Meteorology Course Research Articles

Characterizing the Growth in Spatial Thinking Skills in Undergraduate Meteorology Students Across the Curriculum

Abstract Spatial thinking skills, which encompass the ability to mentally perceive, manipulate, and find meaning in spatial information, are essential to student success across science, technology, engineering, and mathematics (STEM) disciplines, including meteorology. Atmospheric data are inherently spatial, with meteorology coursework requiring students to comprehend, interpret, and predict meteorological data across spatial scales. Spatial skills are known to improve over time in response to instruction, but the rate and nature of that progression in meteorology students as they move through the curriculum has yet to be characterized. In this study, the Spatial Thinking Abilities Test (STAT) was used to quantify spatial thinking skills in undergraduate students in 10 courses required for the meteorology major at a single institution. The STAT was administered twice a semester over a three-semester period at the start and end of each course. Gains in spatial reasoning skills were typically modest for a single semester, though overall levels of spatial skills were sensitive to declared major; meteorology and STEM majors scored significantly higher than non-meteorology and non-STEM majors. Additionally, meteorology majors regularly exhibited improved performance on questions evaluating the skill of disembedding, which is particularly important for interpreting meteorological maps. Even so, disembedding was the weakest spatial thinking skill for all cohorts of meteorology majors. Longitudinal analysis of meteorology majors revealed that novice students progressed the least in their spatial skills, while students in the middle of curriculum exhibited the strongest gains, likely tied to an increased number of required meteorology courses and their specific content.

FUNCTIONALITY OF MOODLE E-AVIATION METEOROLOGY IN AVIATION POLYTECHNIC OF SURABAYA

In learning Aviation Meteorology e-modules that specifically study it have not been facilitated in the Learning Management System of Surabaya Aviation Polytechnic. This research aims to develop a learning module for Aviation Meteorology. This Final Project uses a research method, namely Research and Development (R&D) by conducting data collection techniques in the form of interviews and questionnaires. From this study, it was found that the results of the Material Expert Validation Test obtained the category "Valid" and "Understandable". Then the Media Validation Test obtained the "Valid" and "Understandable" categories, and the Product Trial to the cadets obtained a correlation coefficient score of 0.85 in the "Very Strong" category because the results produced did not produce a minus score, meaning that the relationship was positive and the Aviation Meteorology E-Module was effective in helping cadets understand the Aviation Meteorology course

Technology Development for Final Semester Exams for Meteorology Courses with Master Applications during the Covid-19 pandemic at Malahayati Shipping Polytechnic

Technology Development for Final Semester Exams for Meteorology Courses with Master Applications during the Covid-19 pandemic at Malahayati Shipping Polytechnic

The Demise of the Knowledge–Action Gap in Climate Change Education

Abstract Advances in science literacy documented in an undergraduate course on Climate and Climate Change at the University of Wisconsin–Madison (UW) in 2020 raised the question: Does the new climate knowledge translate into behavior change? Traditionally a “knowledge–action gap” has undermined educators’ efforts to galvanize actions toward mitigating climate change. Through a survey focused on carbon footprint and civic engagement and testimonials gleaned from students’ capstone elevator speeches, this study presents an encouraging update on young adults’ response to the climate crisis. By comparing responses to a similar survey distributed to UW students in another undergraduate course in 2021, we show that the course focused on ­Climate and Climate Change motivated behavior modifications that lighten the carbon footprint to a greater degree than a traditional introductory meteorology course.

Field and Stream: Initial Testing of a Live-Streamed, Storm-Chase Course in Meteorology

Field and Stream: Initial Testing of a Live-Streamed, Storm-Chase Course in Meteorology

Teaching a Weather Forecasting Class in the 2020s

Abstract We report on redesigning the undergraduate course in synoptic meteorology and weather forecasting at Wageningen University (the Netherlands) to meet the current-day requirements for operational forecasters. Weather strongly affects human activities through its impact on transportation, energy demand planning, and personal safety, especially in the case of weather extremes. Numerical weather prediction (NWP) models have developed rapidly in recent decades, with reasonably high scores, even on the regional scale. The amount of available NWP model output has sharply increased. Hence, the role and value of the operational weather forecaster has evolved into the role of information selector, data quality manager, storyteller, and product developer for specific customers. To support this evolution, we need new academic training methods and tools at the bachelor’s level. Here, we present a renewed education strategy for our weather forecasting class, called Atmospheric Practical, including redefined learning outcomes, student activities, and assessments. In addition to teaching the interpretation of weather maps, we underline the need for twenty-first-century skills like dealing with open data, data handling, and data analysis. These skills are taught using Jupyter Python Notebooks as the leading analysis tool. Moreover, we introduce assignments about communication skills and forecast product development as we aim to benefit from the internationalization of the classroom. Finally, we share the teaching material presented in this paper for the benefit of the community.

Weather Forecasting in Brazil: A Concise Historical Review

The main objective of this article is to describe the factors and issues responsible for the evolution of the weather forecast in Brazil.This is done based on a historical review of the formation and evolution of the national meteorological services in the last 170 yearsand on the development of weather forecasting methods. Changes in the routines of weather forecasting services in two centenaryBrazilian institutions, the National Institute of Meteorology and the Brazilian Navy, since the creation of the first subjective forecaststo the present day, are highlighted. Information about the 14 undergraduate courses in Meteorology in Brazil is given, which supportthe technological development of this science, through scientific research and training of human resources. The introduction ofmeteorological radar in the 1970s, and its current networks, as well as the elaboration of the first numerical weather predictions (NWP)by the Center for Weather Forecasting and Climate Studies (Centro de Previsão do Tempo e Estudos Climáticos do Instituto Nacionalde Pesquisas Espaciais – CPTEC/INPE), in 1995, are also described. To complement, a survey is presented, showing the currentworking conditions of weather forecasters. The survey results reveal that 45% of the 102 meteorologists interviewed use the CzechRepublic Windy application to prepare their weather forecasts operationally and almost 60% use the Wyoming University website toobtain data from radiosondes launched in Brazil. It is important to highlight that, since the introduction of NWP by CPTEC/INPE, at theend of the 1990s, there has been a great advance in the field of weather forecasting. Moreover, observational networks have undergonea great expansion, with a significant increase in the number of weather stations in recent decades. Despite all the progress achieved,there is still a need for the integration of observational networks and databases of various institutions. Finally, the development ofapplications that meet the demand of young meteorologists in the operational centers is advisable.

Hurricane Florence (2018): Long duration single‐ and dual‐Doppler observations and wind retrievals during landfall

AbstractA ground‐based C‐band Shared Mobile Atmospheric Research and Teaching (SMART) polarimetric radar and the National Weather Service WSR‐88D radar near Wilmington, North Carolina simultaneously observed Hurricane Florence (2018) as it made landfall as a category 1 hurricane. The slow translation of Florence allowed for more than 30 hr of data collection before, during and after the tropical cyclone came ashore. Nearly 26 hr of three‐dimensional wind retrievals every 6–10 min were constructed from the radar observations, providing an unprecedented view of the evolution of rainbands, the inner core and the eyewall of Hurricane Florence. This article describes the radar data, the procedures used for automated quality control, data processing and the wind retrievals that have been constructed. The location of the data and wind retrieval archive is given. These data can be used to study the dynamics and rainfall of Hurricane Florence, to quantify the impact of winds on the natural and built environment, to validate numerical simulations of the tropical cyclone, and as an educational resource for courses in radar and tropical meteorology.

Editorial

Dr. Lorenza Cooper is a life-long Atmospheric Scientist and serves as an Assistant Professor at American Public University System. Dr. Cooper serves as a lead instructor and course developer of all meteorology courses offered at the University. In this capacity, he plans and prepares curriculum that remains relevant in a rapidly advancing discipline. His focus is on his students, and he establishes learning outcomes to best position students in a competitive career environment. For students with an interest in learning more about the weather, Dr. Cooper initiates and facilitates discussions to promote critical thinking, as well as providing quality and timely feedback to assist students in successfully achieving course objectives. We are featuring Dr. Cooper in this edition of SESA to highlight the connections between the atmosphere and many aspects of physical science.

The Teaching Mode Research of “Internet Plus Flipped Class” ---Taking the Course of Satellite Meteorology as Example[*Corresponding Author: Xiehui Li Corresponding address: Chengdu University of Information Technology, Chengdu, China; E-mail: lixiehui@cuit.edu.cn Fund Project: This paper is the research achievement of The Teaching Mode Research and Practice of “Internet Plus Flipped Class” ---Taking the Course of Satellite Meteorology as Example

Based on the existing disadvantages of traditional teaching mode of Satellite Meteorology course in Chengdu University of Information Technology and the new teaching mode overview of “Internet Plus flipped class”, this paper is mainly to construct flipped class teaching mode of Satellite Meteorology under the background of “Internet Plus” in Chengdu University of Information Technology. Through the Internet, it also tries to integrate this teaching mode into flipped class before class, in class, after class, which means to provide a new thought for the teaching of this course in colleges and universities.

Snowflake Selfies: A Low-Cost, High-Impact Approach toward Student Engagement in Scientific Research (with Their Smartphones)

AbstractAn engaged scholarship project called “Snowflake Selfies” was developed and implemented in an upper-level undergraduate course at The Pennsylvania State University (Penn State). During the project, students conducted research on snow using low-cost, low-tech instrumentation that may be readily implemented broadly and scaled as needed, particularly at institutions with limited resources. During intensive observing periods (IOPs), students measured snowfall accumulations, snow-to-liquid ratios, and took microscopic photographs of snow using their smartphones. These observations were placed in meteorological context using radar observations and thermodynamic soundings, helping to reinforce concepts from atmospheric thermodynamics, cloud physics, radar, and mesoscale meteorology courses. Students also prepared a term paper and presentation using their datasets/photographs to hone communication skills. Examples from IOPs are presented. The Snowflake Selfies project was well received by undergraduate students as part of the writing-intensive course at Penn State. Responses to survey questions highlight the project’s effectiveness at engaging students and increasing their enthusiasm for the semester-long project. The natural link to social media broadened engagement to the community level. Given the successes at Penn State, we encourage Snowflake Selfies or similar projects to be adapted or implemented at other institutions.

Recipe for Successful Meteorology Majors: Are Incoming Test Scores Indicative?

AbstractMany high school students with a passion for meteorology visit college campuses each year, inquiring about program details and learning of the rigorous math requirements and somewhat daunting attrition risk. The natural question for many is, “Can I do it?” To address this question, the study herein has investigated the sensitivity of meteorology major outcomes at Valparaiso University to incoming test scores (based on 2008–14 first-year cohorts). These former students are classified as meteorology alumni (MET Degree), graduates of other programs (Other VU Degree), and those who left the University (Left VU). There is an additional performance classification, which indicates students who completed the program in good standing (On Track), students that completed the program with greater difficulty (Below Track), those who left the program in good academic standing (Left On Track), and those who left the program after not doing well (Left Below Track). Results indicate that incoming test scores are indeed indicative of student outcomes, with a substantially greater likelihood of being On Track and graduating with the MET Degree among students with higher incoming ACT scores. Among students who Left Below Track, signs of academic challenges typically appear within first semester calculus and/or the introductory meteorology course. Higher admission standards would increase retention and graduation rates, but at a cost of barring admission for some students who have been successful in the program.

Implementing Active Learning Techniques in an Undergraduate Aviation Meteorology Course

Implementing Active Learning Techniques in an Undergraduate Aviation Meteorology Course

Google classroom implementation in Indonesian higher education

This study aims to: (1) See student learning independence through the application of Google Classroom, and (2) View Critical Thinking of students through the application of Google Classroom. This research is a qualitative descriptive study conducted on students of the Department of Geography Education, Faculty of Social Sciences, Universitas Negeri Medan taking courses in Meteorology and Climatology in the odd semester of the 2017/2018 Academic Year. The population of this study were 82 students consisting of 3 classes. The sampling technique in this study is total sampling by taking the entire population into a research sample. The results showed that the use of Google Classroom in learning made it easier for lecturers and students to manage lectures, especially in terms of task management. After applying the learning media in the form of Google Classroom, the results of student learning independence were significant, this was evidenced by the majority of students having high learning independence. While the ability to think critically is the most accumulated students in the ability to think critically medium level.

The Community Foehn Classification Experiment

AbstractStrong winds crossing elevated terrain and descending to its lee occur over mountainous areas worldwide. Winds fulfilling these two criteria are called foehn in this paper although different names exist depending on the region, the sign of the temperature change at onset, and the depth of the overflowing layer. These winds affect the local weather and climate and impact society. Classification is difficult because other wind systems might be superimposed on them or share some characteristics. Additionally, no unanimously agreed-upon name, definition, nor indications for such winds exist. The most trusted classifications have been performed by human experts. A classification experiment for different foehn locations in the Alps and different classifier groups addressed hitherto unanswered questions about the uncertainty of these classifications, their reproducibility, and dependence on the level of expertise. One group consisted of mountain meteorology experts, the other two of master’s degree students who had taken mountain meteorology courses, and a further two of objective algorithms. Sixty periods of 48 h were classified for foehn–no foehn conditions at five Alpine foehn locations. The intra-human-classifier detection varies by about 10 percentage points (interquartile range). Experts and students are nearly indistinguishable. The algorithms are in the range of human classifications. One difficult case appeared twice in order to examine the reproducibility of classified foehn duration, which turned out to be 50% or less. The classification dataset can now serve as a test bed for automatic classification algorithms, which—if successful—eliminate the drawbacks of manual classifications: lack of scalability and reproducibility.

Influence of Geographic Affiliation on Student Performance in Online Geology and Meteorology Courses

ABSTRACTThe online learning environment can add substantial advantages to learning such as continuous access to material and the ability to foster learning through additional visual supplemental materials, but it can also add further challenges that may not be as evident when teaching traditional, face-to-face courses. An individual's place affiliation may impact learning outcomes in geographically-dependent science content-specific science courses such as geoscience courses. This study focused on challenges associated with teaching and assessing geographically-dependent content in online master's level geology and meteorology courses. Students in these courses were asked to identify their home regions prior to the start of the master's program. When assessments for both courses were analyzed using a repeated-measures test, meteorology courses revealed significant differences between students' home regions for multiple assessments.

Automatic, multiple assessment options in undergraduate meteorology education

Since 2008, automatic, multiple assessment options have been utilised in selected undergraduate meteorology courses at the University of Wisconsin–Milwaukee. Motivated by a desire to reduce stress among students, the assessment methodology includes examination-heavy and homework-heavy alternatives, differing by an adjustable 15% of the overall course grade. Students do not need to commit a priori to one particular assessment option, as the more beneficial of two alternative assessment schemes is automatically chosen at the end of the semester. An analysis of assessment score differences reveals that end-of-semester assessments increased by more than 1% for 48% of the students enrolled, a consequential increase which can improve a student’s assessment by a fractional grade. Score differences among the two assessment alternatives tend to be smaller for higher achieving students, and larger for the middle- and lower achieving students. Score differences larger than 3% were rare. Limited survey results indicate that students understand and appreciate the assessment scheme, and feel that it reduces stress and may improve their academic performance. The automatic, multiple assessment methodology presents no risk to either student or instructor, as students can only benefit and virtually no effort is required of the instructor.

Motivation for and Development of a Standardized Introductory Meteorology Assessment Exam

Abstract Education research has shown that there is often a disconnect between what instructors teach and what students actually comprehend. Much of this disconnect stems from students’ previous conceptions of the subject that often remain steadfast despite instruction. The field of meteorology is particularly susceptible to misconceptions as a result of the years of personal experience students have with weather before instruction. Consequently, it is often challenging for students to accurately integrate course material with their observations and personal explanations. A longitudinal assessment exam of the meteorology program at the U.S. Air Force Academy revealed that misconceptions of fundamental, introductory content can propagate through years of instruction, potentially impeding deeper understanding of advanced topics and hindering attainment of professional certifications. Thus, it is clear that such misconceptions must be identified and corrected early. This manuscript describes the development of the Fundamentals in Meteorology Inventory (FMI), a multiple-choice assessment exam designed to identify the common misconceptions of fundamental topics covered in introductory meteorology courses. In developing the FMI, care was taken to avoid complex vocabulary and to include plausible distractors identified by meteorology faculty members. Question topics include clouds and precipitation, wind, fronts and air masses, temperature, stability, severe weather, and climate. Applications of the exam for the meteorology community are discussed, including identifying common meteorology misconceptions, assessing student understanding, measuring teaching effectiveness, and diagnosing areas for improvement in introductory meteorology courses. Future work to be completed to ensure the efficacy of the FMI will also be acknowledged.

Fly with the Wind

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJulie BarnesJulie Barnes teaches mathematics at Western Carolina University. She audited one of Tom Koehler's meteorology courses while she was a visiting professor at the U.S. Air Force Academy. Email:jbarnes@email.wcu.eduTom KoehlerTom Koehler is an associate professor of meteorology at the U.S. Air Force Academy. He enjoys teaching classes in weather data and analysis, synoptic meteorology, geographic information systems, and mesoscale meteorology. Email:Thomas.Koehler@usafa.eduBeth SchaubroeckBeth Schaubroeck teaches mathematics at the U.S. Air Force Academy, where she enjoys watching the weather roll in over the mountains. Email:beth.schaubroeck@usafa.edu

Weather Forecasting as a Learning Tool in a Large Service Course: Does Practice Make Perfect?

Abstract Each spring roughly 200 students, mostly nonmajors, enroll in the Introduction to Meteorology course at Iowa State University and are required to make at least 25 forecasts throughout the semester. The Dynamic Weather Forecaster (DWF) forecasting platform requires students to forecast more than just simple “numeric” forecasts and includes questions on advection, cloudiness, and precipitation factors that are not included in forecast contests often used in meteorology courses. The present study examines the evolution of forecasting skill for students enrolled in the class in spring 2010 and 2011 and compares student performance with that of an “expert forecaster.” The expert forecasters were chosen from meteorology students in an advanced forecasting course who showed exemplary forecasting skill throughout the previous semester. It is shown that these introductory students improve in forecast skill over only the first 10–15 days that they forecast, a number smaller than the 25 days found in an earlier study examining meteorology majors in an upper-level course. The skill of both groups plateaus after that time. An analysis of two types of questions in the DWF reveals that students do have skill slightly better than that of a persistence forecast when predicting parameters traditionally used in forecasting contests, but fail to outperform persistence when predicting more complex atmospheric processes like temperature advection and factors influencing precipitation such as moisture content and instability. The introduction of a contest “with prizes” halfway through the semester in 2011 was found to have at best mixed impacts on forecast skill.