Over four semesters, multiple active-learning frameworks were blended to develop science courses which support student learning through the examination and engagement of complex environmental issues. Ranging from non-science major courses to upper level chemistry and environmental studies courses, curricular design was influenced by a learning outcomes approach, SENCER, and the institution’s strategic emphasis on fostering urban leadership. Students participated in both individual and group integrative projects that focused on understanding current environmental challenges in the Detroit area. Students developed public presentations that concluded with recommendations for knowledgeable citizen action about the environmental issue. From an interdisciplinary approach, students presented problem descriptions, explanations of key scientific principles, descriptions of current practices and promising technologies, and a thorough analysis of stakeholders’ perspectives involved with the local issue. Since both student learning about the environmental issue and their interest and role in a societal challenge were evaluated, this presentation also includes commentary on rubric use for assessing learning outcomes.

Engaging undergraduates: Investigating local environmental issues at the intersection of science and society

249th National Meeting (2015)

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