Water in Society: An Interdisciplinary Course to Support Undergraduate Students' Water Literacy

Autor/inn/en	Forbes, Cory T.; Brozovic, Nicholas; Franz, Trenton E.; Lally, Diane E.; Petitt, Destini N.
Titel	Water in Society: An Interdisciplinary Course to Support Undergraduate Students' Water Literacy
Quelle	In: Journal of College Science Teaching, 48 (2018) 1, S.36-42 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Undergraduate Students; Water; Literacy; Decision Making; Water Quality; Food; STEM Education; Interdisciplinary Approach; Introductory Courses; Majors (Students); Nonmajors; Course Descriptions; Economics Education; Science Instruction; College Faculty; Scientific Research; Best Practices; Teacher Attitudes; Student Attitudes; Feedback (Response); Teaching Methods; Nebraska + Suchen Sie Ihr Suchwort? Wasser; Alphabetisierung; Schreib- und Lesefähigkeit; Decision-making; Entscheidungsfindung; Wasserqualität; Lebensmittel; STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Einführungskurs; Kursstrukturplan; Wirtschaftskunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The most challenging global problems of our age involve coupled human--environmental systems within the Food-Energy-Water Nexus. The undergraduate students currently in our classrooms will be tomorrow's global citizens, each of whom must be prepared to understand and reason about these challenges and ultimately make decisions about them in a variety of contexts. Postsecondary institutions, then, must afford students multidisciplinary, STEM-based experiences that help them develop this knowledge and skillset. In light of this need, we developed and taught an introductory undergraduate course--Water in Society--grounded in contemporary, real-world, "socio-hydrological" issues. The course, designed to serve the needs of both STEM majors and nonmajors, was designed and offered by an interdisciplinary team of hydrology, economics, and science education faculty. Key course themes include engagement with authentic data, scientific models and modeling, multimodal forms of scientific communication, and research-based best practices for effective STEM instruction. Here, we describe the first iteration of the course, including elements of the class that exemplify these primary course themes and pedagogical reflection on instructional experiences and student feedback. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01