Incorporating Active Learning into Small Group Meetings in an Undergraduate Introductory Meteorology Course

Active learning exercises were incorporated into the Introduction to Meteorology course at the University of Illinois as a pilot study to determine effectiveness of teaching using the hands-on approach and the feasibility of incorporating such activities into a traditionally large lecture-based course. During the 1999 spring semester the course was offered as two lecture hours and one hour of small group meetings, rather than the traditional three lecture hours. During small group meetings new course material was presented using hand-on exercises and activities. Activities ranged from decoding and analyzing weather maps to forecasting tornado outbreaks and high air pollution episodes. Current atmospheric conditions and recent weather events were incorporated where possible. Students were encouraged to work in groups and to discuss the activity as they were working on it. Class sizes ranged from 15 to 38 students allowing instructors to give one-on-one instruction to clarify material and address individual questions.

Students were surveyed at the end of the semester to help evaluate the effectiveness of the smaller group meetings. Students were asked to identify activities in which they felt they learned the most, learned the least and which activities they felt were most interesting, as well as if they felt the smaller group meetings should be offered in future semesters. Results of the survey showed consistency of responses in terms of rating of exercises. Activities that used current or recent weather data were generally rated higher than activities that emphasized basic concepts. Many students also indicated a desire to use these activities as input to their course grade. Responses were examined in terms of instructor dependence, time/date/location offering dependence, and hands-on activity dependence. Overall, 87% of students stated that future offerings of the course should include smaller group meetings with active learning exercises rather than a third lecture.