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Dawn Kopacz
,
Lindsay C. Maudlin
,
Wendilyn J. Flynn
,
Zachary J. Handlos
,
Adam Hirsch
, and
Swarndeep Gill

The scholarship of teaching and learning (SoTL) focuses on improving education through reflective teaching and a systematic evaluation of student learning. Findings are generally shared publicly at conferences, workshops, or in newsletters [National Research Council (NRC); NRC 2012 ; Kern et al. 2015 ]. Discipline-based education research (DBER), rooted in cognitive science, examines teaching and learning in a discipline and seeks to understand how people build foundational knowledge and

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David R. Perkins IV
,
Teresa Myers
,
Zephi Francis
,
Raphael Mazzone
, and
Edward Maibach

1. Introduction a. Overview Global climate change is a multifaceted and complex issue that will require significant levels of cooperation among members of society. The IPCC Fifth Assessment Report ( IPCC 2014 ) emphasizes that climate change has characteristics of a collective action problem, and cooperative responses are required to effectively adapt to and mitigate future climate change. Because climate change is broad-reaching, a key component to garner social change is public education so

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Peggy McNeal
,
Wendilyn Flynn
,
Cody Kirkpatrick
,
Dawn Kopacz
,
Daphne LaDue
, and
Lindsay C. Maudlin

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. She stated that improvements to education happen more efficiently when university faculty, lecturers, graduate teaching assistants, and others reflect upon and share teaching

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Jerald Brotzge
,
Junhong (June) Wang
,
Nathan Bain
,
Scott Miller
, and
Crystal Perno

operations, commercialization, research, and education. Fig. 1. The NYSM station near Clifton Springs. The camera is mounted at 3 m AGL, facing north to reduce glare. Photo courtesy of Samuel Cherubin. Network deployment The NYSM first deployed the DS-2CD2032-I security network camera manufactured by ­Hikvision. The Hikvision camera weighs about 500 g, requires a maximum of 5 W, and ­operates between −30° and 60°C. An infrared capability enables image collection at night, and the

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Education

What Does It Take to Get into Graduate School? A Survey of Atmospheric Science Programs

John W. Nielsen-Gammon
,
Lourdes B. Avilés
, and
Everette Joseph

Abstract

The AMS's Board on Higher Education undertook a survey of atmospheric science graduate programs in the United States and Canada during the fall and winter of 2007–08. The survey involved admission data for the three previous years and was performed with assistance from AMS headquarters and in cooperation with the University Corporation for Atmospheric Research (UCAR). Usable responses were received from 29 programs, including most major atmospheric science programs.

The responding schools receive between 6 and 140 applications per year, and typical incoming class sizes range from 1 to 24. About 69% of applicants and 76% of enrollees are domestic students. At the majority of schools, all incoming students receive full financial support.

The average graduate program looks for undergraduate grade point averages of at least 3.3 to 3.5, higher for nonscience majors. Grade point averages in math and science courses, typically 3.5 or better, are particularly important. The typical midclass GRE of entering graduate students was a combined verbal and quantitative score of 1,300. Larger schools tend to place particular emphasis on math/ science grades and letters of recommendation, while smaller schools typically value a broader range of application characteristics.

Students considering graduate school should make a special effort to cultivate potential letter writers, working on research projects if possible. They should also become informed about the particular requirements and values of the programs to which they are applying by visiting them if possible or by contacting professors with active research programs in the student's area of interest.

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Ashley A. Anderson
,
Teresa A. Myers
,
Edward W. Maibach
,
Heidi Cullen
,
Jim Gandy
,
Joe Witte
,
Neil Stenhouse
, and
Anthony Leiserowitz

drought in the Midwest and the Great Plains, Superstorm Sandy, and Superstorm Nemo ( Leiserowitz et al. 2012a , 2013 ). Television (TV) weathercasts are a potential source of climate change education. Television weathercasters are important, but often overlooked, sources of scientific information ( Wilson 2008 ). Local TV is a valuable source of information about the weather, with the majority of Americans (58%) turning to local television—more than any other source—for their weather news

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Margaret E. Mooney
,
Cathy Middlecamp
,
Jonathan Martin
, and
Steve A. Ackerman

article investigates behavior change in undergraduate students at the University of Wisconsin–Madison inspired, at least in part, by knowledge gains regarding the science of climate change. Fig. 1. UW Climate Change Elevator Speeches online (with permission) at https://cimss.ssec.wisc.edu/education/AOS102/ . The University of Wisconsin–Madison (UW) has offered an online course on Climate and Climate Change (AOS 102) to undergraduates since 2013. Course content is designed to convey

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Thomas A. Green Jr.
,
Carl J. Schreck III
,
Nathan S. Johnson
, and
Sonya Stevens Heath

revolutionized again with the advent of online broadcast degrees and certificates from Mississippi State University (MSU). The meteorology programs at The Pennsylvania State University, Florida State University, and the University of Oklahoma are arguably the largest in our field. When it comes to broadcast meteorology, however, MSU’s role cannot be overlooked. According to the university’s Department of Geoscience’s website, more than 350 students have enrolled in its program through distance education

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William E. Foust

participants have no prior knowledge of weather models or computing. An attendant guides users through the application, as well as imparts knowledge through verbal communication over the course of a few minutes. If users are interested in learning more about weather forecasting or are interested in using the application personally, handouts are given so attendees can pursue further education. It is possible to set up kiosks that do not require an attendant, but adequate printed or audio materials must

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Zachary J. Handlos
,
Casey Davenport
, and
Dawn Kopacz

the most recent 12-month academic year. Then, for each category in which a participant taught at least one course, participants were asked to assess the frequency with which they utilize one or more active learning strategies. 1 The active learning strategies included in the survey were selected based on their established efficacy in the geoscience education literature, as well as their (broadly defined) widespread usage (see review in McConnell et al. 2017 ; along with Rao et al. 2002

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