Teaching socio-environmental synthesis with the case studies approach

Abstract

Socio-environmental synthesis (S-E synthesis) is a research method and problem-solving approach that integrates existing knowledge and data from natural and social sciences to advance understanding of socio-environmental systems and to inform solutions to environmental problems. As science becomes more transdisciplinary and collaborative and as new opportunities presented by the information age change how we do science, the teaching of S-E synthesis is increasingly important for preparing future environmental problem solvers, scientists, and citizens. S-E synthesis also provides a rich context for classroom instruction that can facilitate the achievement of diverse learning objectives. Here, we discuss efforts to adapt the evidence-based teaching practice of the case study method for teaching about the complex and interdisciplinary approach of S-E synthesis. We provide insights about the effectiveness of this teaching approach and offer practical advice for writing and implementing S-E synthesis cases. These insights are informed by experiences creating and using S-E synthesis case studies, both ours and those of participants of a short course on "Teaching about Socio-Environmental Synthesis with Case Studies" held at the National Socio-Environmental Synthesis Center (SESYNC). Assessment of S-E synthesis learning goals and the effectiveness of the case study method for teaching S-E synthesis are also discussed. Full development of this approach for teaching S-E synthesis will require a community effort, and our intention here is to offer a preliminary vision and qualitative assessment, to stimulate discussion, and to invite readers to join our efforts to create, use, and assess S-E synthesis case studies for teaching.

A framework for teaching socio-environmental problem-solving

“…One notable pedagogical approach that addresses eleven of the twelve competencies listed in their framework is the use of case study methods of teaching (Herreid 1994). Our own experiences match the spirit of this analysis, and we believe that the case study approach is a strong pedagogical approach for teaching students the competencies necessary for S-E problem-solving (Wei et al 2015, Wei et al 2018. A deeper analysis of this and other promising pedagogies (e.g., Simon et al 2013) is beyond the scope of this paper but merits strong attention.…”

Pursuing the Promise of Case Studies for Sustainability and Environmental Education: Converging Initiatives

“…The case study approach is also a good pedagogical fit because it can be adapted for a broad range of topics, audiences, and classroom formats. To fulfill a need for teaching materials specifically targeting the teaching of S-E synthesis [10], in 2013, SESYNC developed a short course on Teaching about Socio-Environmental Synthesis with Case Studies, which brings a diverse group of researchers and educators together to write case studies for teaching. Currently, there are 50+ cases in the SESYNC Case Study Collection, all of which are Creative Commons licensed and freely available at http://www.sesync.org/for-you/educator/casestudy-collection.…”

“…In MSC cases, this can be seen in the supporting multimedia features (podcasts and Edgenotes, which are curated content displayed alongside narrative text). In SESYNC cases, optional, deeper explorations are contained in sections titled "suggested modifications, " where the author provides additional information and suggested activities for deeper study of a particular aspect of the case [10]. At F&ES, in addition to guiding questions, each background module includes a list of suggested resources (maps, websites, videos, reports, peerreviewed literature, etc.)…”

Assessing (Social-Ecological) Systems Thinking by Evaluating Cognitive Maps

“…For example, many interdisciplinary environmental (IE) degree programs, the goal of which is to prepare students to become "sustainability-oriented scientists, leaders, problem-solvers, and decision makers" [1], have identified ST as a fundamental requirement [2]. Further, attempts to define core competencies for students in these interdisciplinary and diverse environmental fields have identified ST skills as an important element [3][4][5]. ST thinking is a core Science, Technology, Engineering, and Mathematics (STEM) skill related to learner capacity to engage "wicked problems" and participate meaningfully in identifying pathways for positive change.…”