Asynchronous student engagement in analysis of climate data achieves learning objectives related to climate change understanding, statistical competence, and climate anxiety

T. Meixnera Department of Hydrology and Atmospheric Sciences, University of Arizona, Tucson, Arizona, USA

https://orcid.org/0000-0002-8567-9635

B. Ciancarellia Department of Hydrology and Atmospheric Sciences, University of Arizona, Tucson, Arizona, USA

E. P. Farrellb School of Earth and Environmental Sciences, City University of New York, Queens College, Queens, New York, USA

D. Silva Garcíab School of Earth and Environmental Sciences, City University of New York, Queens College, Queens, New York, USA

T. Josekc Beckman Institute, University of Illinois Urbana-Champaign, Urbana, Illinois, USA

M. M. Kellyd Arrupe College, Loyola University Chicago, Chicago, Illinois, USA

P. Meistere Department of Geography, Geology, and the Environment, Illinois State University, Normal, Illinois, USA

D. Souleb School of Earth and Environmental Sciences, City University of New York, Queens College, Queens, New York, USA;f Earth and Environmental Sciences, City University of New York Graduate Center, New York City, New York, USA

R. Darnerg Center for Mathematics, Science, & Technology, Illinois State University, Normal, Illinois, USACorrespondence[email protected]

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Asynchronous student engagement in analysis of climate data achieves learning objectives related to climate change understanding, statistical competence, and climate anxiety

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Asynchronous student engagement in analysis of climate data achieves learning objectives related to climate change understanding, statistical competence, and climate anxiety

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