hail.html
12. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/global_patterns_of_precipitation.html

13. http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/geographic_patterns_precipitation_midlatitudes_poles.html

14. http://www.whycos.org/hwrp/guide/chapters/english/original/WMO168_Ed2008_Vol_I_Ch3_Up2008_en.pdf

15. https://en.wikipedia.org/wiki/Rain_gauge#Standard_rain_gauge

16. http://www.srh.noaa.gov/srh/jetstream/doppler/how.html

17. http://www.srh.noaa.gov/srh/jetstream/doppler/refl.html
Chapter 9: Atmospheric Pressure and Winds (Weeks 7 and 8) - Attributions

1. https://www.meted.ucar.edu/emgmt/hazwx/navmenu.php?tab=2&page=2.4.0&type=text

2. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/title_page.html

3. http://climate.ncsu.edu/edu/k12/.WhatDrivesWx

4. http://oceanservice.noaa.gov/education/yos/resource/JetStream/atmos/pressure.htm

5. http://w1.weather.gov/glossary/

6. http://www.opengeography.org/ch-10-the-atmosphere.html

7. http://www.nwclimate.org/guides/barometer-history/

8.
https://chem.libretexts.org/Textbook_Maps/General_Chemistry_Textbook_Maps/Map%3A_Chemistry
%3A_The_Central_Science_(Brown_et_al.)/10%3A_Gases/10.2%3A_Pressure

9. http://climate.ncsu.edu/edu/k12/.instruments

10. https://en.wikipedia.org/wiki/Weather_map

11. http://www.srh.noaa.gov/srh/jetstream/atmos/pressure.html

12. http://climate.ncsu.edu/edu/k12/.IsobarIsotherm

13. https://scied.ucar.edu/shortcontent/highs-and-lows-air-pressure

14. http://www.srh.noaa.gov/srh/jetstream/constant/verses.html

15. http://climate.ncsu.edu/edu/k12/.Pressure

16. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/pressure_gradient.html

17. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/air_pressure_p_2.html

18. http://www.srh.noaa.gov/srh/jetstream/constant/constant_intro.html

19. https://www.meted.ucar.edu/intromet/atmosphere/print.php#page_4-0-0

20. http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/temperature.html

21. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/analyzing_pressure_patterns.html

22. http://www.oercommons.org/courses/earth-4/view

23. http://www.srh.noaa.gov/srh/jetstream/synoptic/wind.html

24. http://www.meted.ucar.edu/afwa/climo/intro/print.htm#z2.1

25. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/coriolis_and%20friction.html

26. http://climate.ncsu.edu/edu/k12/.Friction
27. https://www.meted.ucar.edu/emgmt/hazwx/navmenu.php?tab=2&page=3.4.0&type=text

28. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/geos.rxml

29. https://en.mimi.hu/meteorology/gradient_wind.html

30. https://www.windows2universe.org/earth/Atmosphere/tornado/spin.html

31. http://www.theweatherprediction.com/habyhints2/457/

32. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/grad.rxml

33. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/air_circulation.html

34. http://www.indiana.edu/~geog109/topics/10_Forces&Winds/Student%20outline-
Pressure&Forces.pdf

35. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/cyclones_and_anticyclones.html

36. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=4&page=1.3.0

37. http://climate.ncsu.edu/edu/k12/.Convergence

38. http://w1.weather.gov/glossary/index.php?letter=p

39. http://climate.ncsu.edu/edu/k12/.instruments

40. http://w1.weather.gov/glossary/index.php?letter=w

41. https://en.wikipedia.org/wiki/Beaufort_scale
Chapter 10 – Circulation of the Atmosphere (Weeks 8 and 9) - Attributions

1. https://www.meted.ucar.edu/fire/s290/unit7/print.htm

2. http://www.goes-
r.gov/users/comet/tropical/textbook_2nd_edition/navmenu.php_tab_2_page_8.1.0.htm

3. http://www.newworldencyclopedia.org/entry/Wind

4. https://www.meted.ucar.edu/emgmt/hazwx/print_2.htm

5. http://www.meted.ucar.edu/afwa/climo/intro/print.htm#z3.3

6. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/local_winds.html

7. http://www.opengeography.org/ch-10-the-atmosphere.html

8. http://www.meted.ucar.edu/afwa/climo/intro/print.htm#z3.4

9. https://en.wikipedia.org/wiki/Santa_Ana_winds

10. http://sciencing.com/causes-katabatic-winds-22602.html

11. https://www.meted.ucar.edu/fire/s290/unit7/print.htm

12. http://www.weather-climate.org.uk/12.php

13. http://www.meted.ucar.edu/dot/print.htm

14. http://www.goes-r.gov/users/comet/tropical/textbook_2nd_edition/print_3.htm

15. http://www.oercommons.org/courses/earth-4/view

16. http://www.srh.noaa.gov/srh/jetstream/global/circ.html

17. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/global_scale_circulation.html

18. http://climate.ncsu.edu/edu/k12/.atmosphere_circulation

19. http://w1.weather.gov/glossary/index.php?letter=p

20. https://en.wikipedia.org/wiki/Intertropical_Convergence_Zone

21. http://www.goes-r.gov/users/comet/tropical/textbook_2nd_edition/print_3.htm#page_5.0.0

22. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/regional_scale_wind.htm

23. https://www.pmfias.com/indian-monsoon-mechanism-jet-stream-theory-role-of-sub-tropical-jet-
stream/

24. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/upper_tropospheric_flow.html

25. http://geography.name/winds-aloft/

26. http://weatherfaqs.org.uk/node/144
27.
http://www.cmosarchives.ca/ProjectAtmosphere/pdfs/09_westerlies_and_the_jet_streams_westerlies.
pdf

28.
http://www.cmosarchives.ca/ProjectAtmosphere/pdfs/09_westerlies_and_the_jet_streams_westerlies.
pdf

29. http://www.srh.noaa.gov/srh/jetstream/constant/longshort.html

30. http://geography.name/winds-aloft/

31. http://www.srh.noaa.gov/srh/jetstream/global/jet.html

32. http://www.goes-r.gov/users/comet/tropical/textbook_2nd_edition/print_1.htm

33.
http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/geographic_patterns_equat
or_subtropics.html

34.
http://www.earthonlinemedia.com/ebooks/tpe_3e/atmospheric_moisture/geographic_patterns_precip
itation_midlatitudes_poles.html
Chapter 11: Air Masses, Fronts, and Midlatitude Cyclones (Weeks 10 and 11) - Attributions

1. http://www.goes-
r.gov/users/comet/tropical/textbook_2nd_edition/navmenu.php_tab_2_page_9.0.0.htm

2. http://www.meted.ucar.edu/dot/print.htm#z2_1_1

3. http://www.physicalgeography.net/fundamentals/7r.html

4. http://www.physicalgeography.net/fundamentals/7s.html

5. http://climate.ncsu.edu/edu/k12/.airmasses

6. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/air_masses.html

7. http://www.meted.ucar.edu/afwa/climo/intro/print.htm#z4.1

8. https://en.wikipedia.org/wiki/Air_mass

9. http://www.srh.noaa.gov/srh/jetstream/synoptic/airmass.html

10. http://www.kean.edu/~csmart/Observing/09.%20Weather%20sytems.pdf

11. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/air_masses_types.html

12. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/air_mass_modification.html

13. http://www.meted.ucar.edu/norlat/snow/lake_effect/print_whole.htm

14. https://www.meted.ucar.edu/emgmt/hazwx/print_2.htm#page_3.1.0

15. http://www.farmingdale.edu/faculty/peter-nolan/pdf/Ch07PhysAtm.pdf

16. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/fronts.html

17. http://climate.ncsu.edu/edu/k12/.fronts

18. http://www.srh.noaa.gov/srh/jetstream/synoptic/wxmaps.html

19. http://www.meted.ucar.edu/icing/pcu6/print_fr_sectioned.htm

20. https://en.wikipedia.org/wiki/Dry_line

21. http://www.meted.ucar.edu/radar/tropical_cases/print_3.htm

22. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/cyclogenesis.html

23. http://www.meted.ucar.edu/mesoprim/bandedprecip/print.htm#3

24. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/weather_and_wave_cyclones.html

25. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/warm_front_weather.html

26. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/cold_front_weather.html

27. http://www.earthonlinemedia.com/ebooks/tpe_3e/circulation/cyclones_and_anticyclones.html
28. http://w1.weather.gov/glossary/

29. http://www.islandnet.com/~see/weather/almanac/arc2009/alm09dec.htm
Chapter 12: Thunderstorms and Tornadoes (Week 12) - Attributions

1. http://www.opengeography.org/ch-8-severe-weather.html

2. http://www.kean.edu/~csmart/Observing/09.%20Weather%20sytems.pdf

3.
http://www.meted.ucar.edu/tropical/synoptic/local_storms/navmenu.php?tab=1&page=1.1.0&type=fla
sh

4. http://www.srh.noaa.gov/srh/jetstream/tstorms/ingredient.html

5. https://www.meted.ucar.edu/emgmt/hazwx/print_4.htm#page_3.1.0

6. http://www.farmingdale.edu/faculty/peter-nolan/pdf/Ch08PhysAtm.pdf

7. http://www.oercommons.org/courses/earth-4/view

8. https://www.meted.ucar.edu/intromet/basic_wx/navmenu.php?tab=1&page=7-0-0&type=flash

9. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=8&page=2.2.1

10. http://www.opengeography.org/ch-8-severe-weather.html

11. https://www.meted.ucar.edu/intromet/basic_wx/navmenu.php?tab=1&page=7-1-0&type=flash

12. https://www.thoughtco.com/how-thunderstorms-form-3444271

13. http://www.srh.noaa.gov/srh/jetstream/tstorms/tstrmtypes.html

14. http://www.srh.noaa.gov/srh/jetstream/tstorms/wind.html

15. http://www.earthonlinemedia.com/ebooks/tpe_3e/weather_systems/tornadoes.html

16. http://www.srh.noaa.gov/srh/jetstream/lightning/lightning_intro.html

17. http://climate.ncsu.edu/edu/k12/.SevereWeather

18. http://www.srh.noaa.gov/srh/jetstream/lightning/lightning.html

19.
http://www.meted.ucar.edu/tropical/synoptic/local_storms/navmenu.php?tab=1&page=1.3.0&type=fla
sh

20. https://www.meted.ucar.edu/intromet/basic_wx/navmenu.php?tab=1&page=7-3-0&type=flash

21. http://www.srh.noaa.gov/srh/jetstream/lightning/thunder.html

22. http://hyperphysics.phy-astr.gsu.edu/hbase/electric/lightning2.html

23. http://www.srh.noaa.gov/srh/jetstream/lightning/thunder.html

24. http://www.srh.noaa.gov/srh/jetstream/tstorms/tornado.html

25. https://www.meted.ucar.edu/emgmt/hazwx/print_4.htm#page_3.2.0
26.
http://www.meted.ucar.edu/tropical/synoptic/local_storms/navmenu.php?tab=1&page=3.0.0&type=fla
sh

27. https://www.ncdc.noaa.gov/climate-information/extreme-events/us-tornado-climatology/tornado-
alley

28. https://www.ncdc.noaa.gov/climate-information/extreme-events/us-tornado-climatology

29. https://www.ncdc.noaa.gov/climate-information/extreme-events/us-tornado-climatology/trends

30. https://www.ncdc.noaa.gov/climate-information/extreme-events/us-tornado-climatology/deadliest

31. http://www.ustornadoes.com/2014/03/18/the-tri-state-tornado-of-1925/

32. http://www.tornadofacts.net/tri-state-tornado-facts.php

33. https://en.wikipedia.org/wiki/Tornado_outbreak

34. http://www.spc.noaa.gov/misc/about.html

35. http://w1.weather.gov/glossary/index.php?letter=t

36. http://www.srh.noaa.gov/srh/jetstream/doppler/doppler_intro.html

37. http://www.srh.noaa.gov/srh/jetstream/doppler/how.html

38. http://www.theweatherprediction.com/habyhints/236/

39. https://www.weather.gov/media/abq/LocalStudies/TornadoDetection.pdf
Chapter 13: Hurricanes (Week 13) - Attributions

1. https://earthobservatory.nasa.gov/Features/Hurricanes/

2. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/print_8.htm

3. http://www.kean.edu/~csmart/Observing/09.%20Weather%20sytems.pdf

4. http://www.srh.noaa.gov/srh/jetstream/tropics/tc.html

5. http://www.oercommons.org/courses/earth-4/view

6. http://www.srh.noaa.gov/srh/jetstream/tropics/tc_structure.html

7. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/stages/cane/pswd.rxml

8. http://www.opengeography.org/ch-9-hurricanes.html

9. http://www.srh.noaa.gov/srh/jetstream/tropics/tc.html

10. https://www.meted.ucar.edu/tropical/textbook_2nd_edition/navmenu.php?tab=2&page=5.2.0

11. http://www.srh.noaa.gov/srh/jetstream/tropics/tc_names.html

12. https://public.wmo.int/en/About-us/FAQs/faqs-tropical-cyclones/tropical-cyclone-naming

13. http://www.nhc.noaa.gov/aboutsshws.php

14. http://climate.ncsu.edu/edu/k12/.TropicalCyclones

15. http://www.meted.ucar.edu/oceans/gulfmexico_carib/print_3.php

16. http://www.nhc.noaa.gov/surge/

17. http://www.unidata.ucar.edu/data/NGCS/lobjects/chp/structure/

18. http://www.srh.noaa.gov/srh/jetstream/tropics/tc_hazards.html

19. https://www.wmo.int/pages/prog/www/tcp/Advisories-RSMCs.html

20. https://en.wikipedia.org/wiki/Weather_buoy

21. http://www.hurricanescience.org/science/observation/ships/weatherbuoys/

22. http://www.hurricanescience.org/science/forecast/forecasting/forecastprocess/

23. http://www.nhc.noaa.gov/aboutnhcgraphics.shtml

24. http://www.hurricanescience.org/science/forecast/models/modelskill/

25. http://www.nhc.noaa.gov/aboutgloss.shtml

26. https://www.weather.gov/lwx/warningsdefined

27. http://w1.weather.gov/glossary/index.php?letter=h
Chapter 14: World Climates (Week 14) - Attributions

1. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/title_page.html

2. http://www.opengeography.org/ch-12-climate-systems-and-change.html

3. http://climate.ncsu.edu/edu/k12/.ClimateandWeather

4. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/elements_of_climate.html

5. https://courses.lumenlearning.com/geophysical/chapter/controls-of-climate/

6. https://courses.lumenlearning.com/geophysical/chapter/climate-zones-and-biomes/

7. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/climate_classification.html

8. http://www.oercommons.org/courses/earth-4/view

9. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/tropical_rainforest_1.html

10. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/tropical_monsoon_1.html

11. https://courses.lumenlearning.com/geophysical/chapter/tropical-moist-climates-group-a/

12. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/tropical_wetdry_1.html

13. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/tropical_desert.html

14. https://courses.lumenlearning.com/boundless-biology/chapter/terrestrial-biomes/

15. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/tropical_steppe.html

16. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/midlatitude_desert.html

17. http://www.ideltoro.org/uploads/3/1/1/4/31144931/mid-latitude_deserts.pdf

18. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/midlatitude_steppe.html

19. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/humid_subtropical.html

20. https://courses.lumenlearning.com/geophysical/chapter/moist-subtropical-mid-latitude-group-c/

21. https://sites.google.com/site/climatetypes/humid-subtropical

22. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/marine_west_coast.html

23. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/mediterranean.html

24. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/humid_continental.html

25. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/humid_continental.html

26. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/subarctic.html

27. https://en.wikipedia.org/wiki/Subarctic_climate

28. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/tundra_1.html
29. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/icecap.html

30. https://sites.google.com/site/climatetypes/highland
Chapter 15: Climate Change (Week 15) - Attributions

1. http://www.earthonlinemedia.com/ebooks/tpe_3e/climate_systems/climate_change.html

2. https://www.ncdc.noaa.gov/data-access/paleoclimatology-data

3. http://www.oercommons.org/courses/earth-4/view

4. ftp://ftp.ncdc.noaa.gov/pub/data/paleo/about/what-is-paleo.txt

5. http://www.opengeography.org/ch-12-climate-systems-and-change.html

6. https://www2.usgs.gov/climate_landuse/clu_rd/paleoclimate/archives.asp

7. https://earthobservatory.nasa.gov/Features/Milankovitch/

8. https://www.ncdc.noaa.gov/news/what-are-proxy-data

9. https://en.wikipedia.org/wiki/Ice_age

10. https://www.climate.gov/news-features/climate-qa/whats-hottest-earths-ever-been

11. http://nca2014.globalchange.gov/report/our-changing-climate/observed-change

12. http://www.indiana.edu/~geol105/images/gaia_chapter_4/milankovitch.htm

13. http://www.global-climate-change.org.uk/2-6-1.php

14. https://www.numptynerd.net/natural-causes-of-climate-change.html

15. http://w1.weather.gov/glossary/index.php?letter=c

16. https://climate.nasa.gov/vital-signs/global-temperature/

17. https://www.climate.gov/news-features/understanding-climate/climate-change-global-
temperature

18. https://www.ncdc.noaa.gov/monitoring-references/faq/indicators.php

19. Climate Change Impacts in the United States: Chapter 2: Our Changing Climate

20. https://history.aip.org/climate/co2.htm

21. https://www.nature.com/articles/srep21691

22. http://dels.nas.edu/resources/static-assets/exec-office-other/climate-change-full.pdf

23. Global Climate Change Impacts in the United States (2009)

Final
Report
 Affordable Learning Georgia Textbook Transformation Grants
Final Report
Date: 12/12/17
Grant Number: 272
Institution Name(s): Valdosta State University
Team Members (Name, Title, Department, Institutions if different, and email address for
each):
Jason Allard; Department of Physics, Astronomy, and Geosciences; Valdosta State University;
[email protected]

Weimin Feng; Department of Physics, Astronomy, and Geosciences; Valdosta State University;
[email protected]

Project Lead: Jason Allard

Course Name(s) and Course Numbers: GEOG 1112K: Introduction to Weather and Climate
Semester Project Began: Fall 2016
Semester(s) of Implementation: Fall 1017
Average Number of Students Per Course Section: 25
Number of Course Sections Affected by Implementation: The course is offered every semester.
Enrollment is ~125 in fall (5 sections), ~75 in spring (3 sections), and ~25 in summer (1 section).

Total Number of Students Affected by Implementation: 125 students in fall 2017 (225 students a
year)
1. Narrative
A. Describe the key outcomes, whether positive, negative, or interesting, of your project.
Include:

Over the course of the project, the OER “modules” transformed into a textbook. While the intention
was to use collect online content and synthesize it into learning modules, the availability of online
information was far too lacking. Each chapter serves the same purpose as the learning modules, but
the chapters are far more comprehensive than originally planned. The textbook, while able to be
modified for future use, is 398 pages and consists of 15 chapters. It involved more original
authorship by the principle investigators than originally intended. However, this did allow for a
resource that is more aligned with how the lecture material is presented. As one student in the
course stated in fall 2017: “… the textbook reads like you talk.” The contents of the textbook fully
match those in PowerPoint lectures and the lab manual. There is now a full integration of concepts
and learning material throughout the course.

The OER will continue to be used in the course in future semesters, providing a free textbook for
students in the course. The popularity of the course ensures that many students will benefit from
not having to purchase a textbook when they take this course for interest, or to fulfill a science
with lab core curriculum requirement (Area D II). The use of this OER may have even more of an
impact on the number of students than originally stated. In spring 2018, 6 sections of GEOG 1112K
will be offered instead of the projected 3 sections. This will financially benefit more students than
originally intended.

Unfortunately, there does not appear to be a significant impact on student performance. Exam, lab,
and overall course grades for the implemented semesters were approximately equivalent to
previous semesters. It was anticipated that access to a free resource would increase adoption and
use of the OER in place of an expensive textbook, which in turn would result in higher course grades.
Instead, the impact on the grades appear neutral. While it is good that there was no negative
impacts arising from the resources provided, it is unfortunate that the course grades did not appear
to show a positive impact.

B. Describe lessons learned, including any things you would do differently next time.
While the project developed into a much larger project than originally anticipated, the final project
is a far better learning resource, and as such I would not want to produce anything less in the future.
However, if something similar was done in the future for another course, it would have to involve
more faculty participants. The creation of a textbook from hundreds of independent internet
resources weaved together by the writing of the PIs is a far more time consuming project than the
adoption of an OpenStax textbook.
2. Quotes
 “When I couldn’t remember something about a slide [in reference to a lecture
PowerPoint slide], I could find everything about it clearly covered in the textbook.”
 “The textbook really helped me. I used it before the exam to study what I didn’t
understand from class.”
 “The textbook covers everything discussed in lecture, and the textbook reads like you
talk. It makes it easier to understand the material.”

3. Quantitative and Qualitative Measures

3a. Overall Measurements
Student Opinion of Materials
Was the overall student opinion about the materials used in the course positive,
neutral, or negative?

Total number of students affected in this project: _125 (fall 2017)_

 Positive: 18 % of 23 number of respondents
 Neutral: 5 % of 23 number of respondents
 Negative: 0 % of 23 number of respondents
 Student Learning Outcomes and Grades
Was the overall comparative impact on student performance in terms of learning
outcomes and grades in the semester(s) of implementation over previous
semesters positive, neutral, or negative?
The overall impact on student performance in the course was not discernible. The
distribution of grades, as well as the number of withdrawals and failures, remained similar
to previous semesters. As such, in terms of student performance, the implementation could
be considered neutral. However, when it is considered how much students potentially
saved from not having to purchase a textbook, it would be considered positive in terms of
student finances.

Choose One:
 Positive: Higher performance outcomes measured over previous semester(s)
 _X_ Neutral: Same performance outcomes over previous semester(s)
 Negative: Lower performance outcomes over previous semester(s)

Student Drop/Fail/Withdraw (DFW) Rates

Was the overall comparative impact on Drop/Fail/Withdraw (DFW) rates in the
semester(s) of implementation over previous semesters positive, neutral, or
negative?
The overall comparative impact on the DWF rates in the semester of implementation were
neutral.

Drop/Fail/Withdraw Rate:
7.9 % of students, out of a total 127 students affected, dropped/failed/withdrew
from the course in the final semester of implementation.

Choose One:
 Positive: This is a lower percentage of students with D/F/W than previous
semester(s)
 _X_ Neutral: This is the same percentage of students with D/F/W than previous
semester(s)
 Negative: This is a higher percentage of students with D/F/W than previous
semester(s)
3b. Narrative
No significant impact upon the academic performance of the students in the course during the
term of implementation could be discerned. The DFW rate of the term of implementation did
not substantially differ from previous semesters: 7.9% DWF (fall 2017; 12.8% (spring 2017);
13.1% (fall 2016); and 6.6% (spring 2016). Course grade averages also were not significantly
different and likely just represent normal variability: 75.5% class average (fall 2017); 76.9%
(spring 2017); 75.8% (fall 2016); and 76.9% (spring 2016). Exam and lab grades during the term
of implementation were variable between lab sections, and were within the variability of
previous terms.

The lack of a change in student performance from before to after implementation is slightly
disheartening given the amount of effort that was put into the creation of the OER. However,
performance of the students was more likely related to the student us of the resource, rather
than an issues with the resource. While some students were accessing the resource, other
students were clearly not utilizing it, even if it was recorded that they viewed the resource.
Some students admitted to not reading the textbook, while others clearly did not use the
resource to its full potential even when they stated that they used the resource (questioning the
student about the resource made it clear that they did not actually spend the time looking at it
to answer the most basic of questions).

In subsequent semesters, the instructor of record, Jason Allard, intends to incorporate online
quizzes that force students to access and read the textbook. The quizzes will be created and
worded such that reading the textbook will be required to do well on the quizzes. Hopefully, by
reading the textbook, they will be able to better understand the advantages of using the
textbook when it comes to the labs and exams.

While quantitative proof of the OER having an impact on student performance was not evident,
it was obvious that students appreciated the availability of a free online resource. This was
easily qualitatively assessed by the appreciative feedback of the students in the course. While
not immediately provable, the availability of the OER may have increased the popularity of the
course. In fall 2017, Valdosta State University added the functionality to registration for
students to be waitlisted for courses that had reached capacity. This is the first semester that
this functionality was incorporated, so there is no previous semesters with which to compare.
However, there were four sections, each with 25 students, scheduled for spring 2018. Once the
waitlist reached 39 students, another two sections were added. There is still a wait list of more
than a dozen students, but no faculty to teach additional sections. There are factors that result
in individuals gravitating towards certain courses, and one of them could be related to cost.

Moreover, the creation of this OER did meet the goal of creating a freely available online
resource to support the course. At a time when textbook prices are increasing, students now
have one less financial burden if they are enrolled in the course.
4. Sustainability Plan
The OER developed for GEOG 1112K is fully implemented for the course. It will be the
textbook used in the course. One of the primary PIs, Jason Allard, decides upon the
textbook used in the course. While the impact appeared neutral in the semester of
implementation, no negative feedback on the OER was received.

All the material created for the course has been save and backed-up. Unless new
knowledge that makes something within the OER inaccurate, the textbook will undergo
an update every two years. This should allow for current material to be incorporated,
while not putting unnecessary work on the creators of the resource. The textbook
developed for the course was completed by the PIs, so the PIs are not reliant upon any
outside entities to make modifications to the OER.

5. Future Plans
The students in the course that provided feedback were very appreciative of a freely available
textbook for the course. It was very satisfying as the instructor of the course to see their
appreciation. I do think that it would be beneficial to create freely available education resources
for other courses, but the magnitude of work that it took to put together the textbook was far
too time consuming. Two PIs working on the project of creating a new online resource was not
enough. If involved in a similar project in the future, it would have to involve more individuals
so that the work for any single PI could be reduce.

No definitive plans have been decided upon yet. Jason Allard will be attending the annual
meeting of the American Association of Geographers in April 2018. The textbook will be
presented to fellow climate scientists for feedback and suggestions.

6. Description of Photograph
Dr. Jason Allard, co PI and instructor of record; Dr. Weimin Feng, co PI

The image is only of Dr. Allard. There was an oversight on the part of the PIs to take a combined
photo before the submission of this report. The PIs are traveling separating now that the fall
2017 term is over, so it is not possible to take a combined photo. This requirement can be
fulfilled when both faculty return in spring 2018.