Using sustainability themes and multidisciplinary approaches to enhance STEM education

Abstract

Purpose -The purpose of this paper is to report on the Multidisciplinary Sustainability Education Project (MSEP) as a framework using sustainability-themed education modules to introduce students to the need for multidisciplinary approaches to solving twenty-first-century problems while retaining traditional course strengths and content. Design/methodology/approach -The MSEP uses sustainability-themed education models and a multidisciplinary approach to link courses across disciplines. Modules are identified by an overarching question with activities designed to address the overarching question from course-specific perspectives, resulting in students writing short technical reports summarizing their results. Students then read and evaluate technical reports from other classes, and complete a summary activity designed to connect perspectives from different disciplines. Findings -The multi-method assessment identified no loss or gain in discipline-specific learning; increased understanding about the characteristics of twenty-first-century problems, in particular those related to sustainability; and increased students' favorable perceptions of introductory calculus. Assessment of increased understanding of how different disciplines can work together to understand complex problems was difficult to measure due to limitations of a project-developed assessment instrument. Originality/value -This paper contributes to undergraduate sustainability education by describing a framework for connecting courses using sustainability-themed modules. By implementing an asynchronous manner where courses use materials from the project Web site and contribute materials to the Web site after implementing a module, it is easy to incorporate a module into existing courses, any educational institution's existing structure and across institutions. The framework's flexible design allows new courses from any discipline to connect to a module, allowing for multidisciplinary connections to grow over time.

O Ensino Da Sustentabilidade Em Instituições Comunitárias De Ensino Superior Na Perspectiva Da Triple Botton Line / La Enseñanza De La Sustentabilidad en Instituciones Comunitarias De Enseñanza Superior en La Perspectiva De La Triple Botton Line

“…Para alcançar-se uma sociedade sustentável se necessita conectar todos os elementos da ciência da sustentabilidade. Isto implica em expandir a educação tradicional para incluir uma consciência de uma nova classe de problemas, tendo a sustentabilidade como um tema unificador (ROGERS et al, 2015).…”

“…A literatura indica ainda que as universidades enfrentam o desafio de capacitar o corpo docente, disponibilizar carga horária para o desenvolvimento do tema, desenvolver competências didáticas apropriadas à concepção de um currículo moderno e sustentável (MÜLLER-CHRIST et al, 2014) Além disto, devem incrementar a compreensão dos alunos acerca da contribuição das diferentes disciplinas para a abordagem dos problemas afetos ao tema (ROGERS et al, 2015), detectar mudanças de atitude dos alunos em função das experiências ao longo do curso (SUTTON; GYURIS, 2015), e integrar o DS nas atividades universitárias (LARRÁN JORGE et al, 2015). Neste contexto, as universidades podem contribuir com as futuras decisões sustentáveis que seus egressos tomarão no mundo corporativo e nas instituições em geral onde irão atuar profissionalmente (LOZANO; LOZANO, 2014).…”

“…O ensino da sustentabilidade requer metodologias modernas e ativas que conduzam os alunos ao desenvolvimento de um pensamento complexo. Para tanto se requer um corpo docente com a preparação adequada e condições apropriadas, tanto materiais quanto ao ambiente de ensino e aprendizagem A literatura indica competências didáticas (MÜLLER-CHRIST et al, 2014) contribuição das diferentes disciplinas (ROGERS et al, 2015), mudanças de atitude dos alunos (SUTTON;GYURIS, 2015), e integração do DS nas atividades universitárias (LARRÁN JORGE et al, 2015). Preparar os alunos quanto egressos (LOZANO; LOZANO, 2014), pensando e ultrapassando os limites da sala de aula (FERRER-BALAS et.…”

Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling

“…Finally, having students work with self-collected data has been shown to be helpful [44,45]. Rogers, Pfaff, Hamilton, and Erkan developed ESD modules for STEM education [45] consisting of an introduction, engaging in course-specific activities, writing technical reports, evaluating technical reports from others, and completing a summary activity. The actual investigation happened when students engaged in course-specific activities.…”

Figures and First Years: An Analysis of Calculus Students' Use of Figures in Technical Reports

“…The context of the use of figures in technical report writing arose from the Multi-disciplinary Sustainability Education (MSE) project at Ithaca College 2 (Rogers et al 2015). The MSE was implemented in courses in biology (Hamilton 1 Ithaca College is a private regional university located in the Finger Lakes region of upstate New York.…”