By Ellen E. Faszewski, Ph.D., Clinical Faculty in Science Education, Boston University Wheelock College of Education and Human Development
This spring, Dr. Faszewski presented the fundamentals of her Integrated Science II course at the International Conference on “Social Sciences, Humanities and Education,” held in Athens, Greece. Her undergraduate class has brought BU students to the Muddy River to study the local environmental challenges of the Muddy River Restoration Project and their lasting impacts. The goal: to explore “the efficacy of restoration and assess ecosystem health” from a broad investigatory lens.
The creation of the Integrated Science II course was inspired by the curricular strategies of Science Education for New Civic Engagements and Responsibilities (SENCER); SENCER courses connect STEM learning to real-world issues of civic importance. Its aim is to empower all learners by demonstrating that their knowledge matters, and what they learn today can help solve some of the biggest problems of tomorrow.
SENCER is the signature project of the National Center for Science and Civic Engagement (NCSCE), a national non-profit organization that supports a community of teachers and learners across all sectors of STEM education (K-12, undergraduate, informal, and graduate). Dr. Faszewski has been involved with the SENCER community since 2005 and was recently appointed a SENCER Ambassador, a leadership position that recognizes one’s commitment to advancing the curricular strategies of the project.
Here is Dr. Faszewski’s abstract:
“Integrating Scientific Inquiry and Design Thinking to Address Local Environmental Challenges: A Case Study of an Undergraduate Science Course”
This presentation introduces an innovative undergraduate science course that transforms an urban waterway, the Muddy River, into a dynamic living laboratory for environmental education. The course, “Integrated Science II,” utilizes this local ecosystem as a focal point to integrate scientific inquiry and design thinking, offering students a unique, hands-on approach to addressing real-world environmental challenges. The Muddy River, an urban waterway in the heart of Boston, Massachusetts, with a rich history and complex ecosystem, serves as the cornerstone of this course. This living laboratory provides an ideal setting for students to conduct field investigations, interact with diverse stakeholders, and apply design thinking processes to develop and propose solutions to actual challenges facing the waterway.
Key innovative aspects of the course include:
1. Place-based learning: The Muddy River becomes an extension of the classroom, allowing students to directly observe and interact with an urban ecosystem.
2. Interdisciplinary approach: Students examine the Muddy River through scientific, economic, social, and political lenses, gaining a holistic understanding of urban environmental issues.
3. Stakeholder engagement: Interactions with local experts, community members, and other stakeholders connected to the Muddy River provide students with diverse perspectives on urban environmental management.
4. Iterative problem-solving: Students follow a design thinking process to define problems specific to the Muddy River, conduct studies, and propose solutions, fostering creativity and innovation in an urban context.
5. Data collection and analysis: Students collect and analyze data from the Muddy River using various quantitative tools, developing their ability to frame and assess environmental issues using real-world data.
6. Multi-modal assessments: Assignments include maintaining a science notebook focused on Muddy River observations, writing research papers on specific river-related issues, and presenting proposed solutions to river challenges.
The course aims to achieve multiple learning outcomes, including mastering core concepts in urban environmental science, applying scientific inquiry and design thinking to solve Muddy River-specific problems, using quantitative tools to assess river health and related issues, communicating findings effectively, and evaluating the broader impacts of proposed solutions on the urban ecosystem and community.
This course model can be adapted for various urban settings, offering a template for educators seeking to integrate local ecosystems, real-world problem-solving, and community engagement into their curricula. By immersing students in the study of a local urban waterway, this approach prepares them to tackle complex environmental challenges in urban settings and fosters a sense of environmental stewardship.
The presentation will include detailed descriptions of Muddy River-specific activities, assessment methods, and student outcomes. It will also address strategies for overcoming challenges in implementing such a place-based, integrated approach, including logistics of field work, community partnerships, and adapting to the dynamic nature of urban ecosystems. Attendees will gain insights into designing courses that bridge the gap between classroom learning and real-world application, fostering the development of environmentally conscious graduates prepared to address urban environmental challenges of the 21st century.
Some slides from Dr. Faszewski’s presentation:
For more information on the NCSCE, visit www.ncsce.net.
