Diversity PI Resources

Diversity PI Resources

Table of Contents:

SECTION 1: PROJECTS

Diversity PI Summary of Lessons Learned

OUTREACH K-12

Description:  Outreach to K-12 which involves bringing students to NCAR to learn about research and opportunities.


FY10 "MESA to Mesa"-  Tim Scheitlin

Description: Math, Engineering, and Science Achievement (MESA) to Mesa Program seeks to provide transportation scholarships for field trips to NCAR for educators serving 4th - 12th grade students from under-represented populations in the greater Denver Metro area, especially targeting Colorado MESA educators.

Lessons learned:

  • Provide funds to broaden participation and ensure a more diverse population
  • Focus on a specific age group in a given year
  • When high school students are the focus, don’t assume applications will emerge
  • Establish policies for the number of grants allowed per school or maximum cost to be reimbursed
  • Establish methods for continued engagement and/or connection
  • Engage the participation of NCAR’s diverse workforce

 

Final Report: click here

Original Proposal: click here

FY13 "NCAR Careers Project"Vidal Salazar

Description: In collaboration with CLACE, support the project which is designed to engage the interest of Latino and other K-12 students in learning about atmospheric research and related careers.

Lessons learned:

  • High school students have a very heavy class load and frequently have extracurricular activities as well; as a result they can have a hard time focusing on non-school work.
  • Work given to high school students should be simplified and broken into discrete tasks.
  • Tasks need to be adjusted to the student level of understanding of the work.
  • Forming connections with high school students can be difficult, and mentors need to be persistent.
  • Field trips require advance planning and must include chaperones as well as opportunities for rest or refreshment.
  • Activities should be a mix of more sedentary work (such as data processing) and more active work (such as visits to local National Labs), and should strive to create an enjoyable environment.
  • When planning for seminars or talks, is important to enlist committed supporters to attend the events.

 

 Final Report: click here

Original Proposal: click here

 

OUTREACH TO UNIVERSITIES & COLLEGES

Description:  Outreach to universities and colleges which involves bringing students to NCAR to learn about research and opportunities; NCAR staff traveling to universities to make presentations about research and opportunities; create sustained research efforts with universities and colleges.

FY10 "Careers in Science"-  Brigitte Baeuerle, Mike Daniels, Wen Chau Lee, Alison Rockwell

Description: Targeted education and outreach program that exposes students from a subset of carefully chosen accredited postsecondary minority institutions to career opportunities within the areas of science and science support.

Lessons learned:

  • Providing a wide variety of learning styles (videos, multi-media presentation, hands-on demonstrations) and small group one-on-one discussions was successful
  • Inquiries to targeted institutions weren’t always successful due to the focus on atmospheric research  not lining up with existing school curricula
  • Communications with high school students can be challenging, and a more interactive and engaging approach was successful in that venue
  • Disconnect between students’ skills and NCAR job requirements was a challenge in recruiting
  • It will take years to establish close relationships with some of the schools in this outreach effort
  • Be more involved in how the school is promoting the event. The person who gets tasked with it at the individual schools may not always be the most efficient at this type of thing, so some guidance and or suggestions as to where and how the event is promoted could help CiS in the long-run.
    • School newsletter - email and print
    • Print and send posters rather then relying on them to do it, it also makes it easier for them to simply go around and hang them up
    • Student center display or monitor
    • Contact instructors and department heads individually
    • Careers Services
    • President/Head of Student Body
    • School Facebook Page­
    • Being adaptable to whatever presentation setting we walk in to is a key factor, but also knowing when to ask for help setting up the equipment is important.
    • Debriefing after each presentation to see what worked and what didn’t work, and then making adjustments to the next presentation was helpful. ­
    • Target member universities in areas of diverse populations and arrange high school CiS events to take place at the university, creating that link or bridge between the two­
    • Continue to offer CiS for Front Range area high schools and technical colleges so it develops a reputation, drawing more and more people to each event. Make it a destination event, rather than a high school requirement.­
    • When doing outreach events for specific field campaigns, include a segment on CiS­
    • Collaborate with Spark on ways to incorporate CiS into larger events that they do­
    • CiS requires a lot of time and energy by many people to put on such an event, with seemingly little return. As discussed above, the assessment of how successful the event was proves to be quite challenging. We all need to remember that CiS is hopefully planting a seed for the next generation and we may not see immediate results. CiS and other methods to develop our workforce should be included in as many outreach events as possible. Now that we have a solid program many materials have been developed, we can customize them as needed.­
    • Continue to foster the enthusiasm that we saw at the college level, continue to seek ways to engage and encourage high school students ­
    • Know the student population prior to the event and try to tailor the slides and presentation to them; know the audience



Final Report: click here

Original Proposal: click here

FY12 "Diversity in Engineering pipelines and partnerships"- Terry Hock

Description: Engineers are among the job categories for which UCAR has set affirmative action placement rate goals; this proposal addresses this issue by enabling visits to universities that confer a large number of undergraduate engineering degrees to minority students.

Lessons Learned:

  • First contact should be with those who network at the university:  Dean/Dept. Chair; email works well due to busy schedules and trouble scheduling telecons; top level leaders want opportunities for their students; mentoring and capstone projects are beneficial to the universities.
  • Ensuring that your target audience will be attending your event.
  • It takes time to develop the connections to create a successful event.

 

Final Report: click here

Original Proposal: click here

FY11 "Hispanic Serving Institutions"-  Jack Fellows, Astrid Maute, Raj Pandya

Description:  The  goal is to develop collaborative research relations with Hispanic Serving Institutions that offer graduate programs in the atmospheric and related sciences.

Lessons Learned:

  • Scheduling constraints for visiting professors were a challenge
  • Need a way to better assess an institution’s capability to support a project, or PIs offer additional training and support

 

Final Report: click here

 

FY11 "Tribal Colleges"- Jack Fellows, Astrid Maute, Raj Pandya

Description: Invite students from tribal colleges (primarily undergraduates, many in their first two years of undergraduate education) to visit in an effort to 1. Identify research priorities that align with tribal priorities 2. Expose students to careers in the atmospheric and related sciences, 3. Connect interested students to internships (e.g. SOARS, Oklahoma REU) and 4-year college opportunities at our member institutions.

Lessons Learned:

  • A good next step is to encourage more advanced students with research experience to collaborate. Also, aim the next workshop at specific research questions relevant to indigineous communities.

 

Final Report: click here

Original Proposal: click here

FY09 “CISL Outreach and Training” – PI Rich Loft (Listed in 2 categories: sponsoring an event, and university outreach)

Description: Broaden and enhance CISL's diversity initiatives: 1) Two NCL data analysis and visualization workshops; 2) CISL visitor program enhancement to encourage university research visitors; 3) Expand CISL's outreach activities to include participation in additional diversity-oriented conferences and institutions; 4) salary support and professional enrichment for SIParCS interns.

Lessons Learned:

  • The notion of providing teacher training for in-service faculty at tribal colleges was advanced.
  • Achieving significant participation from students at MSIs will require substantial long-term outreach investments.
  • NCAR Diversity program is rather too narrowly focused on supporting activities with minority serving institutions.  That focus should be significantly expanded.   Broadening the missions of NCAR’s diversity program to include diversity as defined as students at MSIs, additional program elements that cover underrepresented groups, and participation from students at EPSCoR state institutions would achieve a more impactful result.

 

 

Final Report: click here

FY08 "CO2 Measurements, Education, and Capacity Building in Keyna"- Diversity PI Sherri Heck

Description: Goals are to provide valuable scientific data, promote technological transfer and help NCAR meet its diversity and education goals by focusing on underrepresented people in terms of the education and outreach (E&O) and under-sampled areas in terms of the carbon dioxide (CO2) concentration data (these two areas often coincide), the project provides invaluable data to the science community and bolsters science education in areas that would have most likely otherwise been ignored.

 Lessons Learned:

  • Once shipments have arrived, schedule in-person visits with the Kenyan Commissioner of
  • Customs (headquarters), Customs Clearing Agent and the US Embassy Commercial Services
  • Director’s office in order to release shipments. This process may require one to several weeks. Two trips for instrument installation may be required: one for the release of the instrument from customs and one for the installation.
  • Access to Mount Kenya World Meteorological Site remains difficult. Prepare to assist in  removing vehicles from gullies in road and for a one hour hike at an elevation of ~ 12k ft.
  • Schedule visits during the dry season (Jan – Feb and July – September) for instrument-related work on Mount Kenya.
  • When planning education & outreach programs check the Kenyan National Testing schedule– it differs for primary and secondary schools and occurs several times a year.
  • Levels of science education vary dramatically from school to school – prepare accordingly. Secondary teachers must have a university degree; however, primary teachers do not.
  • Materials for educational curricula should be provided or use everyday, easily accessible items that the Kenyans can afford. Schools lack basic materials – books, paper, writing utensils –be prepared to bring writing tablets and pens.

 

Final Report: click here

 

FY13 "Teaching at University of Texas, El Paso, an HSI"- Chris Davis

Description: The primary goal of this project is to enhance opportunities for the participation of minority students from the University of Texas El Paso in atmospheric research.

 Lessons Learned:

  • Student suggestion: it would be helpful to have some kind of small project in collaboration with NCAR.
  • Professor suggestion: we did not take full advantage of the postdoc’s time. In the future, make sure they have a wide range of contacts on campus, and make efforts to integrate the postdoc into the university’s efforts.

 

Final Report: click here

Original Proposal: click here

FY12 "Teaching at University of New Mexico"- Chris Davis

Description: Sean Moore, an NCAR/CDC postdoctoral fellow, will teach one semester at University of New Mexico at Albuquerque (UNM’s main campus); in addition to teaching a course at UNM, Sean will collaborate with Indian Health Services and the New Mexico Department of Health to research environmental health issues on the Navajo reservation in Arizona and New Mexico.

Lessons Learned:

  • There was no formal student evaluation.  We also did not get any photos to document the visit.  Lesson learned: document the visit better and provide more follow-up.
  • The postdoc spent even more time preparing lectures than he thought he would.

 

Final Report: click here

Original Proposal: click here

FY11 "Teaching at Hampton University"- Chris Davis

Description: ASP Postdoc Jia Yue taught one semester at Hampton University, a Historically Black College and University (HBCU).

Lessons Learned:

  • A lack of administrative support in the university department made many aspects of the teaching visit challenging.  Support in general needs to be carefully considered before we send a postdoc to teach.


Final Report: click here

Original Proposal: click here

SPONSORING A WORKSHOP OR CONFERENCE

Description:  Supporting a workshop or conference on-site or off-site, for the purpose of encouraging participation in STEM and geosciences.

 

FY13 "Expanding Your Horizons conference"- Astrid Maute

Description: Expanding Your Horizons (EYH) is a science, technology, engineering, and math (STEM) conference for middle school girls held at the University of Colorado (CU) at Boulder.  This proposal seeks support to cover part of the cost of registration fee waivers and the room rental fees of the engineering center at CU Boulder.

Lessons Learned:

  • Motivate and energize the volunteers so they keep volunteering!
  • Continue working on outreach to school with a diverse student.
  • There is always the need of improving the advertisement.
  • Improve the funding situation. Finding funding sources for the remaining approximately $3,500 is a challenge every year. The goal is to find another more consistent funding source to secure the future of EYH.


Final Report: click here

Original Proposal: click here

FY12 "Expanding your horizons conference"-  Astrid Maute

Description: Expanding Your Horizons is a science, technology, engineering, and math (STEM) conference for middle school girls held at the University of Colorado (CU), Boulder.

Lessons Learned:

  • Increase number of participants from each school (19 schools had only one participant).
  • Observe the numbers of 8th grade girls if there is a decreasing trend
  • Increase the number of Hispanic attendees
  • Improve advertising
  • Improve funding, sponsors.


Final Report: click here

Original Proposal: click here

FY11 "ESWN 2011 Workshop" -  Christine Wiedinmyer

Description:  The Earth Science Women's Network's (ESWN) first annual professional development workshop was held on June 6-8, 2011; funds to support a panel discussion and dinner are provided by this project.

Lessons Learned:

  • Better connect ESWN members with others
  • Help participants get clarity about career goals (short and long term)
  • Hep participants get clarity about their values as scientists, and prepare them to communication those values
  • Provide tools to navigate participants’ career paths
  • Provide tools for self-promotion, communication, and listening
  • Provide access to role models and mentors
  • Provide tools for time management

 

Final Report: click here

Original Proposal: click here

FY09 “ESWN 2009 Workshop” -  Christine Wiedinmyer

Description: ESWN serves as a clearinghouse for connecting women across all facets of the earth sciences, and one the main goals is to find solutions to barriers that face women in the geosciences; funding provided support for hosting the annual in-person networking event during AGU's fall meeting.

Lessons Learned:

 

  • Better networking opportunities at the reception to find others with similar interests
  • Too many people in one room; divide into groups (e.g. grad students, postdocs, faculty)
  • Advertise the event more widely
  • Put type of research on badges, or allow brief introduction of each attendee
  • An ESWN-sponsored poster session on retention of women in STEM



Final Report: click here

FY11 "WORLS Seminar Series"  -   Brigitte Baeuerle, Astrid Maute

Description: Women Organizing Research and Leading Science (WORLS) seminar series provides forum and opportunities for interaction and mutual support for women working in all aspects of science at NCAR and UCAR;  while not limited to women, the seminar series will increase awareness across the institution and provide insights on issues related to women in the workplace.

Lessons Learned:

  • U/NCAR offer regular training for staff to practice “communicating science to the public.
  • Expanded timeframe for questions after seminars

 

Final Report: click here

Original Proposal: click here

FY10 "Climate Change Measurements Workshop and Conference"  -  Elisabeth Holland, Sherri Heck

Description: Workshop/conference including NCAR staff, Kenya Meteorological Dept., and the Navajo Nation includes a series of talks on the importance of measurements in relation to the study of climate change, an overview of the state of climate change, and how models are used to address climate change and climate impacts.

Lessons Learned:

  • In the future, the m-Pods will move beyond a prototype instrument to be easier to use for the students.
  • It will also be important to have one of the teachers fully train and committed to the measurements so that the students have more guidance when they return to their home institution.
  • Keys to success: providing hands on learning opportunities and including other successful Native American role models.

 

Final report: click here

Original Proposal: click here

 

FY09 "Workshop on Addressing Unconscious Gender Bias"  -  Eric Barron

Description: Lecture and workshop designed to increase awareness of unconscious bias affecting behavior, and provide strategies to overcome the bias.

Lessons Learned:

  • Future staff coaching and training are recommended.
  • Build on next steps and develop future workshops in gender and diversity topics to increase understanding, capacity, and opportunities for staff.
  • CU parking availability precluded the ability of some staff to attend the public lecture.

 

Final Report: click here

FY09 “CISL Outreach and Training” – Rich Loft (Listed in 2 categories: sponsoring an event, and university outreach)

Description: Broaden and enhance CISL's diversity initiatives with 1) Two NCL data analysis and visualization workshops; 2) CISL visitor program enhancement to encourage university research visitors; 3) Expand CISL's outreach activities to include participation in additional diversity-oriented conferences and institutions; 4) salary support and professional enrichment for SIParCS interns.

Lessons Learned:

  • The notion of providing teacher training for in-service faculty at tribal colleges was advanced.
  • Achieving significant participation from students at MSIs will require substantial long-term outreach investments.
  • NCAR Diversity program is rather too narrowly focused on supporting activities with minority serving institutions.  That focus should be significantly expanded.   Broadening the missions of NCAR’s diversity program to include diversity as defined as students at MSIs, additional program elements that cover underrepresented groups, and participation from students at EPSCoR state institutions would achieve a more impactful result.

 

Final Report: click here

 

ATTENDING A CONFERENCE

Description:  Supporting attendance at a conference for the purpose of encouraging participation in STEM and geosciences.

FY13 "NCAR presence at the 2013 SACNAS Annual Conference -  Rebecca Haacker-Santos and Stephanie Barr

Description: Raise awareness about NCAR’s science among students from traditionally underrepresented populations in STEM by attending, recruiting and presenting at the 2013 Society for Advancement of Chicanos and Native Americans in Science (SACNAS) Annual National Conference, and to use the presence at SACNAS to recruit students into NCAR’s undergraduate research experiences.

Lessons Learned:

  • This project can serve as a stepping stone to expand our organization’s engagement beyond the atmospheric and geoscience depts. at member universities to multiple depts., ultimately strengthening relationships with Target Institutions.
  • This project provides a powerful scaffold for sustaining a more cohesive approach to diversity and engagement activities across our own education/outreach/training efforts.

 

Final Report: click here

Original Proposal: click here


SPONSORING TRAINING

Description:   Sponsoring in-house training for staff.

FY12 "Improving the Communication Skills of NCAR’s Diversified Staff"- Jielun Sun

Description: The objectives are to take advantage of local resources to provide a variety of opportunities for NCAR's diversified native and ESL (English as a Second Language) staff to improve their communication skills.

Lessons Learned:

  • The relatively low level of staff participation for this particular program may be due to the following reasons:
    • Even though the ESL staff expressed interest in this program, their manuscripts were not in the final stages during the time of when this editorial service was offered. They wish the program could remain at NCAR on a permanent basis.
    • Lack of awareness about the existence of the program, despite the announcement being posted through various channels, such as the Staff Notes Daily, the mailing lists of the UCAR ESL, the Asian Circle, the ASP, and the UCAR bulletin board as well as the UCAR ESL website. Announcements were made before, during, and even close to the end of the program. However, lots of NCAR staff were still not aware of this opportunity except for those who happened to have manuscripts almost ready for editing or those who regularly check the Staff Notes Daily. In addition, there are always new staff employees coming on board in between the posting of our announcements, so they tend to miss them. One new employee “Googled” the program and found it at the UCAR ESL website, but only after the program had already ended.
  • The editing/coaching program is very valuable for all of UCAR staff, not just for our ESL staff.  Perhaps UCAR can benefit from a professional in-house editorial assistant, which would improve the work efficiency of the UCAR staff.
  • To ensure all those involved in the program understand the contract and procedures: the PI should always be included in the administrative exchanges of all contract paperwork, in case there is any confusion.

 

Final Report: click here

Original Proposal: click here

FY10 "ESL Communication Skills"-Jielun Sun

Description: Funds for employees to attend ESL classes (two speech classes and two writing classes). Attendees: non-native speakers, and possible native speakers.

Lessons Learned:

  • Pedagogical approach, intensity, professionalism, and focus on results were effective.

 

Final Report: click here

Original Proposal: click here


HIRING A DIVERSITY COORDINATOR

Description:   Hiring a diversity coordinator to support diversity efforts.

FY12 "Enhancing Engagement of Underrepresented Groups in the Computational Geosciences"-  Rich Loft

Description: Computer modeling and data analysis are key elements of 21st century Earth System research, and the opening of the new NCAR-Wyoming Supercomputing Center provides a unique opportunity to engage and excite underrepresented groups in this intellectual adventure; we propose to use NCAR Diversity funds to do two things to help exploit this opportunity: 1) support the activities of a proposed new, half time Diversity Outreach Coordinator in CISL whose job will be to engage these target groups through outreach activities; and 2) reinforce the personal connections and awareness created by outreach visits with concrete regional training activities designed to attract targeted groups.

Lessons Learned:

  • The vision of developing sustainable partnerships with individuals, communities, and institutions from
    diverse communities necessitates moving toward inclusive, engagement-centered approaches
    to diversity and education. This is a time and energy-intensive process not easily captured by traditional metrics.
    However, as can be seen by the outcomes documented here, it is a process that results significantly more
    opportunities for broadening participation at the individual, institutional, and disciplinary scales. These
    efforts will require a willingness to engage in potentially uncomfortable paradigm-changing practices in the
    workplace. That is, as individuals and as a scientific community, we must increase our awareness of and
    openness to questioning our current ways of thinking, being, and doing.

 

Final Report: click here

Original Proposal: click here

 

SPONSORING INTERNSHIPS

Description:   Creating internship opportunities that foster diversity.

FY12 "HIRO Program"- Scott Landolt

Description:  Building on the successful initial effort of 2009 and 2010, this proposal aims to build on the success of previous years' efforts in several ways, including:

  • Involving more NCAR Scientists and Engineers in the recruiting and mentoring process
  • Expanding student recruitment beyond the Denver-Boulder area

 

Lessons Learned:

  • Even with the addition of the extra week this year, some students and mentors still

 mentioned that they felt more time was needed to prepare the students for the poster

 session. This could be accomplished either by increasing the students hours each week or lengthening the project. Further discussion with students and mentors will need to take place to determine exactly how much additional time they feel is necessary.

  • While the pre-college program can only reach a handful of students each summer, another idea to make a bigger impact is to involve high school teachers in the process. One desirable change for the future of the program is to include high school teachers in the process and group them together with one to three students to work on a project collectively with a mentor. This would allow the students to continue to work on science-related projects, but would also allow the teachers access to see how real science projects are done, while helping to teach that science to the students they are working with. The current idea right now would be to have the teacher work as the primary contact with the mentor, and then work with the students to figure out how best to work on the research problem.

 

Final Report: click here

Original Proposal: click here

FY11 "HIRO Program"-  Scott Landolt

Description: Host a 2011 summer internship program for high school students to help build a pipeline to the atmospheric and related science. 

Lessons Learned:

  •  More time needed by students and mentors to complete more in-depth research projects (increase work hours or else duration of term)
  • Some have suggested internships during the school year


Final Report: click here

Original Proposal: click here

FY11 "EOL Technical Support Internship Pilot Program"-  Wen-Chau Lee, Mike Daniels

Description: A pilot program of three semester-long internships for science support focused students from two-year colleges and vocational/technical institutions in the Boulder/Denver area.

Lessons Learned:

  •  During the course of interviews, it was learned that most candidates can’t work 10-20 hours per week during normal business hours due to school schedules
  • Recruiting via organized outreach program is more effective than normal advertising channels


 Final Report: click here

Original Proposal: click here

FY08 "Increasing Diversity in CISL’s Summer Internship Program"-  Al Kellie, Rich Loft, Doug Nychka

Description: Increase the diversity of CISL's SIParCS program by 1) outreach and visibility to universities that are well suited to sponsor SIParCS students; 2) add four SIParCS positions; 3) adding resources to follow up activities from SIParCS summer projects; 4) coordinate diversity outreach of SIParCS with that of SOARS.

 Lessons Learned:

  • Face-to-face recruiting efforts are effective ways to build university-based awareness of programs  like SIParCS and strong referral networks for increasing applicant counts as well as getting a more diverse candidate pool.
  • Of these sorts of activities, by far the most effective strategy (in terms of greatest number of contacts per $) is staffing recruiting tables at conferences where large numbers of candidates from under-represented groups attend.
  • Universities’ winter break schedule is variable. A longer application window for internship programs is desirable

 

Final Report: click here

 

RECRUITING ADVERTISING

Description:   Advertising to increase diversity in the applicant pool for Software Engineer/Programmer job groups.

FY10 “Diversity Recruiting through Advertising"- Helen Moshak, LuAnna Allapowa, Nancy Wade

Description: Fund a more aggressive advertising effort to diversity the applicant pool of the Software Engineer/Programmer job groups.

Lessons Learned:

  • For Software Engineer/Programmer job group, it was found that the majority of candidates learned of our open positions through personal referrals. Relationship building is key to creating a more diverse workforce.
  • That NCAR recruits for diversity is a positive influence on applicants
  • Build a strong web presence for NCAR on Dice.com and AfterCollege.com

 

Final Report: click here

Original Proposal: click here

SECTION 2: CONTACTS

Diversity PIs and the institutions they have collaborated with (sortable by column)

PI Name(s)Institutions Collaborated With
Baeuerle, Brigitte; Daniels, Mike; Lee, Wen-Chau; Rockwell, AlisonArapahoe Community College
Baeuerle, Brigitte; Daniels, Mike; Lee, Wen-Chau; Rockwell, AlisonBoulder TEC School
Baeuerle, Brigitte; Daniels, Mike; Lee, Wen-Chau; Rockwell, AlisonCollege of DuPage
Baeuerle, Brigitte; Daniels, Mike; Lee, Wen-Chau; Rockwell, AlisonElmhurst College
Baeuerle, Brigitte; Daniels, Mike; Lee, Wen-Chau; Rockwell, AlisonFront Range Community College
Baeuerle, Brigitte; Daniels, Mike; Lee, Wen-Chau; Rockwell, AlisonITT Technical College
Baeuerle, Brigitte; Daniels, Mike; Lee, Wen-Chau; Rockwell, AlisonWestern Wyoming Community College
Baeuerle, Brigitte; Daniels, Mike; Lee, Wen-Chau; Rockwell, AlisonWilbur Wright Community College
Brassuer, Guy and Heck, SherriKenya Meteorological  Department
Brassuer, Guy and Heck, Sherri University of Nairobi
Davis, ChrisHampton University
Davis, ChrisUniversity of New Mexico at Albuquerque
 Davis, ChrisUniversity of Texas, El Paso
Heymsfield, AndyHoward University
Heymsfield, AndyUniversity of Puerto Rico – Rio Piedras
Hock, Terry and Cohn, StephenGeorgia Institute of Technology
Hock, Terry and Cohn, StephenNorth Carolina State University
Hock, Terry and Cohn, StephenSalish Kootenai College
Holland, Elisabeth and Heck, SherriDine College
Holland, Elisabeth and Heck, SherriKenya Meteorological Department
Landolt, ScottDenver School for Science and Technology
Landolt, ScottLocal Area High Schools
Landolt, ScottMetropolitan State University of Denver
Lee, Wen-Chau and Daniels, MikeArapahoe Community College
Lee, Wen-Chau and Daniels, MikeBoulder TEC School
Lee, Wen-Chau and Daniels, MikeFront Range Community College
Lee, Wen-Chau and Daniels, MikeITT Technical College
Lee, Wen-Chau and Daniels, MikeWestern Wyoming Community College
Loft, Rich and Barr, StephanieAlabama A&M
Loft, Rich and Barr, StephanieAlabama State University
Loft, Rich and Barr, StephanieAlcorn State
Loft, Rich and Barr, StephanieAssociation of Computer/Information Sciences and Chicago Community Colleges
Loft, Rich and Barr, StephanieElizabeth City State University
Loft, Rich and Barr, StephanieADMI-Engineering Departments at Minority Institutions
Loft, Rich and Barr, StephanieForth Brethold Community College
Loft, Rich and Barr, StephanieFrostberg State University
Loft, Rich and Barr, StephanieHampton University
Loft, Rich and Barr, StephanieMarquette University
Loft, Rich and Barr, StephanieMid-South Community College
Loft, Rich and Barr, StephanieMoorehouse College
Loft, Rich and Barr, StephanieNWSC (NCAR-Wyoming Supercomputing Center)
Loft, Rich and Barr, StephaniePhilander Smith College
Loft, Rich and Barr, StephanieSACNAS (Society for Advancement of Chicanos and Native Americans in Science)
Loft, Rich and Barr, StephanieSalish Kootenai College
Loft, Rich and Barr, StephanieSan Diego State University
Loft, Rich and Barr, StephanieSisseton Wahpeton College
Loft, Rich and Barr, StephanieTurtle Mountain Community College
Loft, Rich and Barr, StephanieTuskegee University
Loft, Rich and Barr, StephanieUniversity of Alabama
Loft, Rich and Barr, StephanieUniversity of Arkansas, Fayetteville
Loft, Rich and Barr, StephanieUnited Tribes Technical College
Loft, Rich and Barr, StephanieUniversity of Texas at El Paso
Loft, Rich and Barr, StephanieUniversity of Wisconsin, Milwaukee
Loft, Rich and Barr, StephanieUniversity of Wyoming
Maute, AstridExpanding Your Horizons
Maute, AstridHaskell Indian Nations University Summer Research Institute
Maute, AstridTohono O’Odham Tribal College
Maute, AstridUniversity of Puerto Rico at Mayaguez
Randel, BillHoward University
Scheitlin, TimAdams 12 Five Star School District
Scheitlin, TimDenver Catholic Archdiocese local schools
Scheitlin, TimDenver Public Schools
Scheitlin, TimSt. Vrain Valley School District
Scheitlin, TimYuma School District
Wiedinmyer, ChristineESWN (Earth Science Women’s Network)