I study how operational meteorologists issue weather warnings. My goal is to find ways to help the National Weather Service improve their policies and to change the role of different publics in this partnership.
I explore how meteorology students conceptualize risks associated with storm chasing and forecasting. My hope is to understand the tacit ways that novices become expert forecasters and atmospheric researchers.
I research the ways that meteorological history shapes current technological practices. My period of interest is WW II to 1990s, with special emphasis on the National Weather Service modernization.
Last weekend, I spent two days with a very special group of people who share an affinity for taking risks in a certain way: storm chasing. While I'm very amateur at what I characterize as a hobby, I can appreciate how seriously others take this activity and how much they dedicate their time and resources to its pursuit. And it makes me wonder if the ways we characterize expertise and education need to be re-examined. In what ways might experience substitute for education? How might self-education be comparable to credentialed education? And what do we mean when we talk about expertise?