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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
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
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
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
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
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
Education
What Does It Take to Get into Graduate School? A Survey of Atmospheric Science Programs
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.
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.
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
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
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
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
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
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
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
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
benefits of the resulting environmental change on the local population (see Maddison 2006 ; Mustapha et al. 2012 ; Crona et al. 2013 ). Thus, knowledge of and education about climate change cannot be overemphasized. The knowledge of climate change could be acquired through formal and informal means but waiting solely for informal acquisition could be very costly, in the sense that preventable loss of lives and properties would have been experienced through extreme climatic events. The appropriate
benefits of the resulting environmental change on the local population (see Maddison 2006 ; Mustapha et al. 2012 ; Crona et al. 2013 ). Thus, knowledge of and education about climate change cannot be overemphasized. The knowledge of climate change could be acquired through formal and informal means but waiting solely for informal acquisition could be very costly, in the sense that preventable loss of lives and properties would have been experienced through extreme climatic events. The appropriate
Stampone (2013) found that the independents (i.e., those without a party affiliation) were more likely to agree that global warming was happening when they were interviewed on a warm day than on a cool day, indicating that short-term temperature may influence beliefs about global warming. Belief certainty that global warming has already occurred can be particularly important for global warming mitigation and adaptation education. If the public does not believe that global warming has occurred or will
Stampone (2013) found that the independents (i.e., those without a party affiliation) were more likely to agree that global warming was happening when they were interviewed on a warm day than on a cool day, indicating that short-term temperature may influence beliefs about global warming. Belief certainty that global warming has already occurred can be particularly important for global warming mitigation and adaptation education. If the public does not believe that global warming has occurred or will
