2011-2016 Strategic Plan for Cooperative Agreement #:NA11SEC4810003

Dr. Vernon R. Morris, Director and Principal Investigator

Participating Institutions

  • Howard University (Lead Institution)
  • Jackson State University
  • University of Puerto Rico Mayaguez
  • University of Texas at El Paso
  • University of Maryland College Park
  • State University of New York at Albany

A. Executive Summary

The NOAA Center for Atmospheric Sciences (NCAS) in partnership with the National Oceanic and Atmospheric Administration (NOAA) has engaged over 1300 students and in so doing is leading a transformation of the atmospheric sciences – a discipline where minorities who have been traditionally underrepresented, are becoming acknowledged leaders in the field.  For example consider the Howard University Program in Atmospheric Sciences (HUPAS) NCAS’ primary academic program for producing advance degrees in atmospheric science.  HUPAS in its relatively short life has produce 12 Ph.D. and 14 MS degrees.  Although these numbers seem small they are significant when compared to the production of minority Ph.D.s nationally.  Specifically, the HUPAS’ production of African American Ph.D.s in ten years equaled the total national production over a twenty year period (1984-2004) or doubled the national rate of production.  Moreover HUPAS is fulfilling NCAS’ core mission goals of contributing to a diverse federal workforce in atmospheric science particularly at NOAA.  Almost one hundred percent of HUPAS graduates are employed in career positions in Science Technology Engineering and Mathematics (STEM) fields with nearly 60 percent of them working in atmospheric sciences.  The majority (65%) of its graduates is currently working for the federal government with 24% at NOAA.

NCAS scientists have forged strong NOAA collaborations through direct interactions with NWS weather forecast offices, and with scientists at various NOAA laboratories such as NCEP, OAR/ARL, ESRL, AOML, and NESDIS/ STAR over the past ten years under a cooperative agreement.  Prior NOAA investments in this partnership have enabled the development of a research and talent pipeline that addresses current workforce, scientific, and operational challenges for the NWS pertaining to key regional issues with focus on regional air quality prediction, climate change and variability in sensitive regions, aerosol forcing, and data assimilation.  NCAS has demonstrated capacity and expertise for developing a diverse group of students into highly trained professionals for the NOAA and for the national atmospheric and environmental sciences workforce.

The Center will build on its strong track record of collaborative research and student training that has allowed it to emerge as a valuable resource for the NOAA NWS.   All NCAS activities support the central philosophy: “producing quality professionals for the nation’s technical workforce through quality research”.   Since 2001, NCAS has supported the training of more than 1300 students from high school through the PhD (Doctor of Philosophy) in NOAA-related technical fields.  One of the principal hallmarks of NCAS’ success is the establishment of a PhD pipeline in atmospheric sciences that will impact the national statistic in African American and Latino PhDs.  Through NOAA EPP/MSI funding, NCAS is poised to more than double the number of African American PhDs in atmospheric sciences that the nation produces annually.  Additionally, NCAS expects within the next few years to more than double the number of Latino women PhDs in atmospheric sciences produced in the last decade.  With continued funding, it is our aim to sustain this production at a high level and become the national leader in both research and diversification of this field.

Among the most notable accomplishments over the past five years are:

Workforce Production

  • Five (5) NCAS graduates (4 PhDs and 1 MS – Master of Science) are presently NOAA employees
  • Four (4) current NCAS doctoral students are presently NOAA employees.
  • Five (5) NCAS graduates (2 BS – Bachelor of Science) are working as NOAA contractors.
  • Six (6) NCAS graduates are working for other federal agencies (e.g. National Aeronautics and Space Administration (NASA), NOAA Research Council (NRC), Department of Energy (DoE)) and Academia

Institutionalization and Research Capacity

  • Establishment of enhanced research capacity throughout Center by raising over $12M in leveraged support
  • Establishment of the Bio-Optics Laboratory at Isla Magueyes Research Station, UPRM
  • Establishment of 3+2 BS (Physics) to MS (Atmospheric Sciences) Program at Howard University
  • Development of a world-class research and training site at the Howard University Beltsville Campus in Beltsville, Maryland.
  • Development of nationally-recognized education (HUPAS) and outreach (CAREERS camps and Colour of Weather, Inc. ™ Networking) programs
  • NCAS funding has enabled the hiring of five tenure track faculty positions at three of the institutional partners

Research and Scientific Contributions to NOAA

  • Development of Howard University Beltsville Atmospheric Measurements Program (HUBC) which is only one of two Global Climate Observing System (GCOS) Reference Upper-Air Network (GRUAN) sites in the US and was cited as an exemplar in a recent National Academy of Science (NAS) Report.
    • Perform Ozonesonde launches in support of regional air quality forecasts and ozone products (NCEP/ Environmental Modeling Group (EMC))
    • Conduct NWS Radiosonde Replacement Program Experiments (NWS/Office of Operational Service (OOS))
    • Conduct Lidar Planetary Boundary Layer (PBL) Height measurements in support NWS operations (NCEP)
  • Collaborate with NOAA Scientists on Various Field Projects
    • Leaders of AERosols and Oceanographic Science Expedition (AEROSE) Expeditions on NOAA Ron Brown to conduct research on Mineral Dust observation and characterization (AOML, ESRL)
    • Atmospheric Infrared Sounder (AIRS) sea surface temperature validation /corrections to assist NESDIS satellite operational products (C-STAR)
  • Development of PBL parameterization schemes for weather and climate forecasts and Improvement of PBL height prediction as an integral part of a team to assist NOAA and Department of Homeland Security to develop a PBL height product (NCEP/EMC)
  • Development of Georgia Tech/Goddard Global Ozone Chemistry Aerosol Radiation Transport Model (GOCART) as NCEP global aerosol model for new forecast products (NCEP/EMC)
  • Development of a comprehensive mixed-layer ocean model for next-generation Climate Forecast System (NCEP/Climate Prediction Center (CPC))
    • NCAS develops new chemical mechanisms and products to be incorporated into the new NOAA air quality forecasting system
    • Assessment tools for NOAA air quality forecasts
    • Improvement of model chemistry and physics
    • Development of the new chemical mechanisms (Regional Atmospheric Chemistry Mechanism, Version 2 (RACM2))
    • NCAS provides a comprehensive suite of observations in support of air quality prediction and analyses
    • AEROSE measurements are used for boundary conditions in air quality forecasts with a Hybrid Single-Particle Lagrangian Integrated (HYSPLIT) dust model (ARL)
    • Aerosol measurements from NCAS facilities at HU Beltsville site and partners’ campuses are used in ARL air quality model validations

B. Strategic Plan Narrative

The primary goal of NCAS is to produce a diverse and well-trained cadre of technical and environmentally literate professionals who will help shape the nation’s future as “an informed society that uses a comprehensive understanding of the role of the oceans, coasts, and atmosphere in the global ecosystem to make the best social and economic decisions” (NOAA Strategic Plan Fiscal Year 2009-2014 – Vision Statement).  NCAS will draw on the talents of its faculty, NOAA employees, and other partnerships to address current and future challenges to improving NOAA NWS products and services.

NCAS will achieve this goal through collaborative research in support of NOAA mission.  NCAS is aligned with the NOAA National Weather Service (NWS) but also partners with NOAA Education, the Oceanic and Atmospheric Research (OAR), and National Environmental Satellite Data and Information Service (NESDIS).  NCAS research will be focused in the following three thematic areas.

  1. Integrated research and applications in climate and weather observations, analyses, and prediction in support of the NOAA’s mission
  2. Integrated research and applications in Air Quality Observations, Analyses, and Prediction in support of the NOAA’s mission
  3. Observational programs in support of research in weather and climate analyses and prediction, and in air quality analyses and forecast, and in support of educational training.

NCAS will build an observational testbed to aid the transfer of emerging observational technologies to into NWS operations.  NCAS will broaden access to STEM educational opportunities in the NOAA sciences through enhancement of hands-on research experiences for students spanning the K-12 spectrum in concert with broader community outreach.

The proposed research, training, and development is specifically designed to support the Weather and Water, Climate, Mission Support Goals and all of NOAA’s cross-agency priorities: workforce development, integrated Earth observations, state-of-the-art research, an environmentally literate public, and building strong national and international relationships.  The partnership of six schools will build on the capacities developed, collaborations established, and lessons learned over the past ten years as a NOAA Cooperative Science Center. This strategic plan will define the NCAS research design; the education, workforce development and community outreach activities; and the integration of social, behavioral, and economic sciences translational research

Research Design Strategies

NCAS research will be designed and executed by four teams – the Climate Working Group, the Weather Working Group, the Air Quality Working Group, and the Social, Behavioral, and Economic Sciences (SBE) Working Group. The four working groups will work with NOAA to coordinate the research and training activities. Synergistic study designs will utilize existing observational infrastructures and modeling capacities at the partner institutions as well as NOAA facilities (NOAA vessels, research platforms, and laboratories).  Emphasis will be placed on geographic transitional regimes that are characterized by rapidly developing and/or densely populated regions.  It is particularly within these transitional regimes that the complexities of the interactions between environment and society confound the assessments of climate change and its impacts.  While designing research strategies, NCAS will consult with NOAA technical monitors and its External Advisory Board (EAB) committee members for new ideas, suggestions, and recommendations.

The research, training, and outreach described in the accompanied Implementation Plan support the mission goals of “Climate” and “Weather and Water” specified in the FY2009-FY2014 NOAA strategic plan and objectives laid out in the FY2009-2013 NCEP Strategic Plan, the FY2010 NOAA Climate Service (NCS) Draft Plan,  and the NESDIS/STAR Strategic Plan FY2009-2014.  The five goals that NCAS will address are in the following objectives:

A.    Describe and understand the state of the climate system through integrated observations, monitoring, and data management
B.    Understanding Climate Processes and Improvement in Modeling Capability
C.   Improving Lead-time and Accuracy for Weather and Water Warning and Forecasts
D.    Provide Air Quality Information, Predictions, and Decision Support Tools for Policies and Emission Management
E.     Development of Capabilities for Observation Systems for routine delivery and attribution of past and current state of the climate

Objective (1) NOAA calls for a process-level understanding and enhanced modeling capacities of the elements of the Earth system that relates to atmosphere and its composition, the oceans, terrestrial tropics, and the cryosphere in order to provide better analyses and predictions.  In objectives (2) and (3), NOAA calls for a community modeling approach to develop both operational and applied research needs of NOAA by providing high performance computing, data assimilation, and modeling tools to monitor the Earth’s environment and predict future states.  The NOAA strategic plan in air quality (4) calls for research in three key areas: model development, regional assessments, and improved measurement tools to monitor long-term trends. Objective (5) NOAA calls for a continued and expanded global observation and monitoring of greenhouse gases and aerosols to provide higher spatial and temporal resolution information on regional scales, and addressing known societal challenges of significant concern by using appropriate climate data and analyses and forecasts.

NCAS research activities generally fall within one of three thematic thrusts: Weather and Climate, Air Quality, and Social, Behavioral, and Economic Sciences (SBE).   Within each thematic thrust, NCAS defines several areas that map onto NOAA mission goals.  Students will be trained in each project and additional research partnerships may come from variety of sources including private sector, academia, federal non-NOAA, and international.  Building upon this success and capacity and in support of research and education, NCAS will continue to strengthen its observation programs to better respond to NOAA research objectives.

Integration Social, Behavioral, and Economic (SBE) Sciences

Effective translation of NOAA sciences to the public and private sectors is essential for achieving the vision articulated in the NOAA Strategic plan.  NCAS will initially address SBE research in two ways.  Research focused on human impacts – which is integrated within the air quality working group activity focused on forecast value and social and behavioral research that spans across working groups and is focused on communication, public perceptions, and social attitudes toward NOAA sciences. The proposed research projects will lead to the development of a new generation of services, advances in sensors / sensor networks, and establishment of an improved understanding of complex systems and their global interactions.

Strategies for Increasing Future Sources of Funding for Sustainability

NCAS will work on enhancing its existing relationships with two NOAA Cooperative Institutes – CICS (Cooperative Institutes for Climate Studies) at University of Maryland at College Park, and JISAO (Joint Institute for the Study of Atmosphere and Oceans) at University of Washington in Seattle to facilitate additional mainstream funding from NOAA and to assist in building stronger collaborations with NOAA employees.

NCAS faculty have established great collaborations of joint projects between NCAS faculty and NOAA scientists at various NOAA laboratories (such as NWS/NCEP, NESDIS/STAR, ARL, ESRL etc.,), federal government agencies such as NSF, NASA and DOE, other state agencies (Maryland Department of Environment), and various academic institutions such as Penn State, University of Virginia, Millersville University, and the University of Oklahoma.

NCAS will leverage its human resources and physical infrastructure to attract additional non-NOAA federal funding through proposals to other federal agencies, foundations, and to corporate sector partners.

True sustainability will involve the institutionalization of a vibrant academic enterprise (e.g. HUPAS) whose faculty members engage in a variety of extended collaborations throughout the atmospheric science community and has the capacity to consistently produce high quality graduates.  NCAS will continue to work towards the institutionalization of its chief academic programs in atmospheric sciences on each of the partner campuses.

Education, Workforce Development and Community Outreach Strategies

The Education and Community Outreach Working Group will implement the programmatic aspects of this strategic plan with the goal of broadening the diversity and capacity of the nation’s STEM workforce (with emphasis on increasing engagement of African Americans, Hispanics, and other underserved populations).   The activities of this working group will be integrated with the research of the SBE, Climate, Weather, and Air Quality Working groups.  NCAS research, observations and data collection, data distribution and analyses, and evaluation, will be used as teaching tools by the education, outreach, and workforce development components.  Several partnerships with several private sector companies and the other NOAA Cooperative Institutes have been forged over the past five years.  These partners will continue to play a major role in the NCAS activities including K-12 projects, in workforce development activities, professional development, and as sponsors of STEM internship programs.

NCAS will significantly enhance the competitiveness of key academic programs by building their capacity in the critical support areas for NOAA.  These key areas include:

  • Atmospheric Sciences and Meteorology
  • Physics, Chemistry, Biology, and Mathematics
  • Environmental Sciences and Marine Sciences
  • Integration of diverse geo-spatially referenced data sets related to the sociological impacts and responses – particularly of underserved communities
  • Coordination of STEM pre-college education and undergraduate research experiences across the partner campuses;
  • Educating a new and ethnically diverse generation of US citizens trained in science and technology;
  • Increasing the quality and quantity of our nation’s science and technology workforce, with more women and underrepresented minorities contributing to these increases; and
  • Changing institutional organization infrastructure such that the standard conduct of the university research enterprise will include pro-active local community outreach and integration with socio-cultural dynamics of the traditionally underrepresented and under-served populations

NCAS will exploit the interdisciplinary nature of these fields to broaden its appeal and attract a more diverse cohort of students toward future careers in STEM and in particular, atmospheric science.    NCAS outreach activities are designed to attract students towards careers in these fields.  The following sections outline the specific elements of NCAS’ education program.  The proposed approach is well aligned with the recommendations of an extensive body of literature included in the recent national academies report on broadening participation in STEM. NCAS aims to create a “distinctive” footprint by changing the national statistics for minority professionals in the atmospheric, marine, and environmental sciences.

NCAS has established a PhD pipeline through the NCAS partner institutions, and will continue to strengthen and expand the mechanism developed over the first five-year cycle. NCAS provides a critical source of student support in the form of student stipends, tuition support, scholarships, and student training programs for this unique and potentially high-impact program.   All students receiving NCAS support will be tracked and these longitudinal data will be used to determine indicators of the impact of the NCAS programs.

Recruitment Strategies /Mentoring Programs

NCAS has developed and implemented numerous successful educational and outreach efforts that focus on impacting students enrolled in all of the NCAS partner institutions at both the graduate and undergraduate levels. NCAS will provide summer research internships to a wide variety of undergraduates and transitioning graduate students at NOAA facilities (including the sea-going vessels when available) and the NCAS facilities (particularly observational HUBC, Isla Magueyes).  The internships will continue to serve as a primary recruitment tool for NCAS graduate programs.  Over the lifetime of the HUPAS program, nearly 60% of the enrollees have participated in an NCAS internship.  The NCAS Education lead will play a primary role in developing enhanced mentoring and recruitment strategies.

Pipeline and Enrichment Programs

NCAS will leverage the legacy of its MSI partners and knowledge gained from successful outreach programs to sustain and grow the talent pipeline in support of our education strategy.  NCAS will execute a focused recruitment program that feeds into the undergraduate, pre-graduate, and graduate degree programs.  NCAS has also developed graduate program elements that enhance student professional development through conference mentorship, summer workshops, student exchange, and new courses.

NCAS faculty, staff and students will participate in key national conferences including, but not limited to the American Meteorological Society (AMS), the American Geophysical Union (AGU), the National Weather Association (NWA), the Society for Advancement of Chicanos and Native Americans in Science (SACNAS), the American Society for Limnology and Oceanography (ALSO), the National Society of Black Engineers (NSBE) and the National Conference for Black Physics Students (NCBPS).   Both recruitment and professional development will be performed at these venues.  A chief example is the Colour of Weather ™ Networking Mixer held annually at the American Meteorological Society Meeting.  These events have provided a unique recruitment opportunity for HUPAS, and have recently been elevated to a level of national recognition.  These events are now not only co-sponsored by the AMS, they are the featured diversity event at the annual conference. NCAS partners with Colour of Weather, Inc. – a non-profit organization dedicated to promoting environmental literacy, diversity and inclusion in science education through community service and other activities that provide access to information, knowledge, technical consultation and support, and research.

NCAS will sponsor a suite of education and outreach activities as part of a larger strategy for entraining and maintaining a diverse pool of students into STEM careers. The key features of each activity are outlined below.

Advanced Research Training Programs

NCAS will conduct a limited suite of summer workshops that rotate amongst the partner campuses.  This activity will be combined with technical workshops given at major professional meetings and aligned with the capabilities of the NCAS partnership (e.g. lidar applications, aerosol measurements and analyses, modeling).  Efforts will be made to ensure that applicants are from the NCAS partners, then from the other NOAA Cooperative Science Centers have full access to the training before opening it up to other Colleges and Universities.  All eligible students will be invited to apply through conference recruitment, email invitations/notifications, and website announcements (EPP and NCAS webpages).

NCAS Postdoctoral Fellows Program

NCAS will support two postdoctoral fellows in one of the thematic areas of weather, climate, air quality across all of NCAS and anticipates the support of additional postdoctoral researchers and research associates on all partner campuses.  The postdoctoral appointments will be awarded on an annual basis with an option for re-appointment based on performance.  This program is a continuation of the highly successful postdoctoral program implemented during the first five years at HU, UTEP, and UPRM.  In addition to the NCAS faculty mentor, each postdoctoral fellow is expected to work in direct collaboration with a NOAA civil servant.  The NCAS Postdoctoral Fellows will receive support for travel, professional development (technical skills training where relevant), and be included in the strategic planning, project management, and student mentoring.  The NCAS post doctors will also have a special meeting to discuss concerns and peer mentor during the Science Team Meetings.

Course and Seminar Delivery Mechanisms

NCAS will implement a regular series of exchange lectures each year that will involve faculty from each academic institution and/or their NOAA collaborators to visit another partner institutions and MSIs to discuss research opportunities, NOAA science, and opportunities for enhanced collaboration.  Some of the seminars delivered during these exchanges will be broadcast over the web in the form of webinars and videotaped for later use as an instructional tool at the MSIs.  The course routinely involves NOAA scientists as guest lecturers.  NCAS will aim to make this course content available online to all partner institutions.  Other courses will be identified based on need and expertise requirements within the partnership that can enhance academic programs.

Undergraduate Research and Exchange

All partners within NCAS will support undergraduate researchers during both the summer and academic year – including opportunities for undergraduate student exchange among partner institutions. NCAS will host a small cadre of students (primarily upper-level undergraduates who have indicated an interest in graduate programs at one of the NCAS partners) during the summer in the Washington, DC area for research internships at Howard University, NCEP, NESDIS, and other NOAA facilities.  This 8-10 week summer program will provide a stipend, provision of room, board and a meal plan, a NOAA-relevant research experience, and technical writing and presentation training. The summer program will culminate with a joint research colloquium in which students from all summer internships come to Washington, D.C. to deliver an oral presentation to a joint audience of NOAA representatives, mentors, and NCAS partners.

Field Training Experiences

The NCAS partners will coordinate a suite of field training experiences for students involved in center research.  It has been accepted that research training and mentoring is an efficient way of attracting and retaining students in STEM fields.  Faculty at Howard University will collaborate with AOML and NESDIS scientists in order to conduct research cruises aboard the Ronald H. Brown and other NOAA vessels to investigate aerosol processes in the marine environment. NCAS will support training and research activities that provide students with meaningful experiences in deploying meteorological and oceanographic instrumentation for climate and weather research and data analyses.  UPRM routinely hosts short (hours to days) to modest (days to weeks) field experiments aboard research vessels in the Caribbean and Tropical Atlantic.  NCAS will also entrain students into field experiments that may arise from other collaborations with NOAA at surface sites in Beltsville, MD and other locations to be determined over the course of the cooperative agreement.


NCAS will implement a model system of high school and middle school science camps focused on weather and climate each summer at four NCAS partner sites: Howard University, UTEP, Jackson State University, and the University of Puerto Rico at Mayaguez.  The camps will have a common rubric for Channeling Atmospheric Research into Educational Experiences Reaching Students (CAREERS) that emphasizes all of the professional opportunities that a career in STEM can offer and the academic preparation that is required.

NCAS Adopt-a-School Program

NCAS will forge partnerships with several middle and elementary schools in order to directly address the decline in the number of graduating high school students pursuing STEM majors in college.  This decline is even more significant in school children from underrepresented groups.  This age group is critical for the development of a strong pipeline of domestic talent for the nation’s future workforce.

Science Fests

NCAS has been conducting Science Fests in Washington, DC since fall 2009 with significant success and with growing support.  The Science Fests are scientific demonstration events that encourage hands-on participation and active learning to engage and retain students’ interests.  Recently, Colour of Weather, Inc., Lockheed-Martin, the local chapter of the National Society of Black Engineers (NSBE), and the local chapter of the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) have served as co-sponsors.  NCAS will continue to seek leveraged support for these activities from local and national organizations.

Partnerships to Existing Programs

NCAS will seek to leverage strengths of successful programs that are operating in the academic institutions and their surrounding communities.  The specific strategies for developing these partnerships will be determined by the outreach coordinator to be hired under this award and included in the implementation plan.  Some examples of potential partners include the Upward Bound program; the Knowledge is Power Program (KIPP), and Advancement via Individual Determination (AVID) Program.

NCAS will increase its engagement with community colleges by working within the existing framework of activities sponsored by the partnering institutions for recruitment and opportunities for student enrichment.  For example, Howard University partners with Dade Community College (FL) and Montgomery College (MD).

NCAS will assume the lead role in coordinating a cross-CSC collaboration to implement UAS-based technology at each of the lead institutions for the current CSCs.  This effort will increase the technical expertise and student training at each of the CSC’s and provide NOAA with a unique suite of sensors to support their strategic interests in atmospheric and marine monitoring.

C. APPENDICES – Glossary of Abbreviations, Acronyms, and Terms

  1. ACARS – Aircraft Communications Addressing and Reporting system
  2. AERADNET – Aerosols and Radiation Observing NETwork
  3. AEROSE – Aerosols and Oceanographic Science Expedition
  4. AGI – American Geological Institute
  5. AGU – American Geophysical Union
  6. AIRS – Atmospheric Infrared Sounder
  7. AMMA – African Monsoon Multidisciplinary Analysis
  8. AMS – American Meteorological Society
  9. AOD – Aerosol Optical Depth
  10. AOML – Atlantic Oceanographic and Meteorological Laboratory
  11. AOT  – Aerosol Optical Thickness
  12. APS  – Aerosol Particle Size
  13. ARL – Air Resources Laboratory
  14. ARM – Atmospheric Radiation Measurement
  15. ASLO – American Society of Limnology and Oceanography
  16. ASOS – Automated Surface Observing System
  17. AVID – Advancement Via Individual
  18. AWOS – Automated Weather Observing System
  19. BACA – Bates Area Community Association
  20. BAMP – Howard University Beltsville Atmospheric Measurement Program
  21. CCN – Cloud Condensation Nuclei
  22. CMAQ – Community Multi – Scale Air Quality model
  23. CPC – Climate Prediction Center
  24. CREWS – Coral Reef Early Warning System
  25. CRTM – Community Radiative Transfer Model
  26. CSC – Cooperative Science Center
  27. CWRF – Climate WRF
  28. DDR – Direct of Diffuse Irradiance Ration
  29. DCRM – Detailed Cloud Resolving Model
  30. DOE – Department of Energy
  31. ECSU – Elizabeth City State University
  32. EDVI – Emissivity Difference Vegetation Index
  33. EMC – Environmental Modeling Group
  34. EPA – Environmental Protection Agency
  35. EPP – Educational Partnership Program (NOAA)
  36. EPPMSI – Educational Partnership Program (NOAA) with Minority Serving Institutions
  37. ESE – Environmental Sciences and Engineering
  38. ESRL – Earth System Research Laboratory
  39. FDTD – Finite Difference Domain
  40. FMF – Fraction Fine Mode
  41. GCOS – Global Climate Observing System
  42. GFDL – Geographical Fluid Dynamics Laboratory
  43. GIS – Geographic Information Systems
  44. GOCART – Georgia Tech/Goddard Global Ozone Chemistry Aerosol Radiation Transport Model
  45. GOES – Geostationary Operational Environmental Satellites
  46. GRUAN – GCOS Reference Upper – Air Network
  47. HBCU – Historically Black Colleges and Universities
  48. HYSPLIT – Hybrid Single – Particle Lagrangian Integrated
  49. ICP – Ms – Inductively Coupled Plasma Mass Spectrometry
  50. IOPs – Intensive Observational
  51. JCSDA – Joint Center for Satellite Data Assimilation
  52. JSU – Jackson State University
  53. KIPP – Knowledge is Power Program
  54. MFRSR – Multi – Filter Rotating Shdowband Radiometer
  55. MLSE – Microwave Land Surface
  56. MODTRAN – Moderate Resolution Atmospheric Transmission
  57. MOVES – Motor Vehicle Emission Stimulator
  58. MSI – Minority Serving Institution
  59. MWRT – Microwave Ration Transfer
  60. NASA – National Aeronautics and Space Administration
  61. NCCPS – National Conference for Black Physic Studen
  62. NCAS – NOAA Center for Atmospheric Sciences
  63. NCDC – National Climate Data Center
  64. NCEP – National Center for Environmental Prediction
  65. NEI – National Emission Inventory
  66. NESDIS – National Environmental Satellite, Data & Information Service
  67. NOAA – National Oceanic and Atmospheric Administration
  68. NoN – Nationwide Network of Networks
  69. NSTA – National Science Teachers Association
  70. NWS – National Weather Service
  71. NSBE – National Society of Black Engineers
  72. NWP – Numerical Weather Prediction
  73. OAR – Office of Atmospheric Research
  74. OOS – Office of Operational Service
  75. OPE – Optimized Physics Ensemble
  76. PAR – Photosynthetically Active Radiation
  77. PBL – Planetary Boundary Layer
  78. PNE – PIRATA Northeast Extension
  79. RACM2 – Regional Atmospheric Chemistry Mechanism, Version 2
  80. RTMA – Real – Time Mesoscale Analysis
  81. RUC – Rapid Update Cycle
  82. SAL – Saharan Aerosol Layer
  83. SDA – Spectra – de Convolution Algorithm
  84. SDI – Sahara Dust Index
  85. SGP – Southern Great Plains
  86. SMOKE – Sparse Matrix Operator Kernel Emissions Model
  87. STEM – Science, Technology, Engineering and Mathematics
  88. SUNYA – State University of New York at Albany
  89. SSA – Single Scattering Albedo
  90. TCEQ – Texas Commissions For Environmental Quality
  91. TOA – Top of the Atmosphere
  92. TRMM – Tropical Rainfall Measuring Mission
  93. TUV – Troposheric Ultraviolet and Visible Model
  94. UCAR – University Corporation for Atmospheric Research
  95. UIUC – University of Illinois Urbana – Champaign
  96. UMCP – University of Maryland College Park
  97. UPRM – University of Puerto Rico at Mayaguez
  98. URMS – Underrepresented Minorities
  99. US – United States
  100. UTEP – University of Texas at El Paso
  101. UV – Ultraviolet
  102. VIS – NIR – Vegetative indexes to develop a high temporal and spatial global Index
  103. VOC – Volatile Organic Compounds
  104. VSOS – Vector Successive Order of Scattering
  105. WFO – Weather Forecast Office