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Abstract
This article presents a semester-long, interdisciplinary project-based learning (PBL) suitable for secondary and postsecondary students enrolled in a second-semester (i.e., intermediate) meteorology course. This case-study approach builds on the research question "What atmospheric conditions lead to tornadoes, hail, and damaging winds locally?" Students work collaboratively in a series of five activities, using an online database analyzing map and weather data from a subset of severe weather events. Students synthesize the data by identifying the severe qualitative weather variables that appeared most frequently among the cases and modify, if necessary, accepted threshold values for the quantitative variables. Students finalize the project via an oral presentation and technical paper to transform their newly discovered knowledge into improved severe weather forecasting guidance for societal benefit. An analysis of pre- and postsurvey responses from a small student sample reveals increases in both the comfort and experience of the PBL’s components, with the oral presentation showing the most significant impact. After the project, students could identify in greater depth those antecedent atmospheric conditions that generate tornadoes, hail, and strong winds.
Additional information
Notes on contributors
Joby Hilliker
Joby Hilliker ([email protected]) is an associate professor of meteorology in the Department of Earth and Space Sciences at West Chester University in West Chester, Pennsylvania. Shannon Hilliker was an assistant professor of TESOL in the Department of Teaching, Learning, and Educational Leadership at Binghamton University in Binghamton, New York, when this article was written.
Shannon Hilliker
Joby Hilliker ([email protected]) is an associate professor of meteorology in the Department of Earth and Space Sciences at West Chester University in West Chester, Pennsylvania. Shannon Hilliker was an assistant professor of TESOL in the Department of Teaching, Learning, and Educational Leadership at Binghamton University in Binghamton, New York, when this article was written.