Meteorology's Educational Dilemma

Abstract

Meteorology has seen unparalleled growth and change during the past 50 years. Rapid advances in theory, applications, and technology have demanded constant revision and updating of basic meteorology course material. This continued growth and expansion of basic knowledge and applications requires that older materials be replaced with new, that depth be replaced by breadth, or that fundamental pedagogical changes be made in instruction and curricular content. These choices are symptomatic of meteorology's current and future educational dilemma: How do we adequately prepare future meteorologists for their careers as the wealth of meteorological information, theory, and applications change?Answering this question requires a brief consideration of the history and effectiveness of undergraduate meteorological education. Perhaps more importantly, it points to the need for a consensus within the field as to what constitutes appropriate undergraduate meteorological preparation. Only then may possible solutions be outlined and their merits, cost-effectiveness, and efficacy reviewed. Based on this assessment, a plan of action can be developed to ensure the field's growth and its ability to produce viable meteorologists. Seven options are outlined in this paper as possible solutions to the dilemma. Of these, we believe that a revision of the pedagogy of meteorology with regard to curriculum requirements, course content, certification, and methods of instruction may be the most appropriate.

Linking Meteorological Education To Reality: A Prototype Undergraduate Research Study of Public Response to Hurricane Rita Forecasts

“…In recent years, changes in meteorological technology, knowledge, and careers have prompted discussion of how well current undergraduate meteorology curricula meet the needs of students and the discipline (e.g., Croft and Binkley 1997). Such discussion has motivated atmospheric scientists to develop applied meteorology classes and programs (e.g., Changnon 1998Changnon , 2004Carr et al 2002), explore teaching techniques that better link theory with applications (e.g., Roebber 2005), provide research experiences for undergraduates (e.g., Cortinas et al 1996;Pandya 2005), and incorporate inquiry and interdisciplinary experiences into classrooms (e.g., Pandya et al 2004).…”

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

“…Increasing complexity in the atmospheric sciences and related fields has created an escalating educational dilemma for several decades (Croft and Binkley 1997). Combined with continued employer calls for specific skills sets (Koch 1999), curricular upheaval has been observed.…”