Improving Teaching and Learning through Classroom Research

Section: Motivationmentioning

confidence: 99%

“…This would likely lead to increased visibility of ASER related activities and better institutional awareness of the value of this work, potentially reducing the perceived risk and leading to more involvement in ASER (Charlevoix 2008).…”

Section: Current Resources Availablementioning

confidence: 99%

Involvement in and Perception of Atmospheric Science Education Research

Kopacz

Maudlin

Flynn

et al. 2021

“…Nearly 15 years ago, Charlevoix (2008) charged the atmospheric science community with increasing research into teaching and learning in atmospheric science. Charlevoix noted that atmospheric science as a field becomes more robust and effective at meeting society's challenges when graduates are better prepared.…”

Section: Introductionmentioning

confidence: 99%

How Undergraduate Students Learn Atmospheric Science: Characterizing the Current Body of Research

McNeal

Flynn

Kirkpatrick

et al. 2022

Educators can enrich their teaching with best practices, share resources, and contribute to the growing atmospheric science education research community by reading and participating in the scholarship of teaching and learning in atmospheric science. This body of scholarship has grown, particularly over the past fifteen years, and is now a sizable literature base that documents and exemplifies numerous teaching innovations in undergraduate atmospheric science education. This literature base benefits the entire atmospheric science community because graduates of atmospheric science programs are better prepared to enter the workforce. This literature base has not yet been examined, however, to see how well the evidence supports education practices in the atmospheric science education literature. In this study, we characterized that evidence and show that the majority of papers we reviewed share education innovations with anecdotal or correlational evidence of effectiveness. While providing useful practitioner knowledge and preliminary evidence of the effectiveness of numerous innovative teaching practices, opportunities exist for increasing readers’ confidence that the innovations caused the learning gains. Additional studies would also help move conclusions toward generalizability across academic institutions and student populations. We make recommendations for advancing atmospheric science education research and encourage atmospheric science educators to actively use the growing body of education literature as well as contribute to advancing atmospheric science education research.

“…The NSF TUES project was also intended to evaluate the impact of our curriculum changes on students and instructors in the context of current learning theories (Charlevoix 2008). Student surveys and focus group feedback were evaluated in combination with faculty interviews.…”

mentioning

confidence: 99%

Transforming an Atmospheric Science Curriculum to Meet Students' Needs

Horel

Ziegenfuss

Perry

2013

Substantive curriculum changes intended to improve the student experience and maintain an appropriate balance of faculty teaching and research can be productive as well as have unintended consequences. B ALANCING STUDENT, FACULTY, AND DEPARTMENTAL NEEDS.Nearly all educational programs, including the University of Utah, faced substantive budgetary pressures in 2008 and subsequent years. The University of Utah funding of academic departments such as the Department of Meteorology rewarded departments that maintained existing levels of total student credit hours and penalized those that did not with additional cuts. Our department had limited choices and elected at that time to begin reducing support for lecturers and teaching assistants, thereby potentially increasing the teaching burden of academic faculty. At the same time, we were benefiting substantively from