A Successful Introduction of Authentic Research Early in an Undergraduate Atmospheric Science Program

Abstract

Participating in scientific research as an undergraduate student provides an opportunity to increase understanding of how scientific knowledge is advanced, to learn new research tools, to develop the ability to critically analyze new ideas, and to practice disseminating scientific findings. This experience unfortunately has traditionally been limited to students that can participate in select programs (e.g., summer research experiences, undergraduate positions in a faculty member's research group, special topics courses, independent study, or internships). A new laboratory course has been developed to provide sophomore- level atmospheric science students with the opportunity to participate in an authentic research project within the structure of an academic semester. The course consists of two modules based upon research topics currently under investigation by faculty (here, specific problems in cloud microphysics and severe weather research). Students participate in learning activities, work as a research team, and formally present research findings. Phenomenological evaluation of the new course through interviews, surveys, and student performance assessments, using constant comparative analysis, suggests these students improve their ability to understand and perform authentic research. The students attribute their success to the “scaffolding” structure of the course, peer collaboration, and their own high level of enthusiasm. Results also imply that students gain some clarification of their career options.

Effective visual design and communication practices for research posters: Exemplars based on the theory and practice of multimedia learning and rhetoric

“…We found several published examples of posters-asassessment from chemistry classrooms [12,[18][19][20][21][22][23][24][25][26], with only a handful of other disciplines represented. These include biochemistry [27,28], biological disciplines [29][30][31][32][33][34], and others [10,[35][36][37]. The earliest published example we found is from the mid-1980s [26], coinciding with the rise in popularity of the poster session in professional settings as described earlier.…”

The California State University Mobile Atmospheric Profiling System: A Facility for Research and Education in Boundary Layer Meteorology

“…There is a real challenge to providing this type of learning opportunity to large numbers of students (Schroeder and Weiss 2008;Quardokus et al 2012;Horel et al 2013) and to students currently underrepresented in the research community. In addition, it blurs the boundaries between education and research and helps stimulate interest in pursuing graduate studies.…”

The Undergraduate “Consulting Classroom”: Field, Research, and Practicum Experiences

“…The research and investigatory project for the newly hired pseudoconsultant is selected based on current and realistic environmental issues and is intended to provide both authentic research experiences (Quardokus et al 2012) and professional development opportunities. The consulting-classroom environment provides significant opportunity for student development of communications and business skills as they receive traditional instruction in meteorological and environmental instrumentation during their training sessions.…”

“…Because of limitations imposed by a 15-week semester, the course must be immersive with scaffolding (Quardokus et al 2012) and other pedagogical techniques to assist students in negotiating the necessarily steep learning curve of the course. It was a challenge in which they must repeatedly confront their own paradigm shifts with regard to learning and scientific study.…”