Course Syllabus
Blower pow in the Avenues Foothills near the University of Utah campus. © Jim Steenburgh.
Course Description
Snow provides thrills for skiers and snowboarders, threats from avalanches, and water resources for billions. This class examines the “Secrets of the Greatest Snow on Earth,” for students with a passion for mountains, snow, and winter storms. Scenario-based learning activities enable the development of practical knowledge for winter-sports pursuits, including forecasting the next powder day, avoiding mental traps in backcountry travel, and evaluating information about climate change and its impact on snow and mountainous regions.
Watch the trailer:
Closed-captioning available
Course Information
Instructor
Jim Steenburgh
Department of Atmospheric Sciences
University of Utah
480/488 INSCC
jim.steenburgh@utah.edu
801-581-8727
Twitter: @ProfessorPowder
Blog: https://wasatchweatherweenies.blogspot.com
Teaching Assistants
Brittany Whitlam
Brittany.Whitlam@utah.edu
Jackson Sponaugle
u1136288@utah.edu
Office Hours
These are times when the instructor or teaching assistants are available to answer your questions, provide assistance, or just talk about anything. Please use the link below to join a zoom conference with your instructor or teaching assistants from 4-5 p.m. MT Monday, Tuesday, Wednesday, Thursday, Saturday, or Sunday (No office hours on Fridays). You may be placed temporarily in a waiting room if we are assisting other students. We are also available by appointment using the e-mail addresses above.
https://utah.zoom.us/j/94223627890
Textbook
Secrets of the Greatest Snow on Earth by Jim Steenburgh
Prerequisites
None. This course is open to all students of any year in any major. No prior background or experience needed. Students should be comfortable reading maps like those provided by Google Earth and examining basic line and bar graphs.
General Education
This course meets the Physical/Life Science Exploration (SF) requirement.
Course addresses the learning framework intersection: Persist in addressing complex problems
Credits
3
Meeting Times and Locations
Online via Canvas. Work at your own schedule and pace, completing assignments prior to deadlines.
Outcomes & Methods
Learning Outcomes
At the end of this course, you will be able to:
- Summarize the evidence supporting Utah’s claim to “The Greatest Snow on Earth”
- Explain the processes or phenomena (cloud, radiation, and wind) that affect the weather and snow in mountainous regions
- Monitor and predict the weather and snowfall by using meteorological observations and computer-model forecasts
- Describe the meteorological, snowpack, terrain, and human factors that contribute to avalanches and avalanche accidents
- Discuss how climate change will affect the future of snow, ice, mountain sports, and culture in Utah and around the world
- Apply problem-solving strategies, creativity, and atmospheric and snow information to better pursue winter-sports interests
- Summarize the challenges posed by winter weather and climate change for glaciers, snow, and skiing in mountainous regions
Teaching and Learning Methods
Weekly modules involving a reading assignment, educational videos, participation in a discussion forum, a knowledge check, scenario-based learning activities, and optional additional exploration.
Readings and educational videos should be completed early in the week.
The initial post for discussions is due Thursdays by 11:59 p.m. MT and responses to posts are due Sundays by 11:59 pm MT.
The knowledge check and scenario-based learning activities are due Sundays 11:59 pm MT.
Late assignments reduced by 15% per day late without prior arrangement. Maximum late penalty reduction of 30%.
Schedule
Module 1: The Secrets
Module 2: Wasatch Microclimates
Module 3: Understanding Wasatch Microclimates
Module 4: Snow Climates of North America
Module 5: Snow Climates beyond North America
Module 6: Flaky Science
Module 7: Lake Effect/Mid-Term Exam
Module 8: Alta Goes to War
Module 9: Avalanche Fundamentals
Module 10: Avalanche Awareness and Human Factors in Accidents
Module 11: Powder Prediction – Observations
Module 12: Powder Prediction – Model Forecasts
Module 13: Climate Change and Snow – Recent Trends and Causes
Module 14: Future Climate Change and the Fate of Skiing
Module 15: Review/Final Exam
Grading
Most modules involve a knowledge check (15 points), a graded discussion (5 points), and scenario-based learning activities (20 points), for a total of 40 points. The graded discussion facilitates deeper discussion as you reflect on the weekly reading and videos, respond to one of the given prompts, and comment on the posts shared by two other students. The knowledge checks, which are multiple choice, can be completed while consulting course materials, can be repeated once, and are designed to help you gain deeper understanding of key concepts covered in the readings and educational videos. The scenario-based learning activities help you develop problem-solving strategies for using atmospheric, snow, and other information sources to better pursue your winter-sports interests or address challenges posed by winter weather and climate change in mountainous regions. These learning activities include multiple choice or short essay questions (multiple choice activities may be repeated once). There will also be a mid-term and a final, each will contain 50 multiple choice or fill-in-the blank questions, with a 90 minute time limit.. Final grades are based on the weekly discussion/knowledge check/scenario-based learning activities (60%; breaks down into 8% discussions, 23% knowledge checks, and 29% scenario-based learning activities), the mid-term exam (20%), and the final exam (20%).
Final grades will be assigned as follows:
A: ≥ 92.5
A-: 90-92.5
B+: 87.5-89.9
B: 82.5-87.4
B-: 80-82.4
C+: 77.5-79.9
C: 72.5–77.4
C-: 70-72.4
D+: 67.5–69.9
D: 62.5–67.4
D-: 60–62.4
E: < 59.9
Expectations
Expectations
University policies and online expectations are described in depth below and apply to this class. I expect you to be self-motivated and stay on top of the schedule; complete assignments, discussions, knowledge checks, and learning activities on time; contact me or the teaching assistant if you have questions or need assistance; and follow the Core Rules of Netiquette. Plagiarism, cheating, harassment, or other forms of misconduct will not be tolerated.
(Links to an external site.)
Inclusivity
My intent for this class is to create a space where students feel included, heard, and respected and that student's diverse identities and backgrounds are valued and viewed as an asset. We all come to this course with unique life (and snow) experiences, and there will be diversity of perspectives in our discussions. This diversity is a strength as we strive to communicate and connect across differences, and build an inclusive and equitable learning environment. If you have a conflict with an assignment for a religious/cultural/spiritual event, please notify me beforehand and we will make arrangement.
How to Succeed in this Class
Be disciplined. Stay on top of the material and begin work early each week. Consult the book and videos as needed while completing Knowledge Checks and Learning Activities. Contact the instructor or teaching assistant when questions arise or if assistance is needed.
Counseling ServicesThe University of Utah Counseling Center (Links to an external site.) provides developmental, preventative, and therapeutic services to promote the intellectual, emotional, cultural, and social development of University of Utah students. This includes services that address personal, career, and academic learning issues. They are located in 426 SSB and can be reached at 801-581-6826. Their 24/7 crisis line is 801-587-3000.
Americans with Disabilities Act
The University of Utah seeks to provide equal access to its programs, services, and activities for people with disabilities. If you will need accommodations for the class, please see the Americans with Disabilities Act (ADA) information below and make arrangements for accommodations.
Adjustments
This syllabus is meant to serve as an outline and guide for our course. Please note that I may modify it with reasonable notice to you. I may also modify the course schedule to accommodate the needs of our class. Any changes will be announced in class and posted on Canvas under Announcements.
CMES Guidelines
College of Mines and Earth Sciences (CMES) guidelines for spring semester 2021 are available here. Included is information concerning health and counseling, student support services, adding and withdrawing from classes, repeating classes, appealing grades, and academic advising within the college.
UOnline Expectations
UOnline Student Expectations
Though the online format allows students greater flexibility to complete their work, this course does have a structure and timeline! As such, the following is expected of all students in this class:
- Students must be self-motivated, organized, and willing to stay on top of their schedule. Students should take control of their learning while in this course.
- Students are expected to follow the Core Rules of Netiquette at all times while participating in the class and communicating with others.
- Students will log in to the course a minimum of 3 times per week.
- Students are not expected to interact with their classmates in person. Students may be expected to work with classmates via online communication options like Canvas Discussions, video conferencing, or another communication technologies of choice (Groupme, FaceTime, Google Hangouts, etc).
- Students will regularly check for course updates and will update their Canvas notification settings to ensure they receive timely notifications from the course.
- Students will contact their instructor or teaching assistant in a timely manner if they have any questions, are struggling with course materials, or need further assistance from their instructor.
- If you do not hear back within 3 days after sending a message, please contact your instructor/TA again.
- Students will follow all official University of Utah policies regarding interpersonal conduct, academic dishonesty, and other rights and responsibilities of students outlined in the University of Utah Student Handbook and Code of Student Rights and Responsibilities.
- If you have any questions about this, please contact the Dean of Students.
UOnline Instructor Expectations
Your course instructor is an expert in the topics you will learn about this semester. Your instructor is your mentor and facilitator of the classroom experience, aided by teaching assistants. Instructors are committed to:
- The instructor will design the course to include lectures, learning materials, and assignments that are accessible and provide students with opportunities to learn and practice course content.
- The instructor and teaching assistants will ensure that the course remains a safe space where students can engage with difficult content thoughtfully and respectfully.
- The instructor and teaching assistants will interact with the class regularly via announcements, virtual office hours (one-on-one video conferencing), emails/the Canvas Inbox, feedback on assignments, and comments on Discussions, among other methods.
- The instructor and teaching assistants will respond to students in a timely manner: within 48 hours, not including weekends and holidays.
- The instructor and teaching assistants will be available for individual consultation via virtual office hours (one-on-one video conferencing), email, or phone and will not require students to meet in person.
- The instructor and teaching assistants will provide relevant feedback in a timely manner.
- The instructor and teaching assistants will follow all official University of Utah policies regarding interpersonal conduct, accommodations, and other important duties.