Recommendations for Improving Teaching and Learning in Atmospheric Science through Research

Only a small number of atmospheric scientists are actively engaged in education research (Scholarship of Teaching and Learning, SoTL, and Discipline-Based Education Research, DBER), and literature assessing and promoting pedagogy in the discipline has been sparse compared to other geoscience disciplines (Wilson 2016). St. John (2018) classified the lack of participation in Atmospheric Science Education Research (ASER) as a Grand Challenge and recommended the development of a survey for the atmospheric science community to determine: the size of the community, and to assess interest in, resources for, and recognition of Atmospheric Science Education Research (ASER).

The Involvement in and Perception of Atmospheric Science Education Research survey was developed and distributed to the atmospheric science community, and results identify that ASER is considered vital to the advancement of teaching and learning in atmospheric science with strong support for this emergent community. A lack of recognition and perceived risk are identified as barriers to participation, and resources needed to promote engagement, including interest in a repository for shared resources related to teaching and learning, are proposed. The findings and recommendations shared during this presentation will set the foundation for improving teaching and learning in atmospheric sciences and the preparation of future atmospheric scientists, contributing to the success of the field.

This short presentation will include time for a brief discussion and/or feedback from the audience.