I like both classroom teaching and interaction
with graduate students. My strong interest in teaching
goes all the way back to my high school years when I served
as an assistant to my math teacher. My interest in teaching
was reinforced by my four years of undergraduate study
where I was selected for a math major class after my first
semester in meteorology. The class was taught with the
goal of each student becoming a professor in math at a
During the fourth year of my undergraduate study, I taught
a class on partial differential equations to meteorology
students. Since then I haven't had much chance to teach
until I joined FSU in 1997.
One reason that I left my scientist position at NCAR was
that I realize that as a scientist I feel there is a lot
I can contribute in the research of our weather which
affects our daily lives, but more importantly I have the
urge as an educator to impart the necessary skills and
knowledge to the upcoming youth, so together we can tackle
the most difficult problems effectively. I always believed
that a professor who teaches well makes a big difference
in many aspects of a student's life, ranging from career
interests to personal qualities.
My father was a high school teacher of Chinese literature
for 45 years and my mother was a high school math teacher
for 35 years. Being close to them, I have always wanted
to have a teaching job.
My teaching program at FSU has been evenly balanced between
advanced undergraduate courses and graduate courses. The
major focus of my classes up to now has been physical
meteorology, data assimilation and mesoscale numerical
weather prediction. At the undergraduate level I have
taught the required senior course in "Atmospheric
Physics I" for the falls of 1998-2002. In the springs
of 1998 and 1999, I taught the graduate course in "Atmospheric
Data Assimilation". In the spring of 2000, I taught
another graduate course in "Numerical Weather Prediction"
with emphasis on the mesoscale. Starting in the spring
of 2002, the graduate course on atmospheric data assimilation
was separated into two courses, alternating every other
spring. The first part was taught in the spring 2002,
with emphasis on the principles of objective analysis.
The second part, to be taught the spring 2003, focuses
on atmospheric observations and their assimilation. For
the undergraduate course I try to explain things in great
detail and allow students to master the materials that
are generally accepted and form our present understanding
of atmospheric thermodynamics. For my graduate course,
I had to start from scratch, as there is very little text
materials upon which I could build my lectures. The pedagogical
approach I took was to give my students lectures on the
concepts and theory of data assimilation on one hand,
and reinforce that with the practical side of coding these
ideas using strict internationally accepted rules and
coding standards. The students were required to prepare
term papers for project presentation at semester's end,
which were conducted along the lines of a regular scientific
forum. Although, these required a lot of time and patience,
I have found the investment worthwhile and rewarding.
For example, a journal paper resulted from the work of
a team project from three students in the spring of 1999.
I am currently the major professor to seven graduate students,
and am supporting another graduate student in Computer
Science. I enjoy very much working with them, watching
them grow intellectually, and gradually becoming independent
and self-motivated scientists. Next fall I wish to recruit
three more graduate students as three of my Ph. D. graduate
students will complete their degree by that time. It was
so wonderful to see the progress in learning and in conducting
research that occurred in all my graduate students through
my frequent interactions with them. It was also encouraging
to find out that they were highly motivated and eager
to perform at a higher level. They can not only do what
you anticipated them to do, but also extend what I alone
am capable of doing.
I am determined to improve each course that I teach by
frequently updating my lecture notes and bringing in state-of-art
knowledge into classroom. Teaching is very important to
me, and I expect both myself and students to work hard.
I maintain an "open door" office policy, and
I am always available to my students.
My research work focuses on atmospheric data
assimilation, its theory, development of systems, and
applications. I have devoted my first 10 years in the
United States into the development of two advanced atmospheric
data assimilation systems, one for mesoscale weather prediction
and the other for large-scale weather prediction. These
system development efforts were expanded to include the
analysis and the use of remote sensing data.
I have always felt that data assimilation needs to be
done with a good understanding of observations, physical
and mathematical theory, and numerical modeling. My previous
accomplishment on the development of these systems laid
a foundation for our group to do more science than coding.
Our research includes studying the best use of new satellite
data, improving existing data assimilation techniques,
increasing the understanding of atmospheric dynamics and
physics, particularly on the mesoscale and storm-scale,
testing the strategy of targeted observations, and solving
some long-existing data assimilation and forecast problems.
My current research program is diversifieded and focuses
on several areas of atmospheric science, with strong emphasis
on data assimilation. The first area is embodied in an
NSF project involving the development of a four-dimensional
variational data assimilation system with the NCEP (National
Centers for Environmental Prediction) global spectral
model, as well as the use of the system to address several
scientific issues related to numerical weather prediction.
This represents a continuation of a long-term effort I
have made with NSF and NCEP on this topic since 1989.
The second research area is GPS (Global Positioning Satellites)
data assimilation. Both NOAA and NSF sponsored research
on this topic. It involves developing methodologies of
using the new type of GPS occultation data in an effort
to explore means for using remote sensing techniques to
improve the estimate of the thermodynamic state of the
atmosphere. The objective of this research is to properly
assess the potential impact of the use of GPS occultation
data on numerical weather prediction. A third area involves
using multi-sensor synoptic and mesoscale datasets to
improve mesoscale prediction. Efforts in this area are
funded by ONR, NSF, and NASA. The objective of this research
is to develop physically sound theory and algorithms for
mesoscale data assimilation and targeted observations,
and to make good use of high density (in space and/or
time) satellite and radar data to improve mesoscale prediction,
including prediction of precipitation, cyclone development
and decay, squall lines, and hurricanes (intensity, track
and structures). We have worked with the following types
of observations: space-based GPS bending angle and refractivity,
TOMS ozone, GOES-8 radiance, SSM/I radiance, radar reflectivity,
ground-based GPS total zenith delay, as well as precipitation
estimates from rain gage, satellite and radar. We will
soon conduct data assimilation research with the use of
satellite radiances from NASA AIRS (Atmospheric Infrared
Sounder) instruments and GIFTS (Geostationary Imaging
Fourier Transform Spectrometers).
To conduct this data assimilation research program we
have developed a group of 8 graduate students ( five Ph.
D. and three M. S. candidates) and several research assistants.
We have also developed our own computer laboratory involving
a mixture of 10 PC systems, 4 SGI systems, 1 Sun station,
and three printers. We have been making every effort to
keep our group at the cutting edge of research and technology.
We wish to continue to do so and improve upon what we
have done so far.