Bridging Operational Meteorology and Academia Through Experiential Education the Storm Prediction Center in the University of Oklahoma Classroom

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Bridging Operational Meteorology and Academia through Experiential Education The Storm Prediction Center in the University of Oklahoma Classroom

Ariel E. Cohen, Richard L. Thompson, Steven M. Cavallo, Roger Edwards, Steven J. Weiss, John A. Hart, Israel L. Jirak, William F. Bunting, Jaret W. Rogers, Steven F. Piltz, Alan E. Gerard, Andrew D. Moore, Daniel J. Cornish, Alexander C. Boothe, and Joel B. Cohen

RESEARCH TO OPERATIONS AND THE 2014; Wolff et al. 2016). Alternatively, effective com- NATIONAL WEATHER CENTER. The chal- munication between research and operational com- lenge of infusing research findings and theoretical munities is critical for creating scientifically relevant principles into operational practice is no simple feat. work, by which mutual missions are satisfied through The phrase “valley of death” (NRC 2001) has been collaboration. Strong relationships between research linked to the repeated failure of meteorological re- and operations entities can be considered a “bridge” to search to become instilled within the practitioner’s accomplish successful research-to-operations (R2O) toolbox. It has been used to describe the gap between initiatives, lessening the likelihood of research results the academic and research communities in meteorol- falling into the valley of death. ogy, and refers to cases where applied research fails to As an integral member of the weather enterprise, become implemented operationally (e.g., Hossain et al. academia not only lays the foundation for learning within the university classroom, but also plays a key role in fostering research development. As such,

AFFILIATIONS: A. Cohen*—NOAA/NWS/NCEP/Storm under the broader umbrella of academia, the uni- Prediction Center, and School of Meteorology, University of versity classroom can be considered as an incubator Oklahoma, Norman, Oklahoma; Thompson, Edwards, Weiss, Hart, for R2O. Specifically, the classroom setting provides Jirak, Bunting, and Rogers*—NOAA/NWS/NCEP/Storm Prediction knowledge, guidance, and practice for students to Center, Norman, Oklahoma; Cavallo, Moore*, Cornish, and successfully 1) conduct operationally relevant re- Boothe*—School of Meteorology, University of Oklahoma, Norman, search as a part of their academic and eventual pro- Oklahoma; Piltz—NOAA/NWS/Weather Forecast Office, Tulsa, fessional careers, and 2) learn ways of incorporating Oklahoma; Gerard—NOAA/National Severe Storms Laboratory, such research into the practice of meteorology. This Norman, Oklahoma; J. Cohen—NiSource, Inc., Columbus, Ohio * CURRENT AFFILIATIONS: A. Cohen—NOAA/NWS/Weather incubator concept is more likely to succeed when Forecast Office, Topeka, Kansas; Rogers—NOAA/NWS/Weather academics and practitioners work together to offer Forecast Office, Phoenix, Arizona; Moore—NOAA/NWS/ tools and resources to the next generation of meteo- Weather Forecast Office, Grand Forks, North Dakota; Boothe— rologists that can be applied in their future profes- NOAA/NWS/Weather Forecast Office, Las Vegas, Nevada sions. This article documents such efforts between CORRESPONDING AUTHOR: Ariel Cohen, the Storm Prediction Center (SPC) of the National [email protected] Oceanic and Atmospheric Administration (NOAA) DOI:10.1175/BAMS-D-16-0307.1 National Weather Service (NWS), and the University ©2018 American Meteorological Society of Oklahoma (OU) School of Meteorology (SoM). For information regarding reuse of this content and general The National Weather Center (NWC; Fig. 1) is copyright information, consult the AMS Copyright Policy. located on the south campus of OU in Norman, Oklahoma. In addition to housing the SoM, it is

AMERICAN METEOROLOGICAL SOCIETY FEBRUARY 2018 | 269 of videos recorded from the spring semester 2017 METR 5403/4403 class available online (at www.spc .noaa.gov/exper/spcousom/), along with other related educational resources.

COURSE DEVELOPMENT AND FORMAT. “Applications of Meteorological Theory to Severe- Thunderstorm Forecasting” is a three-semester-hour course offered to OU SoM graduate students and undergraduate juniors and seniors. This course inter- weaves theoretical concepts with real-world situations in operational severe weather forecasting. Students learn from highly experienced meteorologists at the Fig. 1. Photo of the NWC, a facility on the south campus of OU that houses many agencies of the weather enter- SPC, NSSL, and other offices in the NWS who have prise. (Image provided by R. Edwards.) also performed diverse research while strengthening relationships between the OU SoM and the SPC. Each home to numerous partners of the weather enterprise, year since its inception, the student population has been including the SPC, the Norman NWS Forecast Of- approximately half undergraduate and half graduate. fice, the National Severe Storms Laboratory (NSSL), The roots of METR 5403/4403 extend to the and the NWS Warning Decision Training Division 2014/15 school year, when SPC forecaster Ariel Cohen (WDTD), along with other OU meteorological enti- and OU faculty member Steven Cavallo conceived ties, including the SoM and the Center for Analysis and developed the course. That process was concur- and Prediction of Storms. The collocation of these rent with SPC lead forecaster Richard Thompson’s agencies inherently supports an R2O framework, and presentations of “Meteorology of Tornado Fore- it helps to break down barriers otherwise present in casting,” also known by its Twitter alias “TorCast.” collaborations over physical distance. Since its open- TorCast is composed of nine video-recorded lectures ing in 2006, the NWC has served as a fertile ground on the analysis and forecast process and related for intra- and interdisciplinary projects resulting physical underpinnings that SPC meteorologists from regular contact among a diversity of occupants. consider in forecasting severe weather. Thompson Exemplifying within-NWC collaborative efforts, joined Cohen and Cavallo as an official coinstructor the SPC and the OU SoM have partnered to offer an for spring semesters 2016 and 2017. OU course entitled, “Applications of Meteorological A major motivation for the development of this Theory to Severe-Thunderstorm Forecasting” (METR course was the instructors’ recognition of, and desire 5403/4403). This course has been conducted three to mitigate, the apparent disconnect between the consecutive years (2015–17) during each spring se- academic and research community of meteorology mester with a total enrollment of 56 students. The and the operational community. This course seemed section “Course development and format” outlines to be an opportunity to encourage unification of a some of the course objectives, and how it uniquely segment of the meteorological community, with the connects the research and operational communities. hopes of bridging the corresponding valley of death. The section “Pedagogical practices and experiential Two primary course objectives characterize learning education” provides an overview of some of the expectations for METR 5403/4403: 1) students are pedagogical practices that instructors have used to expected to integrate multiple observational datasets, reinforce the linkages between academic knowledge numerical weather prediction output, conceptual and operational practice. Selected feedback from models of convection, research results, and forecast- anonymous course evaluations is provided in the ing experience in formulating prognostic statements section “Final examination and student feedback.” of the subsequent state of the severe thunderstorm The last section reviews the course’s framework threat both independently and collaboratively; and and generalizes potential operational–academia 2) students are expected to demonstrate an under- partnerships. The appendix provides information standing of the irreducible uncertainty inherent to regarding the “Severe Thunderstorm Forecasting severe thunderstorm forecasting, both quantita- Video Lecture Series,” which presents many dozens tively through the expression of probabilistic severe

270 | FEBRUARY 2018 Fig. 2. Photograph of many of the students who have taken METR 5403/4403 from 2015 through 2017 and professional meteorologists who have instructed the course, along with other individuals involved in the recording, production, and dissemination of course- related videos. This image represents the large diversity in academic and professional experience within the NWC that has fostered a strong R2O linkage. Front row (left to right): Ariel Co- hen (now NWS Topeka, KS Science and Operations Of- ficer; previously adjunct assistant professor in the OU School of Meteorology and SPC Mesoscale assistant/ Fire Weather forecaster), Elizabeth DiGangi (student), Makenzie Krocak (student), Dylan Reif (student), Zachary Wienhoff (student), Ryan Bunker (student), and Richard Thompson (SPC lead forecaster). Middle row (left to right): Benjamin Holcomb (information technology specialist in the OU School of Meteorology), Keli Pirtle (NOAA Communications Pub- lic Affairs specialist), Jared Guyer (SPC lead forecaster), Sarah Borg (student), Daniel Cornish (student), Austin Dixon (student), Elisa Murillo (student), Kelsey Britt (student), and Steven Weiss (chief of the SPC Science Sup- port Branch). Back rows (left to right): Alan Gerard (deputy chief of the Warning Research and Development Division of NSSL), John Hart (SPC lead forecaster), William Bunting (chief of the SPC Operations Branch), Andrew Dean (SPC Techniques Development meteorologist), Steven Cavallo (associate professor in the OU School of Meteorology), Eric Jacobsen (now research associate with the OU Cooperative Institute for Mesoscale Meteorological Studies/WDTD; previously student), Andrew Moore (now NWS Grand Forks, ND meteorologist; previously student and METR 5403/4403 teaching assistant), Israel Jirak (SPC Science and Operations officer), Andrew Mahre (student), Matthew Flournoy (student), Hunter Luna (student), Benjamin Davis (student), Jarrett Quinn (student), Alexander Eddy (student), and Greg Blumberg (student).

weather forecasts and qualitatively through express- professor at OU, instructed a rigorous graduate-level ing limitations of our current understanding of se- course entitled, “Advanced Forecasting Techniques” vere thunderstorm forecasting theory and practice. (AFT; with authors Edwards, Thompson, and Cohen Ultimately, these objectives center on the instructors’ having been AFT students). AFT emphasized the attempts to merge theoretical and practical realms relationship between theoretical principles of meteo- of students’ education, serving as a motivator for rology and their application to near-real-time weather R2O in the academic setting, which is intended to maps and forecasting problems while interweaving encourage students to embrace education in a more lectures and mandatory-participation discussions experiential manner. Course activities, described in led by Doswell. AFT set a valuable precedent, and its the next section, encourage mastery of these objec- ideals foundationally helped to inspire and outline tives and serve as the primary means for gauging METR 5403/4403. student performance. A major distinguishing characteristic of METR METR 5403/4403 is not the first class offered by 5403/4403 is its unique combination of lectures and the SoM that has placed a heavy emphasis on the exercises provided by a multitude of operational operational practice of meteorology. On an irregular forecasters and scientists, emphasizing hands-on basis from 1989 to 2012, Charles A. Doswell III, a applications of meteorological theory and prin- retired senior NOAA research scientist and adjunct ciples. This collaborative-instruction style (lectures

AMERICAN METEOROLOGICAL SOCIETY FEBRUARY 2018 | 271 Table 1. Partial list of lecture topics addressed in OU METR 5403/4403, along with research authored (lead or coauthor) by the lecturer of the lecture topic (when applicable).

Research authored by Name of lecturer Lecture topics lecturer of the topic and affiliation Severe thunderstorm ingredients Ariel Cohen (SPC) Skew T–logp diagrams and their applications Ariel Cohen (SPC) and Richard Thompson (SPC) Lapse-rate tendency equation and applications Ariel Cohen (SPC) Quasigeostrophic theory—Derivations and applications Ariel Cohen (SPC) Applications of large-scale dynamics Richard Thompson (SPC) Manual analysis of surface and upper-air charts Steven Weiss (SPC) Forecast philosophy and decision-making Steven Weiss (SPC) Tropical cyclone tornadoes Edwards (2012) and Edwards Roger Edwards (SPC) and Thompson (2014) Supercells and tornadogenesis Richard Thompson (SPC) Pressure perturbations in rotating storms and Ariel Cohen (SPC) related relationships between vertical shear and buoyancy; related applications to hodographs Supercell and tornado parameters Thompson et al. Richard Thompson (SPC) (2003, 2004, 2007, 2012) Relationship between severe thunderstorm ingredients Dial et al. (2010) Andrew Moore (OU; now and storm mode; storm-scale interactions NWS Grand Forks, ND) and Richard Thompson (SPC) Statistical Severe Convective Risk Assessment Model Hart and Cohen (2016a,b) John Hart (SPC) (SSCRAM) Radar applications and severe weather warnings Piltz and Burgess (2009) Steven Piltz (NWS Tulsa, OK) Tornado parameter climatology and tornado radar signatures Thompson et al. (2013, 2017) Richard Thompson (SPC) Synoptic and mesoscale tornado patterns Richard Thompson (SPC) Numerical weather prediction applications Israel Jirak (SPC) in severe thunderstorm forecasting Southeast cold-season tornadoes and Cohen et al. (2015, 2017) Ariel Cohen (SPC) the planetary boundary layer Northeastern U.S. severe thunderstorm forecasting Hurlbut and Cohen (2014) Ariel Cohen (SPC) Monsoon convection Carlaw et al. (2017); Jaret Rogers (SPC) Rogers et al. (2017) Impact-based decision support services Matthew Moreland (NWS Key West, FL) The human element of severe weather forecasting Andra et al. (2002) William Bunting (SPC) Warn-on-Forecast and Forecasting a Continuum Alan Gerard (NSSL) of Environmental Threats (FACETs) initiatives Terrain-enhanced circulations, and circulations Ariel Cohen (SPC) along the land–sea interface, that influence severe thunderstorm potential

272 | FEBRUARY 2018 provided by different people with varied expertise) has required the primary instructors to work with all is discussed in the subsequent section. Table 1 pro- other instructors in creating a classroom environ- vides a partial listing of the lecture topics offered ment conducive for student learning, participation, in METR 5403/4403, along with related research and knowledge retention. In particular, primary both authored and taught by class lecturers. While instructors have met with each of the other instruc- Cohen and Thompson have served as the primary tors to encourage them to consider the background team teachers for METR 5403/4403, numerous other of their audience, the speed and tone of presentation instructors from the SPC, NWS Weather Forecast Of- delivery, the demonstration of applications and the fices, and NSSL lecture on specific areas of presenter ability for students to relate to the presented mate- expertise to students, representing a wide variety rial, appropriate opportunities for students to ask of educational experience from undergraduate to questions, and other values that encourage a strong graduate level (Fig. 2). Augmenting the practical learning environment. Some of the instructors of aspects of the course curriculum, students are ex- the class have also familiarized themselves with the pected to study and to retain an understanding of concepts stemming from the literature cited within theoretical concepts, many of which are listed in this manuscript, further reinforcing positive teaching Table 1. This includes derivations using partial dif- practices for this course. The collective experience in ferential equations, vector analysis, multivariable teaching the wide array of topics in METR 5403/4403 calculus, and atmospheric dynamics. The regular is frequently shared among instructors through nu- integration of this theoretical rigor with real-world merous discussions, such that instructors have been applications throughout the course requires students able to share best teaching practices with one another. to alternate referencing both elements at a fast pace. The instructors of METR 5403/4403 have infused two other pedagogical methods into this course: ex- PEDAGOGICAL PRACTICES AND EXPE- periential education and cooperative learning (group RIENTIAL EDUCATION. As indicated in the work). Carver (1996) expresses the concept of experi- previous section, the instructors of METR 5403/4403 ential education as guided learning that engages ele- have structured and developed this course based on a ments of the student’s whole self. There are four im- collaborative-instruction style, which is discussed by portant tenets of experiential education that Carver Letterman and Dugan (2004). Letterman and Dugan identifies: authenticity, active learning, drawing on (2004, and references therein) provide a thorough student experience, and providing mechanisms for analysis of advantages and disadvantages associated connecting experience to future opportunity. More with this method and advocate this instructional recently, Croft and Ha (2014) document the success- approach. This style of instruction, illustrated by the ful use of experiential education in an undergraduate variety of topics outlined in Table 1, allows students course on instrumentation in meteorology. Also, to learn from a diverse range of lecturers’ communica- Johnson and Johnson (1982) strongly encourage in- tion styles, experiences, and meteorological research structors to employ cooperative learning methods in and applications. Furthermore, this approach links the science classroom. They indicate that this learning students to professionals actively engaged in the R2O style supports the development of students’ abilities to process while allowing students to learn directly from work with one another to cultivate investigative and the meteorologists who developed research compris- problem-solving skills while simultaneously improving their curriculum for a variety of topics. The METR ing human-relational abilities. 5403/4403 instructors have mitigated many of the The instructors of METR 5403/4403 frequently hindrances associated with this teaching style. For administer group work assignments and have found example, many of the administrative tasks, such as beneficial results. Since the spring semester of 2016, grading most exams and homework assignments, are students are assigned semester-long study groups, performed by only one instructor to ensure consistent composed of three to four students per group. Each evaluation. group encompasses a diverse collection of student Furthermore, the primary instructors of the backgrounds, typically mixing undergraduate stu- course have received instructional training and dents with graduate students. The more experienced experience at OU, which includes direct oversight students are assigned the additional role of mentor to and feedback from Cavallo (full faculty), to motivate the less experienced students. The student groupings positive teaching practices in METR 5403/4403. This are maintained through the duration of the semester

AMERICAN METEOROLOGICAL SOCIETY FEBRUARY 2018 | 273 NWS Forecast Office operational environment. For instance, SPC Science Support Branch Chief Steven Weiss trains METR 5403/4403 students on performing manual surface and upper-air analysis to assess severe weather risk. This experience provides students with insight from a well-seasoned meteorologist with de- cades of experience in training SPC forecasters. Weiss also facilitates workshop-style retrospective forecasting sessions for students, requiring study groups to work together to apply theoretical principles to analyzed maps in crafting forecast expectations for an area of severe weather potential. Figure 3 illustrates this collaborative endeavor during spring semester 2016 when Fig. 3. Image illustrating the group work component of METR 5403/4403, where students of this class and METR 5403/4403 students were joined by introductory an introductory meteorology course worked together meteorology students, under Weiss’s tutelage, to manu- to manually analyze and interpret weather charts. ally analyze and interpret weather charts. The purpose of incorporating the introductory meteorology stu- to encourage students to establish regular commu- dents into this particular class session was to encourage nication and to practice teamwork skills. Within team and relationship building among students in the the groups, students are tasked to work together to SoM in the context of an applications exercise. As a complete various course assignments. Furthermore, part of this process, METR 5403/4403 students were in many instances, strong mentorship bonds form mentoring students earlier in their academic careers. within individual groups, and many students ex- This particular incorporation was a single-time event perience academic and personal growth through during the semester. collectively practicing, retaining, and synthesizing METR 5403/4403 incorporates other examples the course material. of experiential education. For example, students Concerning variations of student experience are tasked with simulating convective outlook and level (e.g., undergraduate vs. graduate), all students watch preparation, similar to SPC operations. This are held to the same knowledge expectations. While is accomplished through multiple workshop-type undergraduate students have typically less academic activities requiring students to consider meteorologi- experience prior to this class, the community-based cal data corresponding to past severe weather events approach to class instruction and exercises has been in retroactively preparing forecasts. These activities found to encourage the success of all students. The prepare students for their final examination, of which leadership role that the graduate students undertake a major component requires them to identify and to in mentoring and tutoring the undergraduate stu- justify changes to a convective outlook based on a dents has facilitated achievement among students limited subset of observational diagnostics and model of METR 5403/4403, despite the large variability guidance for a past event (Fig. 4). in incoming knowledge. Instructors have worked Furthermore, students simulate convective- with students to encourage their communication, warning decision-making processes and activities relational, and teaching skills to account for the involving the provision of impact-based decision variability inherent in the class, permitting coher- support services (NOAA 2013) associated with severe ence among students and knowledge reception and weather. In particular, students assess short-term se- retention. This includes semiregular student–teacher vere weather potential using a variety of observational meetings where instructors and students discuss the data, including radar, and simulate critical decision- progress of the course and personal behaviors, and making skills, including warning issuance. This is is an opportunity for instructors to guide students also performed in workshop-type settings under the through their own leadership experiences to support guidance of meteorologists who have considerable a community-learning atmosphere. short-fused forecasting experience. Merging both group work and experiential educa- The aforementioned methods for conducting tion concepts, there are several examples of students METR 5403/4403 appear to have encouraged students completing exercises to replicate the real-time SPC and to think critically about the ways in which their own

274 | FEBRUARY 2018 educational and life experiences foster achievement in operational meteorology, based on graded student work and student feedback (addressed in more detail in the next section). Individual instructors not only present relevant cur- ricular material while leading open discussions and workshop forums but also share their own experiences, successes, and missteps. This offers students numerous tools and resources for consideration as they pro- ceed with their academic and professional careers.

FINAL EXAMINATION AND STUDENT FEED- BACK. Metrics for gauging the accomplishment of the two aforementioned course objectives (in general terms, formulating prognostic statements about the severe weather risk and demonstrating understanding of forecast uncertainty) culminate in student preparation of an updated convective outlook in the final examination, as illustrated in Fig. 4. Title page of the final examination for spring semester 2017, Fig. 4. This outlook update sec- which illustrates the substantial emphasis on students applying METR tion represents a large portion of 5403/4403 coursework by simulating the preparation of a convective the final exam score (65% of 100 outlook update for course credit. total points). Student grades for this activity are based upon the instructors’ evaluation of students’ work in convective associated with the severe weather risk using quasigeo- outlook preparation, specifically that portion pertaining strophic theory (worth 5 points); 5) providing a written to tornadoes. To specifically evaluate whether students discussion of ingredients favoring supercells (worth 10 are successful in accomplishing course objectives, the points); 6) providing a written explanation detailing foci 65 points of outlook preparation are decomposed into for convective initiation (e.g., relevant surface boundar- eight subcomponents: 1) identifying the area of great- ies, such as cold fronts, prefrontal troughs, and outflow est concern for tornadoes (some significant) (worth 10 boundaries) (worth 5 points); 7) providing a description points); 2) identifying reduced tornado potential in an and justification for anticipated convective mode and its area where previous convection had stabilized the en- influence on the updated outlook (worth 10 points); and vironment, thus limiting subsequent tornado potential 8) justifying changes reflected in the updated outlook (worth 10 points); 3) providing a written description of in relation to the aforementioned elements (worth 10 the motion and depth of a mid- and upper-level trough points). Ultimately, these subcomponents directly gauge associated with the severe weather risk using quasigeo- students’ ability to quickly integrate numerous datasets strophic theory (worth 5 points); 4) providing a written together and to apply conceptual models while develop- description of the motion and depth of a surface cyclone ing a severe thunderstorm forecast and simultaneously

AMERICAN METEOROLOGICAL SOCIETY FEBRUARY 2018 | 275 accounting for limitations in the science manifest in networking opportunity to meet some people that expressed uncertainty, consistent with course objectives. are well renowned for their work in their field, and Considering student performance on the final is an excellent learning opportunity because of this. exam requiring the update to the convective outlook, nearly all 13 students of spring semester 2017 correctly identified the area of greatest concern for tornadoes This is an excellent course that will give exposure (some significant), while around half of the students to both concepts key to severe weather forecasting correctly lowered the tornado level in an area where as well as practical application of those concepts. previous convection had stabilized the environment Getting to hear from people who work with these and limited subsequent tornado potential. This level problems on a daily basis is an invaluable experience, of performance was encouraging to instructors that and I would recommend this course to any meteo- course objectives were being fulfilled, and most rology student who is interested in severe weather. I instructors agreed that the experiential education feel like this is something that could only happen at component of this course was fulfilled. OU, and I would encourage fellow students to seize Moreover, instructors’ judgment of students’ the opportunity that this course provides to further participation in class exercises and group discussions their learning and application of their degree. throughout the semester serves as a metric for evaluating course objectives, more subjectively determined. This participation element supports a classroom set- This course is extremely helpful if you are interested ting where students are expected to interact with one in forecasting or even if you are interested in the another and the instructors, encouraging students to theory. It offers something for everyone in every be receptive to unique experiences shared by instruc- part of meteorology. tors and for students to practice career-related activities under the direct guidance of those established in This anecdotal evidence reflects positive experi- the field. As stated in the course syllabus, “participa- ences, based on early student feedback. In particular, tion scores will be assigned based on the quality of it highlights that the holistic curriculum of METR contributions to class discussions/asking and answer- 5403/4403 is derived from the wide variety of pro- ing questions, general courtesy towards instructors fessional experience within the NWC, such that col- and speakers, involvement in class activities including laboration therein has provided a positive educational occasional, irregularly scheduled weather briefings” experience to students. The second anecdote further (http://weather.ou.edu/~acohen/ACOHEN_Syllabus supports the idea that this class offers an opportunity .pdf). The instructors’ collective assessment of the for students to network with professional meteo- participation component of the course also serves rologists through many of the previously presented as a metric for evaluating whether students meet the activities. objectives. Selected responses corresponding to the evalua- At the end of each semester, students have the op- tion question “What, if anything, made your learning portunity to provide anonymous feedback regarding in this course more difficult?” follow: the course. In this section, we provide excerpts of the expository portion of the evaluation to highlight The initial half of the course was taught at a rapid students’ perceptions of the course (collected during pace for those who had not been familiarized with spring semesters 2015 and 2016). the material beforehand, but the groups were well Selected responses corresponding to the evalua- equipped to help each other with the material. I tion question “How would you summarize this course must also note that the fast pace of the class was for a fellow student?” follow: necessary in order to get to the class exercises that were so helpful in the second half of the semester. I would summarize this course as a challenging but extremely beneficial course in not only understanding the theory of forecasting severe storms, The pace of the course was fast, but not unmanage- but the application of these topics, in addition able. The knowledge gap between the grad students to a great insight into how the operational world and underclassmen [sic] was large as well, which sort works in a professional sense. It is also an excellent of made it intimidating.

276 | FEBRUARY 2018 Table 2. Bulk statistics corresponding to the anonymous survey statement, “This course helped me develop competence consistent with the course objectives.”

Mean (out of 5.0; Standard deviation Semester rounded to Median (out of 5) (rounded to Sample size tenths place) tenths place)

Spring 2015 4.7 5 0.6 20 Spring 2016 4.6 5 0.6 24 Spring 2017 4.9 5 0.3 11

With having all the different lecturers from SPC, it adjusted to modestly decrease the number of instruc- was sometimes difficult to take notes because some tors from the initial iteration to encourage more topi- lecturers would go through their notes too quickly to cal depth as opposed to breadth while still retaining allow notes to be taken and most lecturers [sic] pow- substantial curriculum breadth (Table 1). erpoints [sic] were not available to look at afterward. CONCLUSIONS. This manuscript documents Student feedback is critical in terms of adapting the collaborative course offered within the School of the class to better meet students’ learning needs in the Meteorology at the University of Oklahoma, instructed future. Table 2 provides bulk statistics correspond- primarily by forecasters from the Storm Prediction ing to the statement “This course helped me develop Center: “Applications of Meteorological Theory to competence consistent with the course objectives.” Severe-Thunderstorm Forecasting.” This discussion These are examples that have reinforced the value and demonstrates the crucial components of experiential fulfillment of the instructors’ objectives. As an ex- education, and collaborative work and instruction, ample of the fulfillment of these objectives, a former serving as the foundation for course activities. A topi- student describes how the material from this course cal overview illustrating the breadth and applicability has been beneficial for related research: of the course curriculum has been provided, and em- phasizes students’ experience in practicing tasks that Since it tied in meteorological theory into its im- operational meteorologists regularly perform. The plications on severe thunderstorm forecasting, the collocation of the complementary academic, research, depth of useful material to real world applications and operational entities within the National Weather in forecasting and research that was presented Center support numerous research-to-operations ini- during the course was unlike any other class of- tiatives, including experiential education. Ultimately, fered at the university. Knowledge gained from METR 5403/4403 students are instructed by represen- this class, specifically extensive map analysis and tatives of these entities, and the instructors hope that meteorological theory, helped me tremendously on such experience and perspective will foster lifelong my senior capstone research project, which inves- learners and contributors to the field of meteorology. tigated distinguishing characteristics of tornadic While the specific focus of METR 5403/4403 is environments in southeastern United States open severe thunderstorm forecasting, the general approach warm sector convection. to instructing an experiential-education-based course within the broader field of meteorology is plausible in This is an example of feedback that specifically dem- many settings. Locations where collegiate meteorology onstrates this class as serving as an incubator for R2O. programs are near operational or research facilities Other constructively critical feedback has been nec- would be ideal for the development of classes like essary for restructuring elements of the class format. METR 5403/4403. However, even programs that are For example, the initial pace of the more theoretical separated from these facilities may also benefit from work presented at the beginning of the semester was remote collaborations, especially given recent advances slowed by removing the instruction of selected theo- in communication technology. The authors hope that retical topics that rarely recurred for the remainder such experiences will set the groundwork for incom- of the class. Furthermore, the course format has been ing professional meteorologists by teaching them how

AMERICAN METEOROLOGICAL SOCIETY FEBRUARY 2018 | 277 operational meteorologists function, thus encouraging Estates Elementary School in Worthington, Ohio, and ex- their appreciation for real-world problems and their presses tremendous gratitude to his father, Joel Cohen, for ability to communicate their theoretical work in the his constant encouragement of academic and professional context of forecast applications while ascertaining tools excellence; to his mother, Hallie Cohen, for encouraging and resources to mitigate the “valley of death” concept. strong emotional intelligence; and to his sister, Ariana Cohen, for her loyalty and sense of humor. ACKNOWLEDGMENTS. The authors extend substantial appreciation for all of those individuals who have contributed their time and resources to instructing APPENDIX: THE “SEVERE THUNDER- students in METR 5403/4403, along with meteorologists STORM FORECASTING VIDEO LECTURE at the NOAA/NWS Warning Decision Training Division SERIES” AND OTHER RELATED EDUCA- for their assistance with integrating selected course ma- TIONAL RESOURCES. During spring semester terial into official NWS training. SPC forecaster Joseph of 2017, most of the METR 5403/4403 classes were Picca, who was also a student of this course during spring recorded, and edited, closed-captioned videos have semester 2016, has provided additional and beneficial been made available on the SPC website as the “Severe instructional material to students of this course outside Thunderstorm Forecasting Video Lecture Series” (at of normal class periods. The authors also express deep www.spc.noaa.gov/exper/spcousom/). These videos gratitude to the management of the SPC and the leader- include numerous presentations covering the majority ship of the OU School of Meteorology for offering the of the course curriculum, and the release of this video flexibility and time to form the necessary partnership to series is intended to make the educational resources make this course happen. Benjamin Holcomb and Shawn developed for this class readily available to the com- Riley (information technology specialists of the OU School munity. Multiple videos provide specific instructional of Meteorology) have offered substantial time and effort to material that could be adapted in a laboratory setting, document the course through recordings, and Keli Pirtle especially those concerning manual analysis of surface (NOAA Communications Public Affairs specialist) and and upper-air charts, along with elements of the philos- James Murnan (NOAA Weather Partners Audio/Visual ophy of forecasting and integrating conceptual models Production specialist) have provided substantial assistance with data. Many resources are available in the “Forecast in organizing course promotional material. Patrick Hyland Tools” section of the SPC website, including real-time (coordinator of External Relations at the National Weather mesoanalysis information, upper-air observations, and Center) prepared the graphic displayed on the Science On sounding climatologies, along with related educational a Sphere® (SOS) exhibit, serving as background for Fig. 2. materials. These can serve as the basis for laboratory ex- The authors greatly appreciate the Cooperative Institute ercises in severe thunderstorm forecasting, applying the for Mesoscale Meteorological Studies (CIMMS) for their material now presented in the publicly available “Severe gracious support of this publication. Furthermore, the Thunderstorm Forecasting Video Lecture Series.” lead author extends deep appreciation to Ryan Bunker (OU School of Meteorology student) and Brett Borchardt (NOAA/NWS/Weather Forecast Office, Marquette, FOR FURTHER READING Michigan) for their loyalty and dedicated friendship while Andra, D. L., Jr., E. M. Quoetone, and W. F. Bunting, supporting this work. In addition to many of the authors, 2002: Warning decision making: The relative roles of numerous other NOAA meteorologists contributed lecture conceptual models, technology, strategy, and forecaster material to students during formal class sessions: Gregory expertise on 3 May 1999. Wea. Forecasting, 17, 559–566, Carbin, Michael Coniglio, Stephen Corfidi, Andrew Dean, https://doi.org/10.1175/1520-0434(2002)017<0559:WD Gregory Dial, Jeremy Grams, Jared Guyer, Ryan Jewell, MTRR>2.0.CO;2. Patrick Marsh, Corey Mead, Matthew Moreland, and Louis Carlaw, L. B., A. E. Cohen, and J. W. Rogers, 2017: Synoptic Wicker. Four reviewers provided substantial guidance for and mesoscale environment of convection during the improving this manuscript. Finally, having been reflected North American monsoon across central and southern in the instructional style of this class, the lead author is Arizona. Wea. Forecasting, 32, 361–375, https://doi grateful for the numerous opportunities for experiential .org/10.1175/WAF-D-15-0098.1. education he received at especially the Linworth Alterna- Carver, R., 1996: Theory for practice: A framework for think- tive Program and Thomas Worthington High School, as ing about experiential education. J. Experiential Educ., well as at Worthingway Middle School and Worthington 19, 8–13, https://doi.org/10.1177/105382599601900102.

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