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Abstract
The steep learning curve associated with computer programming can be a daunting prospect, particularly for those not well aligned with this way of logical thinking. However, programming is a skill that is becoming increasingly important. Geography graduates entering careers in atmospheric science are one example of a particularly diverse group who often require a better knowledge and understanding of computing. Critically, there is a necessity in the field for people with a diverse range of data analysis and modelling abilities. This article outlines the module design and evaluation of an introductory programming course for non-computer scientists within a UK geography department.
Acknowledgements
The first author is funded on an NERC-research grant (NO.NE/O006915/1) whilst the second author is funded by the University of Maryland and NASA. The authors would like to thank Dr Lee Chapman for providing useful feedback during the preparation of this article, as well as the five anonymous reviewers – their feedback has been incorporated in this manuscript.