Still Learning: d(Teaching)/dt

The most frustrating classes I ever took were atmospheric dynamics, as an undergraduate, a master’s student, and a doctoral student. I had very good professors, but I struggled all three times. And yet I have taught the atmospheric dynamics sequence to the junior class at Valparaiso University for over 22 years. My personal guide to teaching any course is to remember my struggles, but more importantly to remember what my professors did that gave me “A-ha!” moments. Adjusting and evolving my teaching of atmospheric dynamics, tropical meteorology, or any course is an ongoing challenge. I look to my colleagues, our students, and our alumni as a source for many new ideas and methods.

For example, one of my biggest challenges was listening to an alumnus advocate for a new way to teach atmospheric dynamics. Why the change? Had I failed them? Then I realized they had adjusted to their students and I found myself implementing similar changes. Another challenge occurred last year as I led map discussion to a silent class; in exasperation, I turned to the seniors working as lab aides to lead the discussion while I left the room. They realized the students were fearful of being wrong. Their solution was to have everyone say something wrong about the maps. Within minutes the students were enthusiastically discussing the (correct) synoptic-dynamic forcings.

I still have a lot to learn. I plan to share the sum of changes that make up the Taylor Series of my teaching atmospheric dynamics over the past 22 years.