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Written by Ken Mankoff
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Thursday, 24 May 2007 |
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We recognize that instructors who want to master the EdGCM software and want to learn more about climate modeling science could benefit from closer interaction with the EdGCM development team. For this reason we offer professional development opportunities and are available to meet with you, your colleagues, and even your students, to provide information and instruction at a range of levels... |
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Written by Andrew Binder
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Tuesday, 14 November 2006 |
Even with a classroom full of eager Atmospheric and Oceanic Sciences undergraduate students, Assistant Professor Galen McKinley faced a problem: How to take an interest in everyday weather reports and transfer it to the wider scope of global climate changes. The solution, McKinley discovered, lay in EdGCM. Incorporating the software into her Global Climate Processes class, she was able to help students bridge the gap between weather and climate, right on their computer screens.
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Written by Steven Richards and Mark Chandler
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Tuesday, 11 April 2006 |
During the past two years, there have been numerous EdGCM training workshops for the higher-education and pre-college education communities. The purpose of these workshops is to train teachers and students to use EdGCM for research activities in educational courses and settings. |
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Written by Mark Chandler and Ana Marti
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Monday, 06 March 2006 |
This guide describes the basic information taught in our two day EdGCM professional development workshops.
Click read more to view the guide in a series of web pages or downloaded the pdf document from:
EdGCM-WorkshopGuide.pdf.
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Written by Steven J. Richards
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Sunday, 11 December 2005 |
"Warmer climate leads to more snow in Greenland" is the first in a series of climate-study investigations that will appear in EdGCM Science Today, which are designed to introduce students to the scientific process of planning experiments, running climate simulations, analyzing model output, drawing conclusions and reporting results to their peers and to the public.
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