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Training a New Generation of DataSavvy AtmosphericTraining a New Generation of DataSavvy AtmosphericTraining a New Generation of DataSavvy AtmosphericResearchersResearchersResearchers

Pacific Northwest National Laboratory and the University of Washington teamPacific Northwest National Laboratory and the University of Washington teamPacific Northwest National Laboratory and the University of Washington team

up to teach students about state-of-the-art research instrumentation.up to teach students about state-of-the-art research instrumentation.up to teach students about state-of-the-art research instrumentation.

The inaugural atmospheric research instrumentation class at the Pacific Northwest National LaboratoryThe inaugural atmospheric research instrumentation class at the Pacific Northwest National LaboratoryThe inaugural atmospheric research instrumentation class at the Pacific Northwest National Laboratory

toured the Atmospheric Measurements Laboratory’s “skystand” platform, which includes a group oftoured the Atmospheric Measurements Laboratory’s “skystand” platform, which includes a group oftoured the Atmospheric Measurements Laboratory’s “skystand” platform, which includes a group of

radiometers measuring solar energy at different angles. Credit: Andrea Starr, PNNLradiometers measuring solar energy at different angles. Credit: Andrea Starr, PNNLradiometers measuring solar energy at different angles. Credit: Andrea Starr, PNNL

By By By Laura D. RiihimakiLaura D. RiihimakiLaura D. Riihimaki, Robert A. Houze Jr., Lynn A. McMurdie, and Katie Dorsey, Robert A. Houze Jr., Lynn A. McMurdie, and Katie Dorsey, Robert A. Houze Jr., Lynn A. McMurdie, and Katie Dorsey �� 30 January 2019 30 January 2019 30 January 2019

Scientific discovery in the atmospheric sciences depends on data from field campaigns, surfaceScientific discovery in the atmospheric sciences depends on data from field campaigns, surfaceScientific discovery in the atmospheric sciences depends on data from field campaigns, surface

observations, satellites, and other observational data sets. Many of these data sets and the tools used toobservations, satellites, and other observational data sets. Many of these data sets and the tools used toobservations, satellites, and other observational data sets. Many of these data sets and the tools used to

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collect them are stewarded by national laboratories and government agencies because of the scale of thecollect them are stewarded by national laboratories and government agencies because of the scale of thecollect them are stewarded by national laboratories and government agencies because of the scale of the

infrastructure needed to support them. Although some graduate students in the atmospheric sciencesinfrastructure needed to support them. Although some graduate students in the atmospheric sciencesinfrastructure needed to support them. Although some graduate students in the atmospheric sciences

have an opportunity to participate in data collection activities, many students graduate withouthave an opportunity to participate in data collection activities, many students graduate withouthave an opportunity to participate in data collection activities, many students graduate without

appreciating where the data that they rely on for their research come from.appreciating where the data that they rely on for their research come from.appreciating where the data that they rely on for their research come from.

In an effort to bridge that gap, 10 University of Washington (UW) graduate students traveled to theIn an effort to bridge that gap, 10 University of Washington (UW) graduate students traveled to theIn an effort to bridge that gap, 10 University of Washington (UW) graduate students traveled to the

Pacific Northwest National Laboratory (PNNL) in Richland, Wash., in September 2017 to participate in aPacific Northwest National Laboratory (PNNL) in Richland, Wash., in September 2017 to participate in aPacific Northwest National Laboratory (PNNL) in Richland, Wash., in September 2017 to participate in a

2-week intensive short course on instrumentation taught by PNNL scientists and engineers. The goal of2-week intensive short course on instrumentation taught by PNNL scientists and engineers. The goal of2-week intensive short course on instrumentation taught by PNNL scientists and engineers. The goal of

the course was to enhance the future research careers of these students by exposing them to state-of-the-the course was to enhance the future research careers of these students by exposing them to state-of-the-the course was to enhance the future research careers of these students by exposing them to state-of-the-

art atmospheric instrumentation and data collection techniques and thus help ensure that the nextart atmospheric instrumentation and data collection techniques and thus help ensure that the nextart atmospheric instrumentation and data collection techniques and thus help ensure that the next

generation of scientists will understand the factors affecting strengths and limitations of observationalgeneration of scientists will understand the factors affecting strengths and limitations of observationalgeneration of scientists will understand the factors affecting strengths and limitations of observational

data used in complex atmospheric studies.data used in complex atmospheric studies.data used in complex atmospheric studies.

The course was designed to develop data literacy in atmospheric researchers who will be using advancedThe course was designed to develop data literacy in atmospheric researchers who will be using advancedThe course was designed to develop data literacy in atmospheric researchers who will be using advanced

data sets but are not necessarily planning careers in instrument development or operation.data sets but are not necessarily planning careers in instrument development or operation.data sets but are not necessarily planning careers in instrument development or operation.

Surveys of university programs in atmospheric sciences show that the number of departments offeringSurveys of university programs in atmospheric sciences show that the number of departments offeringSurveys of university programs in atmospheric sciences show that the number of departments offering

courses in instrumentation declined between 1964 and 2000, with fewer than 20% of departmentscourses in instrumentation declined between 1964 and 2000, with fewer than 20% of departmentscourses in instrumentation declined between 1964 and 2000, with fewer than 20% of departments

offering graduate-level courses in instrumentation [offering graduate-level courses in instrumentation [offering graduate-level courses in instrumentation [Cohn et al.Cohn et al.Cohn et al., 2006]. There is a growing gap between, 2006]. There is a growing gap between, 2006]. There is a growing gap between

the complexity of modern measurement technology and the ability of universities to provide adequatethe complexity of modern measurement technology and the ability of universities to provide adequatethe complexity of modern measurement technology and the ability of universities to provide adequate

training to understand measurements. Several approaches to bridge this gap have been successful, suchtraining to understand measurements. Several approaches to bridge this gap have been successful, suchtraining to understand measurements. Several approaches to bridge this gap have been successful, such

as partnerships between universities and national laboratories (e.g., Storm Peak Laboratory [as partnerships between universities and national laboratories (e.g., Storm Peak Laboratory [as partnerships between universities and national laboratories (e.g., Storm Peak Laboratory [Hallett etHallett etHallett et

al.,al.,al., 1993; 1993; 1993; Borys and Wetzel, Borys and Wetzel, Borys and Wetzel, 1997]), designing courses in which students participate in research flights1997]), designing courses in which students participate in research flights1997]), designing courses in which students participate in research flights

[[[HalletHalletHallet et al.et al.et al., 1990; , 1990; , 1990; Fabry et al.Fabry et al.Fabry et al., 1995], and student-led field campaigns [, 1995], and student-led field campaigns [, 1995], and student-led field campaigns [Rauber et al.Rauber et al.Rauber et al., 2007]., 2007]., 2007].

The approach we used was to offer an advanced graduate course for credit at the University ofThe approach we used was to offer an advanced graduate course for credit at the University ofThe approach we used was to offer an advanced graduate course for credit at the University of

Washington and embed the course at a national laboratory instructed by instrument experts. The courseWashington and embed the course at a national laboratory instructed by instrument experts. The courseWashington and embed the course at a national laboratory instructed by instrument experts. The course

was designed to develop data literacy in atmospheric researchers who will be using advanced data setswas designed to develop data literacy in atmospheric researchers who will be using advanced data setswas designed to develop data literacy in atmospheric researchers who will be using advanced data sets

but are not necessarily planning careers in instrument development or operation. The rigor of a for-but are not necessarily planning careers in instrument development or operation. The rigor of a for-but are not necessarily planning careers in instrument development or operation. The rigor of a for-

credit graduate course facilitated a depth of engagement beyond simple demonstrations or descriptionscredit graduate course facilitated a depth of engagement beyond simple demonstrations or descriptionscredit graduate course facilitated a depth of engagement beyond simple demonstrations or descriptions

of instruments.of instruments.of instruments.

Defining a CurriculumDefining a CurriculumDefining a CurriculumThe course was jointly designed by UW professors and PNNL researchers to produce a curriculum thatThe course was jointly designed by UW professors and PNNL researchers to produce a curriculum thatThe course was jointly designed by UW professors and PNNL researchers to produce a curriculum that

reflected good pedagogical techniques, in-depth contact with the process of collecting observational data,reflected good pedagogical techniques, in-depth contact with the process of collecting observational data,reflected good pedagogical techniques, in-depth contact with the process of collecting observational data,

and hands-on experience.and hands-on experience.and hands-on experience.



Jason Tomlinson, director of engineering for the PNNL’s ARMJason Tomlinson, director of engineering for the PNNL’s ARMJason Tomlinson, director of engineering for the PNNL’s ARM

Aerial Facility, demonstrates aircraft sensors to the UW class.Aerial Facility, demonstrates aircraft sensors to the UW class.Aerial Facility, demonstrates aircraft sensors to the UW class.

Credit: Robert A. Houze Jr.Credit: Robert A. Houze Jr.Credit: Robert A. Houze Jr.

Twenty PNNL scientists and engineers worked together to teach the course, which included engagementTwenty PNNL scientists and engineers worked together to teach the course, which included engagementTwenty PNNL scientists and engineers worked together to teach the course, which included engagement

with a range of instruments and measurement techniques used in atmospheric science, such as passivewith a range of instruments and measurement techniques used in atmospheric science, such as passivewith a range of instruments and measurement techniques used in atmospheric science, such as passive

(radiometric) and active (radar and lidar) remote sensing, aircraft in situ measurements, and laboratory(radiometric) and active (radar and lidar) remote sensing, aircraft in situ measurements, and laboratory(radiometric) and active (radar and lidar) remote sensing, aircraft in situ measurements, and laboratory

measurements in atmospheric chemistry and cloud formation (Table 1). To tie together these diversemeasurements in atmospheric chemistry and cloud formation (Table 1). To tie together these diversemeasurements in atmospheric chemistry and cloud formation (Table 1). To tie together these diverse

topics and reinforce key factors relevant to any measurement effort, each instructor covered a commontopics and reinforce key factors relevant to any measurement effort, each instructor covered a commontopics and reinforce key factors relevant to any measurement effort, each instructor covered a common

set of themes: calibration, accuracy and uncertainty, instrument sensitivity, the physics of howset of themes: calibration, accuracy and uncertainty, instrument sensitivity, the physics of howset of themes: calibration, accuracy and uncertainty, instrument sensitivity, the physics of how

atmospheric parameters are sampled, performance in the field, and practical considerations related toatmospheric parameters are sampled, performance in the field, and practical considerations related toatmospheric parameters are sampled, performance in the field, and practical considerations related to

siting or operations. The course also covered data logging and data management techniques, which aresiting or operations. The course also covered data logging and data management techniques, which aresiting or operations. The course also covered data logging and data management techniques, which are

critical skills for making data sets useful for research.critical skills for making data sets useful for research.critical skills for making data sets useful for research.

As a result, the students gained an understanding and appreciation of the full data life cycle, fromAs a result, the students gained an understanding and appreciation of the full data life cycle, fromAs a result, the students gained an understanding and appreciation of the full data life cycle, from

designing experiments to installing and calibrating instruments, collecting quality observational data,designing experiments to installing and calibrating instruments, collecting quality observational data,designing experiments to installing and calibrating instruments, collecting quality observational data,

interpreting the data, and archiving data for future use. As described by radar engineer Joseph Hardin,interpreting the data, and archiving data for future use. As described by radar engineer Joseph Hardin,interpreting the data, and archiving data for future use. As described by radar engineer Joseph Hardin,

“we tried to present the students with information that went beyond textbooks and addressed the“we tried to present the students with information that went beyond textbooks and addressed the“we tried to present the students with information that went beyond textbooks and addressed the

realities of working with these instruments in a research capacity.”realities of working with these instruments in a research capacity.”realities of working with these instruments in a research capacity.”

Encouraging Student EngagementEncouraging Student EngagementEncouraging Student EngagementThe students took ownership of their learning, using the multiple scientists and engineers at theThe students took ownership of their learning, using the multiple scientists and engineers at theThe students took ownership of their learning, using the multiple scientists and engineers at the

institution as resource experts. A professor with teaching experience handled assessment and studentinstitution as resource experts. A professor with teaching experience handled assessment and studentinstitution as resource experts. A professor with teaching experience handled assessment and student



coordination, but the course content was taught by instrumentation experts. We used three strategies tocoordination, but the course content was taught by instrumentation experts. We used three strategies tocoordination, but the course content was taught by instrumentation experts. We used three strategies to

create this type of engagement.create this type of engagement.create this type of engagement.

First, the course created an environment of immersive learning. Instructors gave at least 3–4 hours ofFirst, the course created an environment of immersive learning. Instructors gave at least 3–4 hours ofFirst, the course created an environment of immersive learning. Instructors gave at least 3–4 hours of

consecutive instruction in the morning on each topic and then spent the second half of the day leadingconsecutive instruction in the morning on each topic and then spent the second half of the day leadingconsecutive instruction in the morning on each topic and then spent the second half of the day leading

interactive activities such as experiments, demonstrations, data analysis, and tours. By capping theinteractive activities such as experiments, demonstrations, data analysis, and tours. By capping theinteractive activities such as experiments, demonstrations, data analysis, and tours. By capping the

course enrollment at 10, interaction between students and instructors was extensive.course enrollment at 10, interaction between students and instructors was extensive.course enrollment at 10, interaction between students and instructors was extensive.

Students chose to work with data from a wide range of instruments, including broadband and spectralStudents chose to work with data from a wide range of instruments, including broadband and spectralStudents chose to work with data from a wide range of instruments, including broadband and spectral

radiometers, multifrequency radars, Raman lidars, and experiments measuring aerosols.radiometers, multifrequency radars, Raman lidars, and experiments measuring aerosols.radiometers, multifrequency radars, Raman lidars, and experiments measuring aerosols.

Second, student presenters were responsible for summarizing the content of the previous day eachSecond, student presenters were responsible for summarizing the content of the previous day eachSecond, student presenters were responsible for summarizing the content of the previous day each

morning. This method of assessment allowed further engagement on topics that weren’t clear andmorning. This method of assessment allowed further engagement on topics that weren’t clear andmorning. This method of assessment allowed further engagement on topics that weren’t clear and

required students to take ownership of the information.required students to take ownership of the information.required students to take ownership of the information.

Finally, after 2 weeks of instruction, each student designed an individual project with a PNNL mentor.Finally, after 2 weeks of instruction, each student designed an individual project with a PNNL mentor.Finally, after 2 weeks of instruction, each student designed an individual project with a PNNL mentor.

The students were required to pick a project in an area different from their current research to help themThe students were required to pick a project in an area different from their current research to help themThe students were required to pick a project in an area different from their current research to help them

engage with new material. We gave the students several weeks to complete analysis of observational dataengage with new material. We gave the students several weeks to complete analysis of observational dataengage with new material. We gave the students several weeks to complete analysis of observational data

from areas they’d learned about in the class and prepare a short report summarizing their findings.from areas they’d learned about in the class and prepare a short report summarizing their findings.from areas they’d learned about in the class and prepare a short report summarizing their findings.

Students chose to work with data from a wide range of instruments, including broadband and spectralStudents chose to work with data from a wide range of instruments, including broadband and spectralStudents chose to work with data from a wide range of instruments, including broadband and spectral

radiometers, multifrequency radars, Raman lidars, and experiments measuring aerosols. Project topicsradiometers, multifrequency radars, Raman lidars, and experiments measuring aerosols. Project topicsradiometers, multifrequency radars, Raman lidars, and experiments measuring aerosols. Project topics

included the utility of water vapor retrievals from Raman lidar for studying the remote marine boundaryincluded the utility of water vapor retrievals from Raman lidar for studying the remote marine boundaryincluded the utility of water vapor retrievals from Raman lidar for studying the remote marine boundary

layer, calculating aerosol yield of isoprene from chamber experiments, and radar retrievals of medianlayer, calculating aerosol yield of isoprene from chamber experiments, and radar retrievals of medianlayer, calculating aerosol yield of isoprene from chamber experiments, and radar retrievals of median

volume drop size diameter using observations from the Midlatitude Continental Convective Cloudsvolume drop size diameter using observations from the Midlatitude Continental Convective Cloudsvolume drop size diameter using observations from the Midlatitude Continental Convective Clouds

Experiment.Experiment.Experiment.

Training Future LeadersTraining Future LeadersTraining Future LeadersFrom the outset, students received the course with enthusiasm: It took only hours for 10 students toFrom the outset, students received the course with enthusiasm: It took only hours for 10 students toFrom the outset, students received the course with enthusiasm: It took only hours for 10 students to

register for every available seat in the class. The students also had wide-ranging areas of study, fromregister for every available seat in the class. The students also had wide-ranging areas of study, fromregister for every available seat in the class. The students also had wide-ranging areas of study, from

those who worked primarily with observational data to those who worked mainly with computer models.those who worked primarily with observational data to those who worked mainly with computer models.those who worked primarily with observational data to those who worked mainly with computer models.

“I was really interested in getting a chance to learn some of the nuts and bolts of these observations and“I was really interested in getting a chance to learn some of the nuts and bolts of these observations and“I was really interested in getting a chance to learn some of the nuts and bolts of these observations and

instruments I was using all the time,” said Sam Pennypacker, a third-year graduate student who analyzesinstruments I was using all the time,” said Sam Pennypacker, a third-year graduate student who analyzesinstruments I was using all the time,” said Sam Pennypacker, a third-year graduate student who analyzes

data out of the Azores from the Atmospheric Radiation Measurement Program (ARM) User Facility.data out of the Azores from the Atmospheric Radiation Measurement Program (ARM) User Facility.data out of the Azores from the Atmospheric Radiation Measurement Program (ARM) User Facility.

“Learning it from the experts, the instrument mentors, you can’t beat that. You can only get so much“Learning it from the experts, the instrument mentors, you can’t beat that. You can only get so much“Learning it from the experts, the instrument mentors, you can’t beat that. You can only get so much

from reading documentation.”from reading documentation.”from reading documentation.”

The students are eager to apply what they learned. Second-year graduate student Qiaoyun Peng will getThe students are eager to apply what they learned. Second-year graduate student Qiaoyun Peng will getThe students are eager to apply what they learned. Second-year graduate student Qiaoyun Peng will get

that opportunity when she participates in a National Science Foundation–sponsored field campaign inthat opportunity when she participates in a National Science Foundation–sponsored field campaign inthat opportunity when she participates in a National Science Foundation–sponsored field campaign in



2018: The Western Wildfire Experiment for Cloud Chemistry, Aerosol Absorption and Nitrogen (WE-2018: The Western Wildfire Experiment for Cloud Chemistry, Aerosol Absorption and Nitrogen (WE-2018: The Western Wildfire Experiment for Cloud Chemistry, Aerosol Absorption and Nitrogen (WE-

CAN) will use airborne instrumentation to study atmospheric chemical reactions within western U.S.CAN) will use airborne instrumentation to study atmospheric chemical reactions within western U.S.CAN) will use airborne instrumentation to study atmospheric chemical reactions within western U.S.

wildfire plumes.wildfire plumes.wildfire plumes.

“I feel much more confident to conduct a field experiment after the course,” Peng said. “It’s also a great“I feel much more confident to conduct a field experiment after the course,” Peng said. “It’s also a great“I feel much more confident to conduct a field experiment after the course,” Peng said. “It’s also a great

opportunity for me to feel what it is like to work in a national lab and get in touch with top scientists inopportunity for me to feel what it is like to work in a national lab and get in touch with top scientists inopportunity for me to feel what it is like to work in a national lab and get in touch with top scientists in

my field to design a small project together.”my field to design a small project together.”my field to design a small project together.”

Jessica Haskins, a fourth-year graduate student who uses aircraft instrument data in her research, calledJessica Haskins, a fourth-year graduate student who uses aircraft instrument data in her research, calledJessica Haskins, a fourth-year graduate student who uses aircraft instrument data in her research, called

the class an “unprecedented opportunity.”the class an “unprecedented opportunity.”the class an “unprecedented opportunity.”

“This course was by far the one I’ve learned the most from in graduate school,” Haskins said.“This course was by far the one I’ve learned the most from in graduate school,” Haskins said.“This course was by far the one I’ve learned the most from in graduate school,” Haskins said.

The students expressed that the class filled a missing element in their career preparation and that theyThe students expressed that the class filled a missing element in their career preparation and that theyThe students expressed that the class filled a missing element in their career preparation and that they

would be more effective researchers armed with this newly gained appreciation for state-of-the-artwould be more effective researchers armed with this newly gained appreciation for state-of-the-artwould be more effective researchers armed with this newly gained appreciation for state-of-the-art

measurement technology and challenges. The success of this effort has encouraged us to pursue this typemeasurement technology and challenges. The success of this effort has encouraged us to pursue this typemeasurement technology and challenges. The success of this effort has encouraged us to pursue this type

of course with other graduate students in the coming years.of course with other graduate students in the coming years.of course with other graduate students in the coming years.

Table 1. Course Schedule Showing Topics and InstructorsTable 1. Course Schedule Showing Topics and InstructorsTable 1. Course Schedule Showing Topics and Instructorsaaa

MondayMondayMonday TuesdayTuesdayTuesday WednesdayWednesdayWednesday ThursdayThursdayThursday FridayFridayFriday

Week 1Week 1Week 1

MorningMorningMorning

IntroductionIntroductionIntroduction

to PNNL andto PNNL andto PNNL and

ARM: IanARM: IanARM: Ian

KraucunasKraucunasKraucunas

and Jenniferand Jenniferand Jennifer

ComstockComstockComstock

BroadbandBroadbandBroadband

radiometers:radiometers:radiometers:

LauraLauraLaura

RiihimakiRiihimakiRiihimaki

SpectralSpectralSpectral


Connor FlynnConnor FlynnConnor Flynn

Radar: NitinRadar: NitinRadar: Nitin

Bharadwaj,Bharadwaj,Bharadwaj,

JosephJosephJoseph

Hardin, BradHardin, BradHardin, Brad

Isom, andIsom, andIsom, and

AndreiAndreiAndrei

LindenmaierLindenmaierLindenmaier



JosephJosephJoseph



AndreiAndreiAndrei


AfternoonAfternoonAfternoon Data logging:Data logging:Data logging:

Victor MorrisVictor MorrisVictor Morris

DataDataData

management:management:management:

ChitraChitraChitra

Sivaraman,Sivaraman,Sivaraman,

KristaKristaKrista Gaustad,Gaustad,Gaustad,

ShermanShermanSherman Beus,

SpectralSpectralSpectral


Connor FlynnConnor FlynnConnor Flynn



JosephJosephJoseph



AndreiAndreiAndrei




JosephJosephJoseph



AndreiAndreiAndrei

LindenmaierLindenmaierLindenmaierand Ken Burk



Beus, and KenBeus, and Ken

Week 2Week 2Week 2

MorningMorningMorningLidar: RobLidar: RobLidar: Rob

NewsomNewsomNewsom

Aircraft:Aircraft:Aircraft:

JasonJasonJason

TomlinsonTomlinsonTomlinson


JasonJasonJason



JasonJasonJason


Ice/liquidIce/liquidIce/liquid

cloudcloudcloud

nucleation:nucleation:nucleation:

GouriharGouriharGourihar

KulkarniKulkarniKulkarni

AfternoonAfternoonAfternoonLidar: RobLidar: RobLidar: Rob

NewsomNewsomNewsom


JasonJasonJason



JasonJasonJason


AtmosphericAtmosphericAtmospheric

chemistry:chemistry:chemistry:

John Shilling,John Shilling,John Shilling,

AllaAllaAlla

Zelenyuk-Zelenyuk-Zelenyuk-

Imre, DavidImre, DavidImre, David

Bell, andBell, andBell, and

Kaitlyn SuskiKaitlyn SuskiKaitlyn Suski

Wrap-upWrap-upWrap-up

aaaThe course was taught from 9:00 a.m. to 5:00 p.m. local time each day with a break for lunch.The course was taught from 9:00 a.m. to 5:00 p.m. local time each day with a break for lunch.The course was taught from 9:00 a.m. to 5:00 p.m. local time each day with a break for lunch.

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Author InformationAuthor InformationAuthor InformationLaura D. Riihimaki (Laura D. Riihimaki (Laura D. Riihimaki ([email protected]@[email protected] (mailto:[email protected]) (mailto:[email protected]) (mailto:[email protected])), Atmospheric Sciences), Atmospheric Sciences), Atmospheric Sciences

and Global Change Division, Pacific Northwest National Laboratory, Richland, Wash.; Robert A.and Global Change Division, Pacific Northwest National Laboratory, Richland, Wash.; Robert A.and Global Change Division, Pacific Northwest National Laboratory, Richland, Wash.; Robert A.

Houze Jr., Atmospheric Sciences and Global Change Division, Pacific Northwest NationalHouze Jr., Atmospheric Sciences and Global Change Division, Pacific Northwest NationalHouze Jr., Atmospheric Sciences and Global Change Division, Pacific Northwest National

Laboratory, Richland, Wash.; also at Department of Atmospheric Sciences, University ofLaboratory, Richland, Wash.; also at Department of Atmospheric Sciences, University ofLaboratory, Richland, Wash.; also at Department of Atmospheric Sciences, University of

Washington, Seattle; Lynn A. McMurdie, Department of Atmospheric Sciences, University ofWashington, Seattle; Lynn A. McMurdie, Department of Atmospheric Sciences, University ofWashington, Seattle; Lynn A. McMurdie, Department of Atmospheric Sciences, University of

Washington, Seattle; and Katie Dorsey, Atmospheric Sciences and Global Change Division,Washington, Seattle; and Katie Dorsey, Atmospheric Sciences and Global Change Division,Washington, Seattle; and Katie Dorsey, Atmospheric Sciences and Global Change Division,

Pacific Northwest National Laboratory, Richland, Wash.Pacific Northwest National Laboratory, Richland, Wash.Pacific Northwest National Laboratory, Richland, Wash.

Citation: Citation: Citation: Riihimaki, L. D., R. A. Houze Jr., L. A. McMurdie, and K. Dorsey (2019), Training a new generation of data-savvyRiihimaki, L. D., R. A. Houze Jr., L. A. McMurdie, and K. Dorsey (2019), Training a new generation of data-savvyRiihimaki, L. D., R. A. Houze Jr., L. A. McMurdie, and K. Dorsey (2019), Training a new generation of data-savvy

atmospheric researchers, atmospheric researchers, atmospheric researchers, Eos, 100,Eos, 100,Eos, 100, https://doi.org/10.1029/2019EO114793https://doi.org/10.1029/2019EO114793https://doi.org/10.1029/2019EO114793. Published on 30 January 2019.. Published on 30 January 2019.. Published on 30 January 2019.

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