Would the introductory meteorology curriculum be different if the students themselves decided what should be taught? As a first step toward answering this question, we have surveyed hundreds of students in introductory meteorology/weather and climate courses at the University of Georgia and the University of Wisconsin-Madison. These simple first-day-of-class surveys have asked students what one question or topic they would most like to see answered or covered during the semester.
Results of these surveys reveal key differences between what students want to learn versus what they are usually taught in introductory classes. These differences are not primarily due to a skewing of student responses toward severe weather. Instead, it appears that introductory non-science-major students already have sufficiently broad exposure to atmospheric science that their responses lay the groundwork for a comprehensive curriculum. Notably, some key interest areas among students, such as weather forecasting and atmospheric optics, are not covered in commensurate depth by most instructors and textbooks. We will discuss the implications of our results for developing introductory courses and materials that may benefit from combining the perspective of experts with the desires of students to achieve improved student learning in introductory undergraduate courses in meteorology.
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