• The website is technologically accessible and easy to use for 8^th graders, 9^th graders, 12^th graders, and undergraduate students/professors. The majority of all age groups reported the site to be clear and organized, easy to use, well-organized, with good presentation of materials, and helpful in finding information. The majority of 8^th graders and undergraduate/professors also report that they would use the website again. The only age group that reported hesitancy in using the website again and reported trouble in loading webpages were the 9^th grade and 12^th grade students. As stated earlier, we attribute their responses in part to the technological problems (likely bandwidth and possibly browser problems) with their school computers which were quite slow in loading the website and shut down constantly while the students were attempting to visit login to the quiz on the CTL website.

• Experts found the site to be clear and organized, a useful resource, but were split as to whether the site was easy to use and navigate and whether the links were helpful. This finding indicates that the experts were positive about the organization and layout of the site but thought that the links and tutorial could be more clear and organized.

• 9^th and 12^th graders report an increased understanding of climate science, climate and human history, the forces that drive climate variability, and the relationship between climate and human history after visiting the website. 9^th and 12^th grade students reported increase in their understanding of climate science and history content in a very limited time frame, less than a typical classroom period.

• When asked to articulate their understanding of the climate topics, the majority of 9^th and 12^th graders reported that they learned "nothing" from the website. Regardless of self-reported data stating that 9^th and 12^th graders increased their understanding of climate topics, when asked to articulate this understanding, the majority of 9^th and 12^th graders were unable to state accurate facts from the website.

• The 9^th and 12^th grade participants who did report specific information about each climate topic reported accurate facts from the website. This finding indicates that some of the 9^th, and 12^th grade students increased their understanding of the topic.

• The majority of 8^th grader students did not report an increase in their understanding of climate science, climate and human history, the forces that drive climate variability, and the relationship between climate and human history. On Likert scale survey responses, the majority of 8^th graders report that they did not increase their understanding of climate topics.

• When asked to articulate their understanding of climate topic, the majority of 8^th grade students were able to list at least one accurate fact from the website pertaining to the topic and many students were able to list facts which reflect their general understanding of the topic. Regardless of self-reported survey data in which the 8^th graders report no increase in understanding, these students were able to accurately articulate facts from the website which reflect their general understanding of the climate topic.

• 8^th grade quiz scores increased. This indicates that the 8^th grade students were able to accurately find information on the four climate topics from the website.

• The majority of the 8^th, 9^th and 12^th grade students reported that aspects of the website were unclear and stressed that the vocabulary and science content of the website was too advanced for them to comprehend. Many of the students reported that they were able to find the information they were looking for but were unable to understand the vocabulary or description once at the desired webpage.

• The majority of undergraduate students report an increase in understanding of climate science, climate and human history, the forces that drive climate variability, and the relationship between climate and current events. Undergraduate students report increased understanding of climate topics and the two students who were interviewed were able to articulate aspects of the website that reflect their general understanding of the climate topics.

• 100% of the undergraduate quiz scores increased by an average of 42%. This indicates that the undergraduates were successfully able to research climate topics on the website.

• Experts identified several areas that need more information or coverage. Experts reported that the site needs greater coverage of global warming along with other content areas. The teacher expert reported that with some organizational and content changes, the website would be appropriate for middle school students.

Data from the undergraduate students indicate that the website is an appropriate research tool for their age group. Undergraduates report increased understanding of all climate topics and these students increased their quiz scores. These findings indicate that undergraduate students were able to successfully research the climate topics, and no undergraduate reported any problems with the vocabulary or science explanations.