Description:

Discipline Based Education Research (DBER) involves investigations into student learning, student engagement and active learning, best practices for teaching, and sometimes the intersection of the above topics (NRC, 2012). DBER has been recognized as vital to the advancement of undergraduate science education as the findings of this work are often implemented within the classroom to improve student learning. Many Science, Technology, Engineering and Math (STEM) fields formally established DBER communities decades ago. While only a small number of atmospheric science faculty members have formally engaged in Atmospheric Science Education Research (ASER) over the past few decades, a formal community has been established and is gaining momentum (NRC, 2012; Wilson, 2016).

The goal of this session is to continue the tradition of having at least one session at the Conference on Education at the American Meteorological Society (AMS) Annual Meeting dedicated to ASER.  Topics in this session can include (but are not limited to) basic education research (e.g., learning theory and application), teaching pedagogy, innovative teaching and learning strategies applied within the classroom (e.g., teaching and learning “case studies”), analysis of teaching and learning initiatives and any other topics that utilize research methods to better understand and improve the educational experience for students.  ASER projects at the collegiate and K-12 levels are welcome.

NRC, 2012. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/13362.

Wilson, C. (2016). Status of Geoscience Workforce. American Geosciences Institution (AGI). Retrieved from https://www.americangeosciences.org/workforce/reports/status-report.