Teaching Introductory Meteorology Through an Observation-Oriented Term Project

Abstract

Introductory meteorology courses, when taught in undergraduate geology curricula, are often non- laboratory, elective courses that accommodate a large number and broad spectrum of students. An observation-oriented term project where each student photographs meteorological phenomena is an effective means of incorporating many of the elements that we value in our smaller laboratory courses, such as hands-on experience and the excitement of “doing” science. This term project, which can be done without a formal laboratory period, is designed to give each student an opportunity to develop his/her observational and interpretational skills in a focused and yet highly creative way. An emphasis on communication skills (both oral and written) is also incorporated into the term project and associated project activities. The project results in an album of first-hand meteorological observations (photographs) along with identifications and descriptive interpretations/explanations. Using the term project as a central component of the meteorology course has, from my experience, resulted in intensified engagement by the students and greatly enhanced comprehension and retention of the facts and concepts associated with atmospheric science. Additionally, the routine integration of class material with real, daily weather phenomena underscores the practicality and necessity of science literacy among our students.