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BLOWN AWAY Interns Experience Science, Research, and Life on Top of Mount

by Eric Kelsey, Cyrena-Marie Briedé, Kaitlyn O’Brien, Thomas Padham, Matthew Cann, Luke Davis, and Alexander Carne

Mount Washington Observatory’s summer internship program engages interns in weather observing, research, and life at the “Home of the World’s Worst Weather.”

ost Americans associate the month of May with (KMWN; 1,917 m MSL), however, they greeted warm temperatures, fresh green foliage, and by winter: subfreezing temperatures, snow, rime ice, Mblooming flowers. Indeed, these are the conditions and hurricane-force winds. It is the allure of the famed that the five incoming Observatory extreme weather conditions synonymous with Mount (MWO) 2013 summer interns (Fig. 1) experienced as Washington and the desire to become intimately en- they arrived in for their first trip up gaged in weather observation, forecasting, and research the mountain to start their internships. Upon arrival that attracts many of the 30–50 applicants for the at the summit of Mount Washington, New summer internship positions offered each year (C.-M. Briedé, 2013, personal communication with applicants). AFFILIATIONS: Kelsey—Mount Washington Observatory, North Through geoscience research opportunities, such Conway, and Department of Atmospheric Science and Chemis- as internships and research experiences for under- try, Plymouth State University, Plymouth, New Hampshire; Briedé, O'Brien, and Padham—Mount Washington Observatory, North graduates, undergraduate students are able to learn Conway, New Hampshire; Cann—Department of Atmospheric the scientific process, develop their scientific research Science and Chemistry, Plymouth State University, Plymouth, New skills, develop methods to overcome obstacles, gain Hampshire; Davis—Department of Atmospheric and Oceanic confidence as scientists, improve written and oral Sciences, McGill University, Montreal, , Canada; Carne—De- communication, and increase their chances of obtain- partment of Geography and Meteorology, Valparaiso University, ing a graduate degree and employment in the geosci- Valparaiso, ences (National Research Council 2000; Seymour et al. CORRESPONDING AUTHOR: Eric Kelsey, Plymouth State Univer- sity, Department of Atmospheric Science and Chemistry, 17 High St., 2004; Lopatto 2007; Thiry et al. 2011). Part of MWO’s MSC 48, Plymouth, NH 03264 mission is to advance understanding of the natural sys- E-mail: [email protected] tems that create Earth’s weather and climate through conducting research and educational programs, which The abstract for this article can be found in this issue, following the table of contents. include training new atmospheric scientists through DOI:10.1175/BAMS-D-13-00195.1 MWO internships. Every year, MWO offers unpaid seasonal internship opportunities to increase the In final form 11 November 2014 ©2015 American Meteorological Society number of skilled geoscience professionals through real, impactful atmospheric science activities.

AMERICAN METEOROLOGICAL SOCIETY SEPTEMBER 2015 | 1 and other visitors; and per- Applications arrive from colleges and universities Safety procedures and a thorough walkthrough of forming original research located across the (MWO currently does the building are reviewed with all projects. Performing origi- not accept foreign applicants). All MWO internships, new interns upon their arrival. nal research helps interns including summer (May–August), fall (September– learn scientific theory, the December), and winter (January–April), are unpaid, INTERNSHIP ACTIVITIES. Every summer, the process of advancing sci- although food and lodging while interns are on the internship activities designed by MWO are aimed to entific knowledge, critical summit are provided. The summer internship con- achieve the internship goals: learn how to observe and thinking, ways to overcome sists of about 7–8 weeks on the summit. The interns forecast mountain weather; develop data analysis and obstacles, and increases the work the same shifts as the full-time observers: as- critical thinking skills through individual research probability that they will cend Mount Washington via the Mount Washington projects; and live, work, and collaborate effectively apply for graduate school Auto Road on Wednesday morning for an 8-day shift with others at a remote mountain-top observatory. (Seymour et al. 2004; Eagan on the summit and then descend the mountain the Interns often join the observers on the observation et al. 2013). This paper ar- following Wednesday afternoon after the second deck (Fig. 1) for the hourly observations to learn how ticulates the responsibilities group of observers and interns go up the mountain to observe and measure weather variables, such as of MWO summer interns, for their 8-day shift. During off weeks, interns typi- cloud type, cloud height (above and below summit), the experience of the five cally find local temporary housing for the summer or visibility using fixed landmarks, and other present 2013 summer interns, and stay with a nearby relative or friend, while others live weather conditions. Interns learn the method of evaluates the effectiveness close enough to drive to and from home each week. measuring the dry and wet-bulb temperatures using of the internship program Some interns choose to find paid employment during a sling psychrometer (Fig. 2), the standard measure- at achieving its goals. their off weeks. ment method on the summit since 1932, and how to calculate the dewpoint temperature and relative ABOUT THE INTERN- THE MOUNT WASHINGTON OBSERVA- humidity. When rime or glaze ice occurs, interns as- SHIPS. Most applicants TORY SUMMIT FACILITY. MWO interns work sist in deicing the Pitot tube anemometer, wind vane, are atmospheric science alongside the observers in owned and other instruments mounted on top of the parapet undergraduate students or and operated Sherman Adams building. This summit (Fig. 3). Back inside, observers and interns check the recent graduates, although building, a part of the Mount Washington State Park, digital reading of wind speed and direction that are students from a wide vari- contains public space that is open during the warm measured by the Pitot tube anemometer and wind ety of disciplines such as season (mid-May through early October, weather vane located at the top of the parapet (Figs. 1 and 3). computer science, phys- dependent) and private space that MWO leases Every afternoon, interns are responsible for mak- ics, and other earth sci- from the state year-round. The state constructed the ing forecasts for the higher summits and valleys for ence backgrounds apply. building in 1980 with space Interns are selected based specifically designed for on responses provided in MWO: living quarters, a a two-stage process: typed living room, a full kitchen, responses to an online working space, conference application and a phone room, a parapet and deck Fig. 1. On the observation deck of the Sherman Adams building with the interview. About 6–10 ap- space for instrumentation Mount Washington Observatory parapet in the background. (left to right) plicants will advance to and research (Fig. 1), and Eric Kelsey (MWO Director of Research), Luke Davis (intern), Tom Padham the phone interview stage MWO’s Extreme Mount (intern), Matthew Cann (research intern), Kaitlyn O’Brien (intern), Alex based on a combination of Washington museum. Carne (intern), and Cyrena Briedé (MWO Director of Summit Operations). academics and experience Despite the many mod- in meteorology [or other ern amenities available in There are many goals of the MWO summer intern- science, technology, engineering, and mathematics the observatory, safety is ship program, including learning how to observe and (STEM) disciplines], proficiency in using common the number one priority forecast mountain weather; developing data analy- computer software and programming, extracur- for interns and staff at this sis and critical thinking skills through individual ricular activities, physical ability to self-evacuate the remote summit weather research projects; and living, working, and collaborat- summit in the event of an emergency, short essays station. Even in the sum- ing effectively with others at a remote mountain-top about their experience interacting with the public, mer, extreme conditions observatory. To achieve these goals, MWO interns why they are interested in applying, and what they such as snow, dangerous engage in a comprehensive set of meteorological hope to gain from the internship. The phone inter- cold, thunderstorms, and activities: weather observing and data recording; views are designed to inquire further about the ap- winds well over 100 mph mountain meteorology forecasting; providing tours of plicants’ responses and gain a sense of how well they are possible and can occur Fig. 2. Intern Matthew Cann on the observatory deck using a sling psychrom- the weather station to MWO members, school groups, will integrate with the summit staff. with little forewarning. eter to measure the dry and wet-bulb temperature in August 2013.

2 | SEPTEMBER 2015 AMERICAN METEOROLOGICAL SOCIETY SEPTEMBER 2015 | 3 INTERN RESEARCH WO Director of Research Dr. Eric Kelsey and Direc- analysis of these data resulted in a new maximum and Morrison double-moment Mtor of Summit Operations Cyrena-Marie Briedé wind gust forecast tool that provides the maximum microphysics scheme members selected and advised five interns for the 2013 MWO wind gust likely (based on the 98th percentile) for a run with the Yonsei University summer internship program: Tom Padham ( given forecast sustained wind speed (Fig. SB1). The bound­ary layer scheme produced State University, B.S. 2012), Kaitlyn O’Brien (University use of this forecast tool to provide max wind gust the most accurate 2-m tempera- of , B.S. 2013), Matthew Cann (Plymouth State forecasts became operational in MWO forecasts in ture [mean absolute error (MAE) University, B.S. 2014), Alex Carne (Valparaiso University, 2014. = 0.89–0.93] and 2-m relative B.S. 2015), and Luke Davis (McGill University, B.S. 2015). O’Brien sought to characterize the evolution humidity (MAE = 8.89–9.22). They arrived at different stages in their atmospheric and structure of nocturnal boundary layers on Wind speed was overforecast science education and with different skill sets. These clear and calm nights along the east slope of Mount by an average of 2.42 m s−1 at all attributes were primarily used to assign their individual Washington. The 10 surface-based inversions during stations with the exception of research projects. the spring and 11 inversions during the autumn Mount Washington, which was Padham characterized and examined the variabil- months were identified from data collected on the underforecast by 17.82 m s−1, ity of wind gust magnitude at the summit (T. Padham observatory’s Auto Road vertical road profile (six suggesting overmixing of the and E. Kelsey 2013, unpublished manuscript). Using mesonet stations) and the summit observatory boundary layer by the boundary ˉ 1-min average wind (V1 min) and 1-min max gust (Vmax) when under clear skies and relatively light wind. layer scheme, especially dur- data for 2008–12, Padham organized the max gusts by Inversions formed via rapid cooling of the air along ing nighttime (Hu et al. 2010; ˉ their associated V1 min wind speed in 10-mph bins (i.e., the mountain slopes and once an inversion formed, Draxl et al. 2014). The Morrison 10, 20, 30, ..., 110 mph). He then calculated mean gust the height of the inversion top did not vary much double-moment microphysics ˉ Fig. SB2. Height (m MSL) of radiation inversions in Pinkham Notch factors (Vmax/V1 min; Davis and Newstein 1968; Merceret during the night. The strength of the inversion and Yonsei University boundary and Crawford 2010) for sustained wind speeds in each generally became stronger through the night until layer scheme member (ENS10 in measured by the Mount Washington Observatory Auto Road bin and further stratified the data by wind direction. sunrise. The heights of the tops of 76% of the radia- Fig. SB3) produced the best pre- Vertical Profile weather stations during the spring and fall seasons Results indicate that the local summit environment tion inversions were found at about 1200 m MSL cipitation forecast (MAE = 1.85 of 2010–13. The heights listed on the y axis are the heights of the can be a dominant cause of gust variability: winds from (Fig. SB2), giving typical inversion depths of 710 m. mm), a 14.7% difference from a MWO weather stations. Inversion elevations were determined by the south and southwest have the highest mean gust The inversion tops were found at about the same 12.55-mm mean observed water the station with the highest temperature. factors (1.20–1.22) because of turbulence generated elevation as the lowest surrounding ridges, sug- equivalent. Future work entails by upstream summit buildings. Winds from the west gesting that the valley filled with radiatively cooled performing similar skill analyses transporting snow into the ravine from the alpine and northwest have the lowest gust factors (1.10–1.12) air (Doran et al. 1990). Fall inversions are slightly for more snow storms and a broader variety of zone above the ravine rim and in producing wind because of the unobstructed exposure of the anemom- deeper, likely because of the larger volume of air atmospheric patterns during all seasons. slabs. Being able to estimate wind speeds above eter to west and northwest winds. Last, a statistical cooled during the longer nights. Carne and Davis examined how weather the ravine by using the wind speed at the ranger Cann quantified the WRF Model conditions above and near the base of Tuckerman station or summit can help rangers predict the forecast skill for a 24–25 Febru- Ravine impacted snowpack conditions relevant for likelihood of wind slab formation. Carne and Davis ary 2012 snowstorm in the White avalanches. Hourly summit observations, weather calculated that the ranger station mean daily wind Mountain National Forest using the observations at the Forest Service ranger station speed was 28% of the summit wind speed on aver- 18 MWO mesonet stations, Plymouth 400 m downslope of the base of , age (Fig. SB4). They also examined the snowpack State University and New Hamp- and snowpack measurements taken near the temperature gradient because of its role in the Department of Transportation ranger station were analyzed. Wind is important in formation of depth and surface hoar. They found a (DOT) weather stations, and other nearby Automated Surface Observing System (ASOS)/Automated Weather Observing System (AWOS) weather stations. The Advanced Research version of WRF (ARW) was run at 20-km horizontal resolution with two-way nested grids of 4- and 0.8-km resolution centered over the White Mountain National Forest. Five mi- crophysics (Eta, WRF single-moment 6-class, New Thompson et al., Mil- brandt–Yau double-moment 7-class, and Morrison double-moment micro- physics schemes) and two boundary layer (Yonsei University and Mel- Fig. SB1. Range of peak wind gusts likely to occur on the summit lor–Yamada–Janjic) parameterization as a function of sustained wind speed, based on 1-min mean and schemes were tested for a total of 10 highest gust speed data. The box and whiskers indicate the 1st, ensemble members: ENS01 to ENS10. Fig. SB3. Observed precipitation and WRF model ensemble precipitation forecasts for six sites in and near the 5th, 98th, and 100th percentiles. The New Thompson, Milbrandt–Yau, White Mountain National Forest.

4 | SEPTEMBER 2015 AMERICAN METEOROLOGICAL SOCIETY SEPTEMBER 2015 | 5 internships and each pro- INTERN RESEARCH, CONTINUED duced meaningful results strong direct relationship (r2 = 0.59) between the concluded that adding new instrumentation at the (see the sidebar). 24-h morning 2-m temperature change and the rim of the ravine to provide quantitative atmo- To begin their research 24-h change in the vertical snowpack temperature spheric and snow transport data was one of the projects, interns performed gradient. Based on these and other results, they best ways to improve avalanche forecasting. a basic literature review of their research topic and presented what they learned to the other interns and Kelsey. This exercise helped the interns develop specific objectives for their research. Observers and Kelsey helped the interns navigate the MWO servers to access and analyze data

through various computer Fig. 3. Intern Alex Carne deices the top of the parapet during a glaze icing software and program- event in August 2013. ming languages, such as Microsoft Office, MySQL, and UNIX. The scientific papers provided an op- upcoming shift of interns, observers, and volunteers portunity for interns to gain scientific and technical met Kelsey and Briedé at the base of the Mount writing experience. These papers serve as a record of Washington Auto Road at 0815 LT. They traveled the their work so that MWO scientists and future interns 12-km Auto Road to the summit in the MWO van, can build upon the work performed by the interns. unloaded the van of personal gear and food for the Group research meetings occurred every Wednes- week, and then repacked the van with personal gear day morning when all five interns were together of the downgoing shift. Then, all five interns and on the summit for the weekly shift change. The Kelsey met for their weekly group research meeting. The downgoing interns began the meeting shar- ing methods, data, and Fig. SB4. Comparison of the Mount Washington summit and Tuckerman Ravine daily mean wind speed (km h–1) for 2007–11 winters. Black line is the line of least squares. figures summarizing their research progress, typically with informal PowerPoint presentations. The other in- terns and Kelsey critiqued local radio stations. Interns use observations, gridded projects were chosen and assigned by the Director of their results, asked ques- model forecast data, and model output statistics to Research Dr. Eric Kelsey and the Director of Summit tions, and provided feed- formulate a 48-h forecast. Interns discuss and de- Operations Cyrena-Marie Briedé and relate to local back on their presentation fend their forecasts with an observer. The observer atmospheric and/or environmental phenomena (see , content, and research shares their mountain forecasting expertise for the the "Intern research" sidebar that describes each methodology. The meeting anticipated atmospheric conditions and discusses intern project and their results). The practice of concluded with the interns if and how the forecast could be improved. Finally, many research skills were emphasized: practicing discussing their next objec- interns record their refined forecast to be aired on a the scientific method, developing computer software tives and methodologies. local radio station. skills, practicing data acquisition and quality assur- In addition to the re- During the 2013 summer internships, each intern ance, analyzing datasets, thinking critically, and search responsibilities, the was assigned a research question and tasked to per- gaining experience presenting scientific research to interns assisted the ob- form original research over the course of the summer an audience. To maximize the likelihood that each servers with many other to address the question. They were asked to write a intern would produce meaningful research results, tasks critical for operat- scientific research paper summarizing motivation, the incoming skill sets, meteorological interests, ing a continuously staffed

methods, results, and conclusions by the end of their and education level of the interns were used to as- Fig. 4. Interns Kaitlyn O’Brien (left) and Alex Carne (middle) assist observer mountain-top observatory. internship and present their results during a summit sign their projects. Indeed, all interns were able to Rebecca Scholand (right) in removing research equipment from the observa- When instrumentation or meeting at the end of the internships. These research complete their objectives that they set early in the tion deck. other equipment needed

6 | SEPTEMBER 2015 AMERICAN METEOROLOGICAL SOCIETY SEPTEMBER 2015 | 7 repair, interns often assisted observers to fix them. 1) One goal of the internship is for interns Interns helped staff the MWO Extreme Mount to learn how to observe and report mountain Washington museum gift shop when the museum weather. How effective was the internship at attendant took a break or helped close the shop for the meeting this goal? Please provide a number night. Interns frequently gave tours of the observa- between 0 and 4, where 0 = "I did not learn tory to MWO members and school groups, especially anything" and 4 = "the internship was highly during the peak visiting hours of the summer tour- effective at increasing my knowledge of ist season. In between these activities and research, observing and reporting mountain weather." What was effective? What can be improved? interns could explore the miles of winding around the Presidential Mountain Range. The variety 2) One goal of the internship is for interns of work that interns performed (Fig. 4) allowed them to learn how to forecast short-term mountain to learn a broad range of mechanical, technical, and weather. How effective was the internship at social skills. meeting this goal? Please provide a number After the state park closed to visitors in the evening, between 0 and 4, where 0 = "I did not learn all staff at the summit gathered for dinner prepared anything" and 4 = "the internship was highly by the MWO summit volunteers. Dinner time was effective at increasing my knowledge of short- an important time to share stories from the day, dis- term mountain weather forecasting." What was cuss problems that arose, debate strategies to resolve effective? What can be improved? them, and reflect on living and working in a remote 3) One goal of the internship is for interns to environment where the weather is constantly chang- develop data analysis skills through a research ing, inspiring, and exhilarating. Dinner time and the project. How effective was the internship at other collaborative projects are important activities meeting this goal? Please provide a number for the team of MWO staff, interns, and volunteers between 0 and 4, where 0 = "I did not learn Fig. 5. Intern Kaitlyn O’Brien presents her research to the summit staff and interns at the conclusion of her internship in the summit conference room. to develop camaraderie and trust, which are critical anything" and 4 = "the internship was highly for a well-functioning remote mountain observatory. effective at developing my data analysis skills." What was effective? What can be improved? of the internship were met and achieved effectively. responses for question 3. Interns learned “a lot” about RESEARCH PRESENTATIONS. In mid- 4) One goal of the internship is for interns The quantitative responses for questions 1–5 were literature review, data analysis, quality assurance, August, each intern concluded their MWO summer to develop critical thinking skills through all fours (even a few fives) with only one three (still a data analysis, and how to use the Weather Research internship with a 15-min research presentation on a research project. How effective was the positive response). For question 1, interns found that and Forecasting (WRF) Model. One intern learned their last day on the summit (Fig. 5). Beforehand, internship at meeting this goal? Please provide frequent shadowing of the observers taking hourly how to use MySQL and thought the research project Kelsey discussed effective presentation methods a number between 0 and 4, where 0 = "I did observations during a variety of weather conditions, allowed the application of knowledge gained in the with the interns, and the interns practiced their not learn anything" and 4 = "the internship day and night, was highly effective. Interns were able classroom to the weather occurring on the mountain. presentations in front of volunteers and observers. was highly effective at developing my critical to ask questions and practice some observational Two responses recommend that more guidance on The audience of their final presentations consisted thinking skills." What was effective? What can methods, such as using the sling psychrometer data analysis be provided. One intern felt the intern- of both shifts of observers, MWO staff members, be improved? (Fig. 2), taking rain and snowfall observations, mea- ship did not provide enough time to work on the MWO volunteers, and other MWO guests. Because suring visibility using known landmarks, describing research project. During informal conversation dur- 5) One goal of the internship is for interns of the exceptional quality of the results by two to learn how to live, work, and collaborate cloud types, and estimating sky cover. One intern ing weekly research meetings, the interns mentioned interns, MWO held a special event to highlight their effectively with others at a remote mountain- noted the “vast knowledge” learned about aviation the structure of researching every other week for only research. On 17 August 2013, the two interns pre- top observatory. How effective was the routine weather reports (METARs) when the observ- 7–8 weeks is a time limitation that challenged them. sented their research results at the MWO Weather internship at meeting this goal? Please provide ers translated the observations into METAR code. Interns mentioned the week-long break in between Discovery Center in North Conway to MWO a number between 0 and 4, where 0 = "I did not For question 2, interns learned a lot from the shifts broke their momentum at times but, overall, members. The presentations were structured as 20- learn anything" and 4 = "I learned how to live, process of creating their own forecasts and record- did not result in any serious challenges. min scientific presentations followed by 10 min for work, and collaborate with others." What was ing them for radio stations. One intern noted that For question 4, all interns felt they regularly applied questions from the audience. These presentations effective? What can be improved? creating forecasts “offered a sense of confidence as critical thinking skills throughout the research project. provided an additional outreach and public speaking a meteorologist.” All four responses highlighted the One intern was “happy” that the assigned project was 6) What did you find beneficial about opportunity to develop their skills in communicat- value of discussing their forecasts with an on-staff relatively open-ended because it gave “freedom to pur- providing observatory tours to MWO members ing scientific results. meteorologist (at least one of the three observers on sue how” to perform the research. Another intern felt and guests? What was not beneficial to you each shift has a bachelor’s degree in meteorology). the weekly group meetings and independent work were about providing tours? ASSESSING INTERNSHIP OUTCOMES. One intern suggested more frequent discussions beneficial to the development of critical thinking skills After the summer internships ended, the interns were 7) How did the internship impact your career with the staff meteorologist and other opportunities and suggested longer meetings and/or more frequent asked to complete a survey to assess the effectiveness and/or graduate school decisions? to learn more about mountain weather forecasting. meetings would be beneficial. One response stated that of the internship at achieving its goals. The questions Four out of the five interns completed and returned The types of research projects varied for each sharing ideas and methods during the group meetings were as follows: the survey. Overall, the results indicate that the goals intern (see the sidebar), which is reflected in the stimulated new ideas for their own research.

8 | SEPTEMBER 2015 AMERICAN METEOROLOGICAL SOCIETY SEPTEMBER 2015 | 9 Regarding question 5, all interns commented critical thinking, public speaking, presenting scien- manuscript. The authors greatly appreciate the time, guid- in the WRF model. J. Appl. Meteor. Climatol., 49, positively about the development of community tific information, and working collaboratively. ance, and assistance of the Mount Washington Observa- 1831–1844, doi:10.1175/2010JAMC2432.1. among the interns, observers, and volunteers. One The successful development of these skills and ex- tory weather observers in helping the interns access the Lopatto, D., 2007: Undergraduate research experiences intern expressed that the sharing of common goals ceptional work by two interns resulted in their hiring resources needed to perform their research projects and support science career decisions and active learning. and frequent collaborative work was a key catalyst as full-time paid observers when they applied for new helping the interns acclimate to the summit environment. CBE Life Sci. Educ., 6, 297–306, doi:10.1187/cbe.07 for the development of community. Another intern observer positions during the subsequent months. One Funding comes from MWO funds generated through -06-0039. commented that the internship allowed significant intern was hired less than one month after the end memberships, sponsorships, and fundraising events. Merceret, F. J., and W. C. Crawford, 2010: A comparison growth on “an interpersonal level.” of the internship when an observer position opened. of tropical storm (TS) and non-TS gust factors for as- For question 6, all interns learned a wealth of The other intern worked for a private meteorological sessing peak wind probabilities at the Eastern Range. information about the history of MWO and the company in Oklahoma before being hired as a MWO REFERENCES 14th Conf. on Aviation, Range, and Aerospace Meteo- mountain by giving observatory tours. Three interns observer in March 2014. It is relatively common for Davis, F. K., and H. Newstein, 1968: The variation rology, , GA, Amer. Meteor. Soc., 5.6. [Avail- mentioned some degree of enjoyment, and the other former interns to be hired at MWO as full-time ob- of gust factors with wind speed and with height. able online at https://ams.confex.com/ams/90annual two interns did not offer comments on how they felt servers because of their high familiarity with the job J. Appl. Meteor., 7, 372–378, doi:10.1175/1520 /webprogram/Paper156464.html.] giving tours. Other benefits that were mentioned and known ability to work collaboratively on a remote -0450(1968)007<0372:TVOGFW>2.0.CO;2. National Research Council, 2000: How People Learn: include gaining experience and confidence with mountain summit for a week at a time; a majority of Doran, J. C., T. W. Horst, and C. D. Whiteman, 1990: The Brain, Mind, Experience, and School. National Acad- public speaking, engaging with other weather enthu- observers hired over the past decade were previously development and structure of nocturnal slope winds emy Press, 374 pp. siasts and supporters of the observatory, and being interns. As previously mentioned, one intern’s decision in a simple valley. Bound.-Layer Meteor., 52, 41–68, Seymour, E., A. Hunter, S. L. Laursen, and T. Deantoni, inspired to learn more about the history of Mount to apply for graduate school was solidified as a result of doi:10.1007/BF00123177. 2004: Establishing the benefits of research experi- Washington. Two interns noted that productivity of the internship experience and is currently a graduate Draxl, C., A. N. Hahmann, A. Peña, and G. Giebel, 2014: ences for undergraduates in the sciences: First find- other work was reduced during busy days when they student at Plymouth State University with Kelsey as his Evaluating winds and vertical wind shear from WRF ings from a three-year study. Sci. Educ., 88, 493–534, gave several tours. advisor. The other two interns recently graduated from model forecasts using seven PBL schemes. Wind En- doi:10.1002/sce.10131. Last, all four responses to question 7 noted posi- their respective undergraduate meteorology programs. ergy, 17, 39–55, doi:10.1002/we.1555. Thiry, H., S. L. Laursen, and A. B. Hunter, 2011: What tive impacts on their career and/or decision to go The interns were pleased with the internship pro- Eagan, M. K., S. Hurtado, M. J. Chang, G. A. Garcia, F. A. experiences help students become scientists?: A to graduate school. The internship provided a new gram, and they offered some suggestions to make it Herrera, and J. C. Garibay, 2013: Making a difference comparative study of research and other sources of perspective on meteorology careers for one intern even better in the future. Many suggestions related to in science education. Amer. Educ. Res. J., 50, 683–713, personal and professional gains for STEM under- who still had two more years in his college program. wanting to spend more time with MWO staff to dis- doi:10.3102/0002831213482038. graduates. J. Higher Educ., 82, 357–388, doi:10.1353 For another intern, it reinforced a tentative decision to cuss mountain weather forecasting and their research Hu, X.-M., J. W. Nielsen-Gammon, and F. Zhang, 2010: /jhe.2011.0023. apply for graduate school during the fall of 2013; the projects. The survey responses and informal conver- Evaluation of three planetary boundary layer schemes internship taught the intern something “completely sations with the interns emphasize the importance new about meteorology” and that graduate school is of research meetings to generate new ideas, receive needed to “improve understanding of meteorology” multiple perspectives and critiques, and practice and research skills. presenting research results. Simple logistical changes to the meeting times can alleviate these research INTERNSHIP CONCLUSIONS. The MWO concerns. Increased time with MWO staff would be internship format of learning from human weather especially beneficial for the interns who are early in observers how to observe, measure, and document their college education. To better communicate the a wide variety of atmospheric variables, combined large knowledge base about mountain meteorology with weather forecasting, public speaking, instru- held by the observers, documenting this knowledge ment maintenance, and scientific research provided for interns to read or formally presenting this knowl- a unique, comprehensive meteorology internship op- edge to the interns are methods that can provide more portunity for aspiring atmospheric scientists. Closely forecasting tools to interns early in their internships. working with observers on a variety of scientific, tech- In addition, offering pathways for continuing their nical, and mechanical tasks helped build community research (e.g., a laptop and/or office space with other and trust, which is essential to be an effective team MWO employees at the Weather Discovery Center member. Receiving intern survey responses elicited in North Conway, New Hampshire) during their off valuable input, identifying aspects of the program weeks may help continue the momentum they build that were effective and those that can be made even during their weeks at the summit. These improve- better. The dominantly positive survey responses in- ments will be implemented and evaluated during dicate that the goals of the MWO summer internship future summer internship programs at MWO. program were achieved. Interns gained or improved several career skills through experiential learning, ACKNOWLEDGMENTS. The authors would like to including weather observing, weather forecasting in express their gratitude to the three anonymous reviewers complex terrain, the scientific process, data analysis, who provided comments that significantly improved the

10 | SEPTEMBER 2015 AMERICAN METEOROLOGICAL SOCIETY SEPTEMBER 2015 | 11 ABSTRACT With extreme winds, rapidly changing weather, and a myriad of weather conditions during any given month, Mount Washington, New Hampshire (1,917 m MSL), is an ideal location to observe and learn about atmospheric sciences. During the summer of 2013, Mount Washington Observatory (MWO) welcomed a select group of interns to experience life at the “Home of the World’s Worst Weather” and develop scientific and meteorological skills. The goals of the internship program are to learn how to observe and forecast mountain weather; develop data analysis and critical thinking skills through individual research projects; and live, work, and collaborate effectively with others at a remote mountain-top observatory. Interns are typically undergraduate students or recent graduates of atmospheric science programs and are selected from a highly competitive field of applicants. The summer 2013 interns worked on a variety of research projects, ranging from developing a forecast tool for the gustiness of wind at the summit to understanding the evolution of atmospheric and environmental conditions that lead to avalanches in nearby Tuckerman Ravine. To accomplish their research projects, the interns learned how hourly weather observations are made, used data analysis software, and practiced critical thinking about their methods and results. Weekly meetings with the interns and the MWO Director of Research allowed for the sharing of research progress, peer feedback, and practice presenting scientific results. The internships ended with presentations of their scientific research to MWO observers, staff, and observatory members. Post-internship survey responses revealed the program was highly effective at meeting its goals and provided constructive suggestions for future internship programs.