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SoTL Project Plan

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SoTL Project PowerPoint

 

Problem:
- Environmental awareness/literacy is missing from a curriculum infused with leadership and service development.
- Like leadership, environmental literacy is a complex and context-sensitive outcome; and it is unclear how it can be promoted through the curriculum.
 
Context:
- Small, single-gender (women’s college) undergraduate institution – 1200 students
- Curriculum infused with leadership and service themes through the entire 4-year experience (4 Cs)
- Mixed racial profile
 
Research Question:
- To what extent does environmental science instruction promote environmental literacy development?
 
Research Methodology:
- Environmental literacy will be measured with an existing valid/reliable tool (generally includes both content inventory and survey type questions).
- 3 groups (approximately 20 students each) will be measured pre-post semester
     1) biology majors enrolled in an ecology course at Columbia College
     2) biology majors not enrolled in an ecology course at Columbia College
     3) non-biology majors not enrolled in an ecology course at Columbia College
 
Why is this interesting?
- Course content knowledge is only one dimension of environmental literacy, which also includes measures of attitude and activity.
- Is it possible that promoting environmental knowledge within an existing leadership/service framework could instill greater environmental literacy?
- Interactions with student demographics
 
Alignment:
- The three student groups represent three levels of science instruction.
- Environmental literacy will be measured pre/post in the same way for each group
- If instruction correlates with environmental literacy, then it can be offered in more contexts (gen-ed courses, first-year seminars, etc). 
- If it is not effective, then co-curricular initiatives may be important.