This project is enhancing experiential learning opportunities for students enrolled in an introductory atmospheric science course by constructing an environmental instrumentation laboratory that is integrating advanced equipment and preparing students for research, creating instrument-based experiential learning, and expanding understanding of how faculty adopt innovative instructional approaches. The project is increasing student proficiency related to the underlying principles and sources of uncertainty associated with environmental instrumentation, and enhancing student confidence to use technologies to observe the environment and solve real-world problems. Experienced faculty in the Departments of Atmospheric Sciences, Biology, and Mechanical Engineering , and staff from the Center for Teaching and Learning Excellence, are working together to redesign an introductory course focusing on snow and wind. The course is attracting students interested in winter snow activities, and is providing them with active learning opportunities that rely on state-of-the-art real-time access to weather information. The course is also addressing wind energy, and environmental science and engineering students are benefiting from improved experiences with various instrument technologies that are pertinent to the wind energy industry. A wide range of non-majors, STEM majors, and atmospheric sciences majors are using the sustainable laboratory facility that is being developed by the project. Commitment of equipment and training from a major environmental instrumentation company is facilitating the development of and is helping to sustain the laboratory facility. The project is integrating fundamental collaborative and active learning principles that are engaging students individually, in small teams, and via peer-to-peer instruction thus enabling them to transition seamlessly from lecture-based and laboratory-based instruction to independent inquiry outdoors. The project is part of a complete redesign of the undergraduate curriculum in the Department of Atmospheric Sciences that has the potential to be transformative on a national scale. The project is determining whether an improved curriculum incorporating an integrated instrumentation facility for experiential projects is improving student learning outcomes, improving the perception of science and scientific research by majors and non-majors, and improving enrollment in atmospheric science courses. Educational modules developed by the project are being disseminated to other colleges and universities through on-line resources, webinars, and participation in educational and scientific conferences.
The Department of Atmospheric Sciences at the University of Utah introduced in 2010 substantive curriculum changes to modernize the curriculum, enhance course offerings for undergraduate and graduate students, and improve the overall efficiency of the academic program. Key features of the curriculum revisions for undergraduate majors included: eliminating a very rigid pre-defined course progression; shifting the emphasis from required courses to elective courses; offering many courses only every other year; and relying on half-semester short courses to survey subject areas rather than focusing in depth on fewer ones. With the support of this study, the curriculum changes were evaluated through surveys and individual and focus group discussions with undergraduate and graduate students as well as departmental faculty. Using qualitative research methodologies, four themes were identified: student learning; teaching strategies and challenges; program/course logistics; and relationship building. While the feedback suggests that the changes overall were beneficial, the transitional period during which the changes were implemented was difficult for everyone. Faculty members have opportunities now to adjust courses based on their experiences gained teaching these courses in their new format. Undergraduate students reported they valued the opportunity for flexibility in their course path and being able to take courses previously reserved for graduate students. Additional feedback from students and faculty suggests that building improved relationships and interactions among co-enrolled undergraduate and graduate students are the greatest needs in order to improve the classroom learning environment. A key aspect of this project was also to engage students in science through the process of collecting and analyzing environmental observations. Increasing such hands-on learning opportunities was intended for non-science as well as STEM majors. Comments from non-science majors included: "There are many times in which you will look at some sort of app or browse the web to get an idea of the temperature. It has been interesting to use one of the very instruments used to produce those numbers." and "I went skiing and I was able to tell the other person on the lift what kind of snowflakes were falling." For STEM majors, a classroom laboratory was remodeled and equipped specifically for an environmental instrumentation course through the donation of equipment from Campbell Scientific, Inc., funding from this project, and university support. The laboratory provides seating for up to 30 students with space for students to work in 9 small teams. In addition, the Mountain Meteorology field site on the southeast edge of campus was refurbished to allow students to gain experience deploying equipment, collecting observations, and then analyzing the data. One of the most successful activities of the project was to involve undergraduate STEM majors in hands-on learning opportunities during a major NSF-funded field project: the Persistent Cold-Air Pool Study. Several dozen undergraduate students participated at two-levels of effort: as volunteers or enrolling in a short course. Twelve undergraduate students elected to enroll in the course and another two dozen volunteered. All students gained valuable experience by participating in launching weather balloons, collecting weather observations from mobile sensors, visiting permanent weather installations around the region, and focused discussions with team scientists about the instrumentation.
