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Title:
Using cases and complex problem solving in a large introductory environmental studies class

Question:
How can I help my students develop their ability and comfort level in approaching complex problems in environmental studies from a variety of perspectives?

Context:
ES101, Forum on the Environment, is a large (150-250 students) introductory environmental studies class typically composed of more than 50 majors and 1st through 5th year students. The majority of students are non-science majors, and many are wary of science at best, hostile to it at worst. While many enroll in the course because of an interest in the environment, equally as many enroll because the need science credits for their Gen Ed requirements.

In 2006 I took over the course and revised it with the goal of working to increase the level of environmental literacy on campus, and helping students increase awareness of environmental issues and the connections between their lives and lifestyle choices and current environmental problems. Sub-goals include increasing the students’ ability to converse about the issues, and teaching them to critically evaluate the reliability of their sources of information. In 2008 we introduced work in small groups and started having the students evaluate cases and consider conflicting viewpoints. During the three years the course has been offered under my administration we have collected ‘what is’ baseline data to understand the level of awareness and conceptions about environmental studies that the students bring. We have found that the students are often a bit ‘fuzzy’ about what constitutes reliable/solid/valuable evidence for assertions versus opinions, that they don’t necessarily have an understanding of the disciplinary ‘way of knowing’ inherent to their chosen major, that they avidly seek ways to address and solve environmental problems, and that they seem to value the way the class introduces them to the complexity of real-world environmental problems.

This project:
In 2009 we will introduce some new elements and one significant change to the course with the goal of explicitly assessing and intervening in student conceptions about the nature of disciplines, research, problems and problem solving.

1. At the beginning of class

A)    Assess individual conceptions about problems, disciplines, and problem solving.
1. Survey with open-ended questions such as – “when you are faced with a new situation or a problem, how do you approach it?” “Why do we do research?” How do people in you major approach research?”

2. Survey to ask for definitions of critical terms: “what is a problem? What is data? What is evidence?”

B)    Pose a baseline scenario and collect individual responses to it. Ask them to articulate the strategy they are using to approach the case.

C)    After assignment into groups, give each group a baseline case to address and ask them to articulate their group process in addressing it.


2. Ongoing – Following instruction in disciplinary perspectives (ways of knowing), the nature of data, problems and research, and an introduction to a problem solving strategy for complex environmental issues:

  • Groups address a series of increasingly complex cases throughout the semester
  • Individuals keep an electronic ‘learning log’ and periodically complete SALG or CLASS surveys


3. Summative/at the end of class:

A) Summative/followup assessment of individual conceptions about problems, disciplines, and problem solving.

B) Final case for individuals and for groups. Ask them to articulate the strategy they are using to approach the case.

C) Summative reflection piece

 


Expectations:
I am looking for evidence that the student
-    has increased in his/her ability to be reflective (to articulate a personal problem solving approach)
-    is able to view problems from a variety of perspectives (mentions the use of disciplines)
-    can articulate the value of metadisciplinary perspectives in environmental problem solving
-    is readily able to employ and describe a strategy for addressing new situations/problems
-    has a workable definition of problems, evidence, data

 

Course learning goals

  • Comfort with complexity (shades of gray)
  • Recognition that environment and environmental studies belongs to everyone, affects everyone – and is lifelong, not a thing in the classroom only
  • Awareness of the scope of environmental problems and familiarity with range of env. issues
  • Ability to critically evaluate information and discriminate among types of evidence and data
  • Lessen science-phobia and increase confidence in discourse around env topics
  • Increase sense of self-efficacy among non-science majors in approaching complex issues

 

Paper that I found useful for ideas and potential methodology:
Anderson, W. L., Mitchell, S. M., & Osgood, M. P. (2008). Guaging the gaps in student problem-solving skills: assessment of individual and group use of problem solving strategies using online discussions. Cell Biology Education-Life Sciences Education, 7, 254-262.



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Fascinating idea and project Teri. If it is practical for you to give the students feedback on their surveys or reflections on environmental science I think that it is likely to greatly enhance the potential gain that students may show in their attitudes, as you would be able to give them a target to aim at with how you want them to think.
Giving additional credit to encourage students to join in voluntary surveys etc?
Posted 13:14, 18 Jul 2008
I have a weekly learning log from Marcia Baxter-Magolda that i have used with students engaged in research during the summer which I have pasted below. You might want to use it, or a variant for your weekly logs.
"As part of your summer research project we would like for you to keep a “reflective journal”. A reflective journal is a written account of the key scholarship activities of your summer experience and your interpretation of how those activities affect your learning. This is valuable to us because it helps us understand what you did and how you think about it. We hope it will also be a useful tool for you to process what you learn through your scholarship experience.

You will be asked to do your journal entries on-line at a website that will be e-mailed to you. Entries can be made all week in the on-line journal, each as separate entries.
Each entry will contain the following three components.

1. A description of the scholarship activities in which you are engaged each week. This would include any aspect of your project (e.g., reading material, data collection, writing, conversation with others about your work).
2. Comments about the joys and challenges you are encountering each week with your project. What has been particularly exciting about it? What aspects of the work have you struggled to understand or accomplish?
3. Reflective comments that illustrate your explorations of reactions to your work and your interpretation of how your experience is affecting your thinking about your project or your learning in general.

The first two components offer descriptive material whereas the third offers your reflection on the descriptive material. If it is easier to integrate these as you write, feel free to do so. Please make sure each week’s entry has all three components. We are equally interested in what you are doing and how you are making sense of it."

Posted 13:15, 18 Jul 2008
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