![]() Our vision for this paper is to connect those who teach atmospheric science with existing education literature and make transparent the strengths and limitations of the research that inform this body of work. However, to advance the type of scholarship advocated by Charlevoix, it is important to characterize the evidence base that supports this work and overall community claims. The atmospheric science community has amassed a sizable education publication record spread among journals such as the Journal of Geoscience Education ( JGE), the Journal of College Science Teaching, and the Bulletin of the American Meteorological Society ( BAMS), with many more publications in journals outside of atmospheric science. ![]() She asserted that atmospheric science would greatly benefit from developing a body of literature from which educators could draw, saving time and pooling resources, to grow and improve our field. Charlevoix argued that sharing of effective teaching should be considered a type of scholarship that systematically produces new knowledge in reproducible ways. She stated that improvements to education happen more efficiently when university faculty, lecturers, graduate teaching assistants, and others reflect upon and share teaching practices they find to be particularly effective. Charlevoix noted that atmospheric science as a field becomes more robust and effective at meeting society’s challenges when graduates are better prepared. Nearly 15 years ago, Charlevoix (2008) charged the atmospheric science community with increasing research into teaching and learning in atmospheric science. We make recommendations for advancing atmospheric science education research and encourage atmospheric science educators to actively use the growing body of education literature as well as contribute to advancing atmospheric science education research. Additional studies would also help move conclusions toward generalizability across academic institutions and student populations. While providing useful practitioner knowledge and preliminary evidence of the effectiveness of numerous innovative teaching practices, opportunities exist for increasing readers’ confidence that the innovations caused the learning gains. In this study, we characterized that evidence and show that the majority of papers we reviewed share education innovations with anecdotal or correlational evidence of effectiveness. This literature base has not yet been examined, however, to see how well the evidence supports education practices in the atmospheric science education literature. This literature base benefits the entire atmospheric science community because graduates of atmospheric science programs are better prepared to enter the workforce. This body of scholarship has grown, particularly over the past 15 years, and is now a sizable literature base that documents and exemplifies numerous teaching innovations in undergraduate atmospheric science education. Educators can enrich their teaching with best practices, share resources, and contribute to the growing atmospheric science education research community by reading and participating in the scholarship of teaching and learning in atmospheric science.
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