GETTING AN EDUCATION There is a story told of two recent university graduates interviewing for the same high-paying, entry-level job at a prestigious Wall Street investment banking firm. One of the applicants, Cal, had majored in economics and minored in mathematics. His transcripts showed high grades in all the courses he took, including advanced economic theory, statistics, calculus, American history and the Great Depression, plus numerous banking and business courses. Cal obviously was a talented and focused individual.
The other young candidate, Jim, was similarly bright and talented, but his transcript read differently. Outside of the basic core curriculum in banking and business, he had taken classes in English literature, ancient history, Latin, creative writing, psychology, and several foreign languages.
Both young men completed the exhaustive interview process on the same day. Both did exceptionally well, but Jim was the one offered the position. As they left the firm together, each aware of the other's qualifications, they chatted. "I'll be honest," Cal said, "I would have thought that with my academic background I would have been a shoo-in for the job."
Jim nodded. "Me, too," he replied. He paused, then continued. "But when I entered college I had a professor tell me the next four years would be my one chance in life to get a broad-based, formal education. So I seized the opportunity. Today, the president of the firm said the reason the job was offered to me was because of my well-rounded schooling. The details and subtleties of investment banking, he explained, I could learn on the job."
The story perhaps is more legend than fact, but the point it makes is clear. Don't bury yourself in one discipline. Take all the requisite courses for your major, but expand your horizons, too. Pursue other subjects that may interest you. It could be a discipline related to meteorology--oceanography or atmospheric chemistry--or it may be courses totally unrelated to the sciences, such as classical music or poetry. Now is your chance. There will be ample opportunity later to learn the nuances of your major.
In a career guide for scientists, the American Geophysical Union points out that, "In industry, flexibility and versatility are skills that, according to a recent study by the Department of Labor, will become increasingly important to all workers, not just scientists in industry. Specialization is becoming increasingly hard to support; generalization is becoming more valuable."
The AMS Web site (http://www.ametsoc.org/AMS) contains the minimum curricular composition recommended by the AMS for an undergraduate degree program in atmospheric science. It also contains the federal civil service (National Weather Service [NWS]) requirements for a degreed meteorologist. Military needs are similar to those of the NWS. Common among all requirements are atmospheric thermodynamics and physics, synoptic meteorology, atmospheric measurements, calculus, and differential equations.
And there are particular nonmeteorology courses that you should take that will serve you well in any career, not just atmospheric science. For instance, classes in communication--writing, speaking, and listening--and computer science have broad application in today's business world. A recent AMS survey reveals that, outside of meteorological aptitude, strong verbal and written communication skills are the most important requirements for those seeking jobs. Additionally, computer familiarity is a virtual necessity for most positions. For analytical and research work, many employers look for individuals with experience in computer languages such as FORTRAN, C/C++, and/or IDL within a UNIX environment.
Ideally, the four years you spend in a university or college should offer you a combination of "education" and "training." "Education," as defined here, would emphasize fundamentals and critical thinking as foundations for lifelong learning . . . recall our friend Jim from the anecdote a few paragraphs back. "Training," on the other hand, would impart immediately applicable skills--e.g., can you find the West Texas dry line?
One of the best ways to gain practical experience while in college is to work as an intern during the summer months. The AMS has a program with many companies in the private sector--"Summer Student Opportunities." All Student Members of the AMS receive a hard copy of the opportunities available. Information may also be obtained from the AMS Web page (http://www.ametsoc.org/amsstudentinfo/internships.html). In the federal government there are also programs for students. One is called the Student Training Enhancement Program (STEP) and another is the Student Career Enhancement Program (SCEP), formerly the Cooperative Education Program.
Applicable to "foundations for lifelong learning," consider the capabilities most valued by employers as determined by an exhaustive survey performed by the American Society for Training and Development along with the Department of Labor. Heading the list is "the ability to absorb, process and apply new information quickly and effectively." Following the basic skills of reading, writing, and math (second on the list) is communication. Fourth on the list is adaptability: creative thinking and problem solving. Also ranking quite highly (sixth) is something called "group effectiveness"--in a phrase, an employee's ability to get along with people.
As you choose your electives, keep in mind the increasing importance of flexibility and versatility, and of "education" balanced against "training." You will need to face the world with many more capabilities than just being able to recognize "positive vorticity advection" after taking a course in dynamic meteorology or numerical weather prediction.
Some technical areas, such as air quality, require a diverse background in both the atmospheric sciences (e.g., courses in turbulence, diffusion, and atmospheric chemistry) and other scientific disciplines (e.g., chemistry and engineering courses related to the production, fate, and control of air contaminants).
Once you have learned to recognize positive vorticity advection (and a few other things) and have a bachelor of science (B.S.) degree in hand, one of the key decisions you may face is this: whether to remain within the comfortable confines of academia for an advanced degree or step with trepidation into the working world. Certainly with a B.S. degree you are well-armed for a career in, say, weather forecasting or other aspects of operational meteorology. While the attainment of a master of science (M.S.) degree may not enhance your prognosticating skills, it will enhance your academic credentials. Those credentials make you more attractive to potential employers. An M.S., in effect, becomes a door-opener relative to a bachelor's. This may become much more important within the next few years. The NWS expects its hiring at the M.S./doctor of philosophy (Ph.D.) level (as opposed to B.S. or no degree) to increase from 10 percent in 1985 to 70 percent by 2005, according to a summary of the Tenth Biennial Meeting of the Heads and Chairs of the Departments of Atmospheric, Oceanic, Hydrologic, and Related Sciences (1996). Additionally, with the number of research jobs diminishing (see "The Job Market/Salary Outlook"), more and more advanced-degree meteorologists may be competing for forecasting jobs that traditionally have been strongholds for folks with bachelor's degrees.
In practice, you will find very few forecasters with doctorates. Most atmospheric scientists who attain that level of academic training choose to follow a career in research and/or teaching. Obviously, if you are considering such endeavors, aim for at least a master's.
A slightly different course of study for meteorologists interested in starting their own business or climbing the corporate ladder might be in order. For such individuals a master of business administration (MBA) degree could prove invaluable.
A final word on remaining in school for graduate work or stepping immediately into the "real" world: Four or more years of undergraduate travail can leave you feeling burned out, ready for something different. Many students, upon getting a B.S., move immediately into a full-time job. Many also have every intention of returning to school later to pursue a higher-level degree. Some do. Most don't. The realities of house payments, car payments, food budgets, raising a family, and advancing a career can quickly override any such leanings.
Therefore, if you have the inclination and grades (not to mention, money) to reach for a master's or Ph.D., do it. Almost all students who go on to graduate school receive some form of financial support, usually in the form of a research or teaching assistantship, so money should not be an obstacle to pursuing a graduate degree. An assistantship provides tuition reimbursement and a living stipend that is, admittedly, not as large as a full-time salary, but is sufficient to live on if you are frugal. In a research assistantship, the student joins a professor's research team to do research of mutual interest to the professor and the student. In many cases, extensions to this work form the basis of the student's own graduate research. In a teaching assistantship, a student joins with a professor helping to teach an undergraduate class or laboratory. A teaching assistantship can be a very rewarding experience, and some schools require all graduate students to serve as a teaching assistant for at least one term.
You can also apply for a variety of fellowships for graduate study that provide a level of financial support similar to that of an assistantship but do not carry the requirement to work part time. The AMS offers more than a dozen graduate fellowships each year with funds that are provided by corporations and government agencies. The National Science Foundation and other government agencies also offer graduate fellowships, and some universities have their own fellowship opportunities.
Individuals who have gone to work for the NWS can pursue a graduate degree under several different programs offered by the NWS, and in some cases draw full salary while doing it. If you are among those employed by the NWS after getting your B.S., you should definitely look into this terrific opportunity.
You should be aware, too, that there are scholarship opportunities for undergraduates. Such scholarships are available through the AMS. Environmental science and service corporations and federal agencies join together to offer the stipends. The AMS/Industry Scholarships are designed to encourage outstanding juniors and seniors to pursue careers in atmospheric science and related oceanic and hydrologic sciences. Also available through the AMS/Industry alliance are minority scholarships for freshmen and sophomores. These scholarships are meant to encourage minority students--especially Hispanic, Native American, and Black/African American--to enter into atmospheric and related sciences.
Information on AMS fellowships and scholarships can be found on the Internet (http://www.ametsoc.org/amsstudentinfo/scholfeldocs/index.html). Don't forget, too, to check with universities and colleges regarding the availability of financial assistance.
Whether you're pursuing a B.S., M.S., or Ph.D. in the atmospheric or related sciences, there are a large number of schools from which to choose--over 100 in the U.S. and Canada. They range from large state universities to small, independent colleges; from Ivy League schools to U.S. military academies. The AMS Web site provides a list of colleges and universities with degree programs in the atmospheric, oceanic, hydrologic, and related sciences.
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