Author(s):
Need: Unlike in solid earth geosciences, there is a paucity of research on atmospheric science students’ cognitive and affective gains from field work participation. Formal and informal literature suggests that field work experiences, even those that last only part of one day, can have an outsized impact on students’ career aspirations, self-confidence, and sense of belonging. Guiding Questions: Are field experiences effective for enculturating novices into the community of atmospheric scientists?How can atmospheric science field experiences be made more inclusive and accessible to a diverse array of learners?Outcomes: Responses to pre- and post-course surveys given to students in a Severe Storms Field Work course at a public university show significant cognitive and affective gains for participants, enhanced career awareness, and confidence. The areas of belonging, inclusiveness, and teamwork need further attention. Peer mentoring within each cohort was found to be particularly effective for enhancing the experience for junior participants.Broader Impacts: In total, more than 20 students from multiple majors were involved in the field work course, enhancing their knowledge of research methods, meteorology, and career tracks within atmospheric science. Since participating, nearly all have gone on to graduate school or professional careers, most within atmospheric science. This research augmented the tenure portfolio of a female STEM professor.
Coauthors
Daniel T. Dawson II, Loran C. Parker
