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.

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Footnotes

*Jackson State University, Jackson, Mississippi.

+Mississippi State University, Starkville, Mississippi.