DataStreme = STEM

As the AMS DataStreme programs have matured, it's useful to conduct a post-analysis of some of the local implementation efforts. In North Carolina, long-serving LIT leaders shepherded these efforts, along the way integrating some (perhaps) unique and novel approaches.

We'll review the early days of DataStreme in North Carolina including a look back at weather-impact “hooks” for the K-12 community of learners; the NC DataStreme partnership with the NC School of Science and Mathematics (NCSSM) and their live, interactive broadcasts to the far corners of North Carolina; and update the informal collaboration with the State Climate Office of North Carolina.

Some BI (before-the-internet) ideas and techniques from these partnerships remain valuable in today's STEM-focused environment. Each of the STEM topics has direct relevance to the atmospheric sciences. We may overlook the “T” and the “E” and perhaps take the “M” for granted, but a comprehensive perspective and teaching how we collect the data so critical to our “S” efforts may be the ultimate hooks for some students who simply are not interested in the atmosphere. These are the ones who can develop the technology for a nano-sat collector, engineer a next-generation rain sensor, or apply a ground-breaking numerical technique to a vexing microscale suite of challenges. Our Earth System is increasingly a built-upon environment, and our studies of the atmosphere present the K-12 classroom with intriguing challenges and great learning opportunities across the spectrum of STEM disciplines.