As a scientist and a teacher, I find value in experimenting with different approaches in a course to enhance student learning. The science of learning in the field of atmospheric science has yet to be explored deeply, and thus there are many interesting avenues for research!<\/p>\n\n\n\n
Active Learning in Atmospheric Sciences<\/span><\/strong><\/em><\/em><\/strong><\/p>\n\n\n\n As a first step in encouraging the use of active learning in atmospheric science courses, some collaborators and I have completed a survey to identify to what extent active learning is already being used. Check out our findings here: The ‘State’ of Active Learning in the Atmospheric Sciences: Strategies Instructors Use and Directions for Future Research<\/a><\/p>\n\n\n\n <\/p>\n\n\n\n Fundamentals in Meteorology Inventory<\/strong><\/span><\/em><\/p>\n\n\n\n One approach to helping students learn meteorology is to identify the common misconceptions that are held, and directly address them in the classroom. However, we have yet to identify these misconceptions for a broad swath of students. This led to the development of the Fundamentals in Meteorology Inventory–Read more in the journal articles and conference presentations linked below!<\/p>\n\n\n\n Motivation for and Development of a Standardized Introductory Meteorology Assessment Exam<\/a><\/p>\n\n\n\n The Fundamentals in Meteorology Inventory: Validation of a tool assessing basic meteorological conceptual understanding<\/a><\/p>\n\n\n\n The Fundamentals in Meteorology Inventory: Results from the Development of a New Meteorology Education Tool<\/a><\/p>\n\n\n\n The Fundamentals in Meteorology Inventory: Motivation and Development of a New Meteorology Education Tool<\/a><\/p>\n\n\n\n <\/p>\n\n\n\n Spatial Thinking in Atmospheric Sciences<\/span><\/em><\/strong><\/p>\n\n\n\n The field of meteorology requires incisive analysis of weather maps to identify key patterns in the data and piece together a conceptual model of processes and generate accurate forecasts. When do students learn these skills? Are there certain courses that support progress more than others? I recently completed a study funded by a SOTL grant<\/a> that addressed this question! See this publication in the Bulletin of the American Meteorological Society<\/em> for more details: Characterizing the Growth in Spatial Thinking Skills in Undergraduate Meteorology Students across the Curriculum<\/a><\/p>\n\n\n\n <\/p>\n\n\n\n Teaching<\/strong><\/span><\/em> Atmospheric Dynamics<\/span><\/em><\/strong><\/p>\n\n\n\n The two-semester course sequence on Atmospheric Dynamics is notoriously challenging and can be a major hurdle for students, which is why it is imperative that we implement teaching strategies that support student learning and encourage faculty to really be thoughtful about how they approach this course. Check out the results from a survey on how faculty currently teach dynamics: What Does a Modern Atmospheric Dynamics Course Look Like?<\/a><\/p>\n\n\n\n Worked Examples:<\/strong> Much research has demonstrated that novice learners are able to better grasp concepts when they first see examples of what they are learning, and then dive into the theory. I’ve applied this principle to teaching the Atmospheric Dynamics course sequence, using an approach called Worked Examples. Read the articles below for more details! If you’re interested in seeing the examples I developed, you are welcome to contact me directly<\/span><\/em>.<\/p>\n\n\n\n Using Worked Examples to Improve Student Understanding of Atmospheric Dynamics<\/a><\/p>\n\n\n\n Using Worked Examples to Improve Student Understanding and Problem Solving Skills<\/a><\/p>\n\n\n\n