286-10 Effectiveness of the CLUE Wearable Air Temperature and Humidity Sensor Curriculum Among General Education Community College and University Students

Session: Balancing Tradition and Innovation: Evolving Geoscience Curricula for a Changing World, Part II

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During 2024-2025, Pasadena City College (California; PCC) and Middle Tennessee State University (MTSU) undergraduates enrolled in general education earth science and physical geography courses learned atmospheric science through the Climate Literacy in Undergraduate Education (CLUE) curriculum. The CLUE curriculum involves classroom learning and an active learning assignment where students collect and analyze their personal temperature and humidity exposure using innovative wearable sensors. To assess the effectiveness of the curriculum, students completed pre- and post-program surveys and an additional survey one month after completing the curriculum. The surveys include 16 prompts assessing knowledge about processes controlling ambient global temperature, global temperature trends, the consequences of change, and the effects of landcover on microclimates. The datasets included 46 matching pre- and post-program responses and 41 one-month post-program responses from PCC and, and 564 pre-program, 502 post-program, and 284 one-month post-program survey responses from MTSU. For both datasets, a one-way ANOVA showed a statistically significant difference in knowledge gain between the surveys at the p<0.01 level. PCC exhibited a pre- to post- program score increase of 1.5 points (out of 16), whereas MTSU exhibited an increase of 2.1 points. Tukey’s HSD test for multiple comparisons found a significant pre-/post-program difference in knowledge gain(p<0.01). There was no significant difference between post- and one-month post-surveys (p<0.05), which indicates retention of knowledge for at least one month after completing the curriculum.

Geological Society of America Abstracts with Program. Vol. 57, No. 6, 2025

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